AKMI METROPOLITAN COLLEGE (AMC) in collaboration with QUEEN MARGARET UNIVERSITY (QMU) SCHOOL OF ARTS, SOCIAL SCIENCES AND

MANAGEMENT PROGRAMME REVIEW

BA in Mass Communication & Media Arts 28-05-2012

BA in Mass Communication & Media Arts REVIEW DOCUMENT Contents Page No 1. 2. 3. Introduction Response to previous validation of 2007 Extent to which the programme has achieved its objectives 3.1 Aims and purposes 3.2 Review of student/ employer experience 3.3 Review of feedback from external examiners Developments during period of review 4.1 Changes 4.2 Student statistics 4.3 Course operation Teaching and learning Student support Staff development Resources Conclusions and recommendations 3 3 5 5 6 6 8 8 11 14 15 19 20 22 23

5. 6. 7. 8. 9.

References List of Tables and Figures Appendices Appendix One: Appendix Two: Appendix Three: Membership of the Review and Planning Group Previous validation report of 2007 Previous two years annual monitoring reports

1.

INTRODUCTION

The BA in Mass Communication & Media Arts has been running for ten consecutive years, including the current academic year 2011-2012. The programme commenced in the academic year 2002 -2003 as a three year course and proceeded as a top up year. In 2007, it was revalidated for a period of five additional years ending in the current year 2012. BA Mass Communication & Media Arts is a full time (FT) programme comprising two strands of studies: Film & TV Directing and Journalism. All the modules are mandatory, either core or specialization modules, with a mandatory internship for both strands. The programme is provided by the Faculty of Culture & Communication of AKMI Metropolitan College (AMC) in collaboration with the School of Arts, Social Sciences and Management of Queen Margaret University (QMU). According to Greek legislature, no external professional bodies exist controlling either of the fields of expertise associated with the programme. The programme is provided in exclusive collaboration with Queen Margaret University (QMU). BA in Mass Communication & Media Arts is a modular programme suitable for journalists and film & television directors wishing to develop their knowledge and to enhance their practice and skills which they have obtained either as students during their two previous years of studies in the Institute of Vocational Training (IVT), an equivalent to HND level studies, or as professional practitioners. The programme is offered either in one academic year (FT) or two academic years (PT).

2.

RESPONSE TO PREVIOUS VALIDATION OF FRIDAY 20 APRIL 2007

The Panel of the former review event held on Friday, April 20 th 2007, agreed to recommend approval of the BA in Mass Communications and Media Arts for a period of five years, commencing in September 2007 for a maximum of 40 students per year. Approval was subject to satisfactory completion of the following conditions: 1.2.1 That the module descriptors are reviewed and revised to ensure module teams are identified, reading lists and additional resources are updated and that learning, teaching and assessment for the Research Methods module are aligned. 1.2.2 That the regulations are updated in line with the latest QMU regulations.

IVT AKMI certifies that the above conditions were met as follows: 1.2.1 Descriptors of all modules were reviewed and modified so as to identify module teams. All reading lists and resources were updated on a recurrent basis. The module Research Methods was redesigned to ensure the strategic alignment of its learning outcomes, content and assessment pattern. All the above modifications can be observed in the attached revised validation document.

1.2.2 AKMI updated the programme regulations to match those at QMU as soon as they were approved by the QMU Senate. The Panel of the Review Event also made the following recommendations: 1.3.1 That AKMI provide additional short information sessions for students on postgraduate study opportunities. 1.3.2 That a short statement is added to the documentation about how disabled students are supported.

These recommendations were met as follows: 1.3.1 IVT AKMI ensures that all the necessary information concerning Postgraduate Study Opportunities at QMU and other academic environments is presented to our graduates in the form of seminars after the completion of their studies in the programme BA in Mass Communication and Media Arts, so as to assist them in advancing their studies on a higher level. There is a relevant statement on page 12 of the attached validation document commenting on this process. 1.3.2 A statement referring to students with disabilities and their support by IVT AKMI was added to the validation document (p.13).

Regarding developmental recommendations, i.e. recommendations that have to be addressed over a period of time, the following course of action was implemented over the period currently under review The students handbook was updated each academic year so as to include the latest regulations of the university. Module bibliographies are updated every year, as well. During the past three years, changes in the modules have been effected, in accordance to the meetings of the academic team, after thorough study of student feedback forms, their in-class and placement performance, and the recommendations of the external examiner. Another factor that is always taken in account is our research into the demands of the market and the employability of our students. All the changes in modules were considered and approved by the annual Joint Boards of Study and validated by the appropriate QMU committees; they are presented in section 4.1. The success of the informative tutorials/ seminars on Postgraduate Study Opportunities is evident through the progress that has been noted in the steady increase in the number of students wishing to advance their studies on a postgraduate level. Moreover, the particular academic programme, throughout its decade long continuous successful operation, has become acclaimed in the Greek market and well known to the students of AKMI IVT, which constitute the majority of the programmes cohort. As a result, the candidates for the programme are scrupulously advised and briefed on the benefits and the advantages of the programme and the potential of their continuing their studies on a higher level, a fact that has provided us significant advantage over our competitors in the job market. In the past three years, our graduates have been accepted on relevant postgraduate programmes at UK HEIs such as the Royal Holloway University and the University of Edinburgh.

AKMI Metropolitan College (AMC) is supporting in all its new premises structures that allow for the use by all individuals with disabilities. It is also improving all its structures so as to accommodate users with special needs. The Maroussi campus which houses all the collaborative programmes with universities from the United Kingdom is fully accessible by people with disabilities. The Athens centre campus is also accessible to people with disabilities, e.g. wheelchair access, special lavatories; this pertains in particular to all the buildings that house top-up programmes of studies, such as Patision 60 and the basement of the Kodrigtonos 16 buildings. All the central buildings are connected directly with the material and technical structures of the IVT. AKMI Metropolitan College (AMC) has passed all annual building and fire safety checks, according to the regulations of the Greek Ministry of Education, and has been granted a certificate of suitability from the British Accreditation Council (BAC). (see appendix 3). 3. 3.1 EXTENT TO WHICH THE PROGRAMME HAS ACHIEVED ITS OBJECTIVES AIMS AND PURPOSES

The aim of the course is to offer students a BA in Mass Communication and Media Arts, a high quality academic and vocational qualification in either Journalism or Film and Television Directing, with a particular focus on industry relevant new technologies , to meet the needs and challenges of the profession in Greece and the Europe in general. This is delivered through extensive tuition and practical application, professional placement, and independent study. The aims are: To provide a high quality academic and vocational qualification that will meet the needs and challenges of the profession. To integrate theoretical knowledge and vocational competencies relative to journalism, on the one hand, and film directing, on the other, using all the new technologies of their professions. To offer students the opportunity to study film and mass media related issues from a number of different perspectives and disciplines. To develop in students the capacity for critical, analytical and independent thinking in order to help them become more effective problem solvers in their particular field of interest. To encourage in students the realisation of their academic, intellectual and personal potential by providing structured systems of learning and support. To provide students all the necessary equipment for the use of information resources and learning technologies. The learning objectives are: Demonstration of in-depth understanding of the conceptual and theoretical basis of the academic disciplines within the mass media in relation to journalism and film directing. Evidence of the ability to think critically, based on an in-depth rather than surface approach to learning. Application of the assimilated theory in the critical analysis of a diverse array of data and research in journalism and film directing, and of the relevant problems arising as well as of policies employed. In-depth learning and competence in the presentation and discussion, in both oral and written forms, of the complexities of mass media.

 Acquisition of skills of effective self-management, initiative and responsibility in relation to their own learning, whether individually or in groups. Understanding of the multi-disciplinary nature of mass media through the enhancement of the ability to analyse related issues from a number of different perspectives and disciplines. Achievement of appropriate competence and awareness of a range of information technology applications. Demonstration of an awareness of ethical considerations and the requirement of appropriate ethical standards in the pursuit and application of their professions. Acquisition of the knowledge that is necessary for students to perform effectively in their chosen careers. This includes the students ability to easily transfer from conventional to more cutting edge media and the general acquisition of transferable skills. Top-up year: BA in Mass Communication and Media Arts Half of each programme comprises shared core modules on the multi-disciplinary aspects of mass communication, i. e. mass communication in relation to other fields like media arts, the society, politics, law and management. In addition, students will be familiarised with the research methods pertaining to the discipline of mass communication. In he two profession specific strands that comprise the other half of each programme students attend labs and workshops according to their specialisation and work as interns in a TV production company/TV channel or newspaper/broadcaster. Lately, the market has oriented itself towards internet communication; students are therefore trained in internet media and technologies. Students are also offered the possibility of participating in extra-curricular workshops and seminars.

3.2

REVIEW OF STUDENT/EMPLOYER EXPERIENCE

The placement supervisors from the professional environments where students are allocated for their internship module remain in frequent communication with the course leader, who has the coordination of the internship process; they keep her informed on the general conduct and progress of the students. Comments and recommendations included in the relevant assessment feedback sheets are based on the formal communication of the course leader with employers, and on the course leaders unexpected visits to the work environments. An integral part of the module are the student self evaluation reports which are delivered on specific forms, and cover their placement experience, their expectations and their own assessment of the overall performance. he available data pertaining to the internship process are the following: Employers reports on the presence, participation and progress of the students in the placement. Self evaluation report forms following the latest recommendations of the external examiner. Assessment feedback sheets including the grades of the internal &external supervisors. All these documents are available only in Greek, but can be translated upon request. 3.3 REVIEW OF FEEDBACK FROM EXTERNAL EXAMINERS

The external examiner, Dr Maria Michalis, has been satisfied with the programme in general, characterizing it as well-thought and well-structured, designed to meet its stated aims and relating well with other programmes in this field at this level at other Higher Education institutions. The assessments worked well, the stated learning outcomes corresponded to them, and the grading was deemed fair, sound, accurate, diverse, and consistent. In terms of good practice, the experienced and qualified staff always provides detailed and constructive feedback to students. Positive remarks were made on: the rigorousness of the internal moderation process. the consistent quality of the work of a portion of the cohort (fascinating pieces of work demonstrating a wide range of skills and a strong understanding of the subject matter) access to material and communication with the course leader. The external examiner was sent well in advance of the June and re-sit Boards samples of materials from all semesters, covering a range of classifications for each of the modules, and had sufficient time to review them. It was noted that: some of the students appeared to find the more theoretical and analytical elements of the course challenging, especially the Research Methods module. Therefore this constitutes an area requiring attention and needs to be dealt with by the academic team. The tutor in charge of the module incorporated more formative exercises using inquiry based learning to a greater extent. This has led to a major change is the module, which has been re-titled as Research Project. More details can be found on the relevant portion of the revalidation document. the assessment criteria for the Internship module ought to be reconsidered, as it appeared that the assessment is external only (i.e., conducted by the employers); the course team may consider ways to assess the students own learning and critical reflection on their work, such as submitting a learning log and/or a written evaluation, while always taking into consideration the overall workload of students. In the next years report (2009-2010) it was remarked that the point was tackled, and students have to write a Self-Evaluation report as part of their Internship. This amendment seems to work well, as it has allowed students to critically reflect upon their own learning and work. The external examiner was especially pleased from the realization of the change and its results as may be confirmed by her report. It was recommended that: the course team should make an effort to increase the consistency of the assessment methods and weightings (taking into account the associated student effort) across all courses of the programme. This concerns only a couple of modules and their assessment methods, and especially oral presentations: their weightings were changed, as it was estimated that an oral presentation of 8 -10 minutes cannot count for the 50% of a grade of a course. As a result, the module Media Law & Ethics has now two assignments, the oral presentation weighting for 30% and the written assignment for 70%, whereas the assessments of the module Mass Media & Modern Society count as follows: 60% for the essay and 40% for the oral presentation.

the module Media Management (which was considered an impressive asset to the course) should change its focus on public relations to media management. Conversely, the module ought to be re-titled into Public Relations. It is suggested that the essay questions should be reconsidered (i.e. made more clearly about media management). It is recognized that Media management is a new academic area and good academic material is hard to find, all the more so in Greek. Moreover, an extra challenge exists as any decision taken has to satisfy students from all pathways. As this remark of the external was noted in the current years report, it has been taken in mind in the general upgrading of the module, which is being submitted with the current revalidation documentation.

4. 4.1

DEVELOPMENTS OVER PERIOD OF REVIEW CHANGES

Any modular changes or modifications that occurred in the course of the three previous years of conducting the academic programme were an outcome of the meetings of the academic team after thorough study of the student feedback, their performance in the whole range of the modules, practical or theoretical, and the comments and suggestions of the external examiner. The changes arranged by the Joint Boards and validated by University Committee have been the following: Digital Filmmaking I: the submission date of the 1st assignment (scenario) changed initially from week 6 to week 10, then returned to week 6. Digital Filmmaking II : The two assignments were merged into one. Research Methods: bibliography was added supporting the Film Directing strand. Mass Media & Modern Society: change in the weightings of the assignments to 40% for the oral presentation and 60% for the essay. Media Law & Ethics: change in the weightings of the assignments to 30% for the oral presentation and 70% for the written final exam.

During the academic period 2008-2011, the most basic changes that took place were: Based on External examiner recommendations - Change in the Internship module: the assessment methods were enhanced through the inclusion of a Self-evaluation report. - The Research Methods module was improved, the teaching methods were enriched and alternative topics for the assignments were proposed. - The assignments topics for the module Research Methods were altered so as to provide for more consistent assessment and support students in a better way. - Digital Filmmaking I Module Alteration was submitted by the course leader Magdalene Remoundou & module Co-ordinator Mr Efthimis Hatzis with a proposed alteration in the submission date of the first assignment in order to assist students in their time management for the Winter Semester. - Change in the weights of assignments of Mass Media & Modern Society: oral presentation from 60% to 40% and the essay to 60% on a subject of relevant weight. For Media Law & Ethics an oral presentation for 30% & and a Final Written Exam for 70% of three hour duration instead of two. Programme Leader Module Co-ordinator Winter Semester.Mass Media & Modern Society

Spring Semester Media Law & Ethics. Better correlation of the weight and the content of the assessments The students were facilitated in complying with the submission deadlines for the assignments, as formulated by the academic team and submitted at the validation event for the programme leading to the materialization of Thessaloniki Campus, June 2011. The assignments were managed so as to secure the smooth and uninterrupted flow in their submission. It was suggested that no multiple (2 or more) tasks should be assigned with the same deadline. The assignments subject matter for the Media Management module was changed so as to make the module be oriented towards Media Management and not public relations.

Based on issues discussed in SSCC and Programme Committee Meetings The students expressed their difficulty in approaching theoretical modules such as Research Methods and Media Politics & the Public Sphere, and composing essays, using the library and Harvard referencing system. Instead of arranging extra tutorials, which could not be appealing for the students the academic team decided to expand the duration of the lectures in order to incorporate special guidelines. Consequently, the issue was resolved and students were introduce to the particulars of academic writing. The tutors of both strands have been instructed to provide particular advice in their PAT sessions and general guidelines in the classroom environment. The results have been more than encouraging and a great portion of students anxiety has been released. An additional general difficulty was the students familiarization with the e-platform Moodle. The tutors offer thorough and constant advice on the efficient use of the learning platform Moodle to each cohort and place an emphasis on explaining the ways College facilities are focused on student needs. The guidelines were incorporated in the lectures following the same method as for the introduction to the academic writing. The particulars of Moodle access and operation are elucidated, and students are alerted to its importance, as all significant information for the course is uploaded in it immediately when it becomes available (guidelines, handbooks, notes, assessments, etc). The directing students were initially especially reluctant to participate actively in any theoretical module, as they failed to comprehend their use in the creation of a film or media project. Steps have been taken to introduce each year t he directing students to the rationale behind theoretical knowledge, and its value for the artistic process. In all theoretic modules formative assessments were added. Also more projections of films and particular TV shows that can be employed as a ground for semiotic analysis were included in the educational material. Care was taken in all stages to present in a lucid manner how cinema functions as one of the Mass Media. After their introduction to the rationale behind these modules they realized their value for the artistic process and collaborated quite enthusiastically in the process, a fact further proven by the quality of the final written projects and their grades.

. The students representatives expressed their fellow students worries about the deadlines and their difficulty in managing their final projects and their time in general; moreover, they doubted whether the administration of the programme adheres to the rules in all cases (Winter 2008). First, all doubts were eradicated through the demonstration of objective data. At the beginning of the second meeting (Spring 2008) student representatives stated that they have realized that QMU regulations are strictly followed by the administration of the programme and that they will fully comply to the rules themselves. The less diligent students have always been the source of more complaints which are being treated with strictness as they are considered to be a result of their irresponsibility. The particular students realize that they have to be more diligent and the greatest percentage of them manages to resolve their issues in time for the exam or re-exam boards. The teaching team of the programme felt that the doubts expressed by the students aimed at an indirect demand for an extension in the deadlines. The tutors Efthimis Hatzis, Dimitris Koutsiabasakos and Electra Venaki assist students in their shootings preparation and time management. Extra tutorials were organized with the contribution of the tutor Vally Konstantopoulou bearing in mind the specific needs of their craft. As a result, t he students of the Film & TV Directing Strand have achieved in submitting their scenarios and final projects on time in all three years. The expertise that the academic team had gained through their past years experience is crucial in assisting students in the organization of their time. As an additional measure, all the deadlines of assignment submission have been reexamined and redefined thoroughly so as to prevent 2- 3 assignment submission deadlines from coinciding. Some directing students asked to discuss the possibility of changing the script they had initially submitted due to unforeseen factors, such as insurmountable difficulties with the actors during the shooting. The issue of script changes has been an ongoing matter that is faced by the faculty of this programme. Taking into consideration all the relevant conditions, the academic team concluded that the module should become year long, allowing for the proper handling of any unanticipated problems that the students might face in the creative realization of the media project.

The tutor Maria Fotinea had to move abroad for professional reasons and therefore was unable to continue her engagement with the programme. The programme committee decided that Mr. Stamatis Poulakidakos will teach the module E-journalism and Mrs. Anastasia Veneti will teach the module Computer Assisted Research & Reporting under Mrs. Foteineas guidance and supervision. In the academic year 2009-2010, a newly appointed tutor, Achilleas Karadimitriou, replaced Maria Fotinea in the modules of the Journalism strand; he appreciated the positive environment within the cohort and through the educational procedure. Students find the way he teaches the modules interesting: Mr Karadimitriou is proactive and supportive, especially when it comes to using the e-platform Moodle.

10

Unpredictable circumstances and various adverse conditions such as recurrent strikes in public transport and uprisings keep occurring, obstructing the proper delivery of the course and the adherence to deadlines. The students showed their willingness to supersede obstacles and finally managed to meet the deadlines properly. The academic and administrative team is instructed to help students in each situation that arises according to its particulars. In case of strikes the classes are moved to other days. Also, studying and projects within College premises is encouraged so as to minimize transport needs in case of strikes. In some cases some absences have been noted in the placements, due to personal/family issues. The Course Leader has liaised with the Counseling Centre and the placement supervisors so as to address this matter. Dates and hours were modified so as to accommodate the students, who also made an appointment with the counselling service. From what they stated, this process helped them enormously.

4.2

STUDENT STATISTICS

Admissions 2008 2010 Year 2008 2009 2010 Admissions 24 21 43 By Gender Male Female 18 6 11 10 25 18 By Age 18-21 9 15 20

21-24 8 3 13

>24 7 3 10

Entry Characteristics Year Direct from Transfer from State University High School Institute of Students Vocational Training 0 19 4 0 18 2 0 39 1 Other

2008 2009 2010

1 1 3

11

Cohort Monitoring 2008 2010 Year Le vel Applic ations Admission s Withdrew Started before the Program start of the me programme 2 0 0 23 21 43 Withdre w after start of program me 3 2 4 Number Total of failing Number students of Withdraw als 8 5 2 16 4

2008 2009 2010

3 3 3

52 32 43

24 21

Num of stude Prog ng 12 19 20

Statistics Data from four previous academic years Film & TV Directing strand Entry Year 2006/7 2007/8 2008/9 2010/1 Students 3 7 10 23 Male 2 6 9 15 Female 1 1 1 8 <21 2 2 4 13 21 to 24 1 3 4 7 >24 2 2 3 Fees Home 2 13 EU 1 7 10 10

Comment: During the academic year 2009-2010 the Film & TV Directing strand of the programme did not run due to the lack of enrolments. This caused a restructuring in the marketing policy. The new goal set by the marketing department was the

12

doubling of the potential enrolments. The intensification of the marketing effort resulted in a considerable rise in the cohort numbers. Journalism strand Entry Year 2006/7 2007/8 2008/9 2009/0 2009/0 2010/1 21 to 24 5 2 3 3 Other >24 2 1 3 1 3 Fees Home 8 16 EU 7 10 14 20 1 4 8 -

Students 15 18 14 20 1 20

Male 6 8 9 9 1 8

Female 9 10 5 11 12

<21 8 15 11 16 1 14

The increase in student numbers in the journalism strand is satisfying and always within the set goals. Students joining the course come from various backgrounds. After a process of specific evaluation the following are recognized as prior learning for the programme: professional experience in journalism, film directing, film editing; degrees from Greek Public Universities, such as the Department of Political Science of Panteion University, Mass Media Department of the University of Athens, the Department of Multimedia Technologies of the University of Aegean, Departments of Greek or English Literature, Humanities Departments, but also the School of Economics, the Department of Physical Sciences, and the graduates of the IVT in Journalism or Film Directing. Information on graduate employment. Graduates of the last three years of the programme have found employment in the fields of cinema and television as assistant directors, editors, and directors. They have also created short films in addition to their mandatory final project; they have participated and excelled in local, national, and international short film festivals. A example of such achievements and a first rate success can be considered the first award in film direction of the most significant Greek short film Festival, the Drama International Festival, which was conferred to our graduate, George Fortounis, of the 2008 -2009 cohort. It is worthy of note that the programme of studies has attracted professionals from the fields of Film Directing and Journalism wishing to upgrade their professional profile with an academic degree. An instance of this trend would be the Director of the Press Office of the International Film Festival of Thessaloniki, a professional journalist for the past decade, which is attending the current years programme. This student is only an instance of professional directors and journalists with relevant experience (in some cases of many years) are attending the programme every year. Among our graduates have been renowned, respected journalists with long experience in the field and anchormen, specializing in areas such as political journalism. The new factors pertinent to the world financial crisis have formulated new circumstances in the work environment of Mass Media in general, including film directing and journalism. The resulting trend is the pursuit of new job opportunities through the internet, the creation of news reports sites, web radio & TV channels e.t.c., which are of particular interest for young practitioners in the field of journalism. Regarding the directing strand, new directors have ventured lately to create their

13

productions with digital media, handling the greatest part of the production process on their own, with the lowest possible costs, and fewer people in the production team. The creation of digital channels has contributed to the expansion of interest towards television production, multi-camera setups and live stream connections. During the current academic period, the department participated along with students from other specializations in Media Arts of Educational Organisation in the production of the final project of the students of Westminster University in the module TV production. The project was the creation of a broadcast of a live show to be presented on line at the web TV channel Livestream.com, with live links with Athens (AMC), China, India, and, naturally, London. 4.3 PROGRAMME OPERATION

The proper operation of the course is managed by the administration team at AKMI, the course leader, and the academic team. Amendments aiming at the incorporation of further enhancements in the curriculum and the integration of current technological and pedagogic developments in the educational procedure remain the top priorities for the teaching team. The tutors constantly aim at making teaching interactive, stimulating, and effective. The teaching team has been working in unison for the past six academic years; therefore, they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The teaching team work closely to ensure regular communication about the delivery of the programme in the best possible way. The tutors are alerted to the recurrent problems of the students in their initial contact with essay writing, referencing, etc and guided to incorporate in their lectures their advice on such matters.

The concern of the directing students regarding the timely realization of their film project was resolved thought the organization of their productions via centralized coordination on the part of the course leader and tutor Ms Vally Konstantopoulou. The current operational structure towards the realization of the film projects follows closely similar production methodologies applied by professional film production companies with multiple projects running concurrently; students are guided on the formation of time schedules and production charts for the production stages of their film projects and the satisfaction of their needs. The overall aim is the timely realization of their project, through a rational process that they will be able to apply in their professional careers as well. The results have proven that the majority of the students has grasped the particulars of successful time organization. Finally, the academic team anticipating possible delays in the delivery of assessments in particular deadlines and aiming at the smooth operation of the general assessment procedure gradually shifted the deadlines for certain assessments, assisting students with their punctuality.

14

Students of various levels and from various departments of the performing arts and fashion sectors of the IVT have expressed throughout these three years their wish to participate in the film projects, providing an invaluable depository of experience, enthusiasm and exchange of opinions, ideas, and creativity. Furthermore, the BA students themselves have been assisting each other in more than one of their fellow students projects-films, creating a sense of professional solidarity.

5.

TEACHING AND LEARNING STRATEGIES

5.1 Strategies and Methods General attitude Tutors should recognize that all students can learn, desire to promote social diversity through curriculum, believe in the need to align student needs with teacher objectives, encourage students to respond critically to different kinds of projects, commit to continuing professional growth, develop habits of critical thinking, recognize the value of diverse opinions, desire to promote media and the arts to the general public, and encourage the public to respond critically to their work. Assessment Student learning ought to be assessed in multiple ways; tutors are guided to understand that standardized testing alone does not adequately reflect student learning, and to become proficient in creating, implementing, and using formative, summative, formal, and informal assessments of student learning. Content Knowledge Media Development Tutors view growth in Media as a developmental process: reading, writing, speaking, listening, observing, and thinking should be treated as interrelated, and social, cultural, and artistic environments. Media Analysis Tutors think of the Media area as dynamic rather than static, and they understand that there are many viable and valid versions of projects. Composition Tutors understand that oral, written, and visual composition requires an understanding of multiple processes, and that verbal and visual Media (code of communication) language influence thought and action. Reading and the relative Literature of the field Tutors think reading as a constructivist and transactional process. The proficient readers are conscious of their own comprehension processes. The effective teaching requires knowledge of relative literature of the field representing multiple worldviews for classroom discussion, and that literature is a source for exploring and interpreting human experience. Instructional Planning Tutors involve both collaborative and independent student learning and using a variety of materials and media to work on interdisciplinary instructional units.

15

Instructional Performance Tutors promote respect for and understanding of academic, cultural, and gender differences in the classroom, stimulate students in active learning processes, use students work as part of instruction, and incorporate technology. Instructional Assessment Tutors promote respect for challenging student discourse, use feedback to teach students, develop ways to communicate assessment results to diverse audiences, and use assessment to improve instruction. Instruction in Oral, Written, and Visual Languages Tutors enrich and expand Media resources for different social and cultural settings, engage learners in discussion, interpretation, and evaluation of ideas, and design instruction that reflects Mass Communication as a dynamic human creation. Instruction in Reading, Literature, and Non print Media Tutors build a reading, listening, and viewing community where students respond, interpret, and think critically to a variety of projects. Apart from the teaching methods employed by the programme up to the current academic period, i.e. participation of students in in-and-out of class projects, lectures and seminars, film projections, conferences, academic presentations, while developing their academic writing skills through special tutorials, it was decided that inquiry-based learning should be employed to a greater extent. The method will lend to the teaching process greater interactivity, implicating the students and their creativity more widely and in greater depth, and will build up the student interest for more theoretical modules such as Research Methods, which tend to be approached unwillingly by the majority of students. This module in particular during the previous period of application of the programme has become the subject for extensive dialogue and speculation among the academic team in order to attract the interest of the cohort for this particular module and minimize the margin of failure. Based upon the feedback of the previous three years, we proceed to the aforementioned change through employing the particular teaching method.

5.2 Quality Enhancement of Learning, Teaching and Assessment During the second year of delivering the programme after its revalidation in 2007, the students results displayed a well-balanced progress. This fact supports the curriculum of the programme as well as the approved changes in the assessment patterns that have been made in some modules. The assessment patterns of the modules seek to cover all the parameters and demands of the job market, and as proved by the results of the 2 nd year of delivery of the revalidated programme they have been fruitful. The teaching team of the programme are at once active professionals and scientific associates of the Greek National University, and as a result they are aware of the scientific and technological advances in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. Throughout the whole of the previous academic period, we have been constantly in touch with QELTA and its current themes, and taken special care to incorporate them in our discussions and actions.

16

Firstly, we have taken steps so as to enhance a permanent quality culture as a backbone that can be dynamic at the same time and evolve as our programme advances so as to procure continuous improvement. At the same time, attention has been paid to the personal beliefs and values of our academic, administrative and general staff members. Our basic tools are recruitment strategies, training activities, induction schemes, recognition meetings and promotion towards permanency criteria. We have sought to integrate students as active participants in decisions about how learning and teaching activities are conducted, but also to support their personal value systems. In the 21st Century the most significant challenge for graduates will be to manage their relationships with work and with learning. This requires skills such as negotiating, action planning, management and networking, added to qualities of selfawareness and confidence. These are the skills required to be "self-reliant" in career and personal development. In developing these skills there is a part to be played by the academic team, the students themselves, and employers in the private and public sector. In order to make full use of their skills, graduates need new opportunities to apply them. Traditional graduate jobs will not absorb the growing numbers of graduates. The greatest potential is likely to be in smaller businesses, which have not tended to recruit graduates in the past. But to make this work, small businesses will need to understand the benefits graduates can bring. Graduates will also need to understand the labour market. Towards this direction we have tried to include SelfReliance Skills within the courses and inform potential employers on their availability and the benefits of employing our graduates. In the Greek Job market in the time of general crisis students have to be briefed on the following facts and how to tackle them: there is no job for life, maintaining employability, a major decline of loyalty, the building of a desire for variety, and an expectation of multiple careers, managing an autonomous career with a balanced and comfortable lifestyle. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is well-known to prospective candidates who approach our institution prepared with updated portfolios so as to meet the demands of the interviews that will grant them entrance to the programme. The programme after its successful completion provides the students with the possibility of continuing their studies in a post-graduate level or being directly absorbed by the job market. 5.3 Good Practice and Innovation The teaching team has been working in unison for the past six academic years; therefore, they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. he teaching team asks from its students to use in their projects and assessments the most recent developments and innovations that are applied in the Mass Media. Concerning specialist resources, there have been added three High Definition cameras and the students of the Film & TV Directing become aware of and familiarize themselves with the latest technological advances. Also students of the Journalism strand had to create blogs in the Internet, following the recent technological developments relating to their field.

17

The films of two of our students were approved and officially participated in the competition part of the greatest and most important Greek Short-film Festival in the Greek city Drama. The film of one of them titled Piretos (Fever) Bougioukos George was awarded with the first prize of Greek Short-film Festival in the Greek city Drama. Additionally, the film of the 2007-2008 graduate Katerina Gioulmichalaki that participated in the Festival of Naousa was awarded with the first prize. During the academic year 2010-2011, Kalamakis Vassilis, with his film titled Cut damn!, the final project for the module Digital Filmmaking was chosen to participate in the competitive section of the 31st Munich International Festival of Film Schools, November 13 to 19 2011, at the Drama Greek Short Film Festival, and at the Comedy Cluj Festival in Romania. Ariadni Papanastasious film Half Day of Freedom was awarded a honorary distinction at the 2nd Argo Film Festival in Volos. Screenings of the film projects submitted by the graduates of the course are carried in Greece and in the UK respectively. We proposed that films by the Greek graduates which received an A should be incorporated into the public screening programme of the films organized by the QMU for its graduates in the UK. During the academic year 2009-2010 the number of distinctions is worthy of note. It is also significant that our graduate Iakovidis Kyriakos was accepted in the middle of the spring semester to continue his studies on a postgraduate level at Royal Holloway, University of London. In the fourth year of delivering the programme 2010-11, once more the number of distinctions is worthy of note noting, along with the success of the graduate Karamanolis Theodoros, in the continuation of his studies at the University of Edinburgh in MSc in Film in the Public Space programme. Iakovidis Kyriakos has moved on from a MASTERS degree at Royal Holloway University to a PhD in Coventry University. Therefore, the initial belief of the teaching team that the enhancement in the content of the modules and the assignments would be fruitful, has become an established fact. Nevertheless, alterations aiming at further improvement in the curriculum and the incorporation of the most current technological and scientific developments in the educational procedure remain top priorities for the teaching team. The tutors constantly aim at making teaching interactive, stimulating, updated, student centered, and effective. Seminars and lectures of well known professionals taking place in Greece and the UK could be open for attendance to all the students of the programmes in both countries at the same time, through teleconference and simultaneous interpretation. The world renowned film director Bella Tar was invited to Greece to give a lecture as a visiting professor on May 2011 for the Media students of the educational organization AKMI. Contrary to the major economic crisis, the course leader and the academic team were able to find internships for all of our students. Staff development seminars have been organized by the director of CAP of the QMU Dr Roni Bamber, where among others, tutors presented microteaching sessions that were videotaped. It is also worth noting that AMC College is currently using the method of peer observation; the notes of peer tutors aim at the enhancement of teaching methods, with the exchange of relevant experiences.

18

The External Examiner has repeatedly confirmed in the report how balanced is the materialization of the programme, a fact also reflected in the marking procedure. Her verbatim quote was: Once again I was impressed by the detailed and constructive feedback and the rigorousness of the internal moderation process. The marking feedback that follows for the structure of positive, negative and points for improvement remains an area of good practice. Special attention has been paid as to take ongoing care towards quality management through processes such as collecting and interpreting staff data, promoting and sharing good practice. From the academic year 2009-2010 onwards, pastoral support with psychologists has been available at the AMC counseling centre. Additionally, an academic learning centre supports students in academic writing, building up the extra tutorials that are incorporated in the students lectures.

6.

STUDENT SUPPORT

The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoundou and their assigned PATs. PATs are in charge of providing students with personalized advice; each PAT is assigned his/her students at the beginning of each academic year. As the programme has been running for 10 years, it has been evident from prior experience that each year, when winter semester is completed, students not devoted to their studies have poor performance. On the contrary, spring semester begins with no difficulties for those students who have realized the extent of their responsibilities and have paid heed to them, along with the fact that they need to be more diligent and organized. The support for these students is more specialized and focused on preparing them for the challenges of postgraduate studies. The directing students face the multidimensional challenge of having to realize in a timely fashion their film project; they are assisted via centralized coordination on the part of the course leader Ms Magdalene Remoundou, and the tutor Ms Vally Konstantopoulou. The practice applied by the academic team of the programme is mentioned as an example of acts of development and advancement of the programme on the front page of the QMNEWS brochure and on the QMU site QMU. The relevant extract stands as follows: Every year, students have been known to show resistance to academic writing to a certain point, as they consider themselves to be creative persons and they are reluctant in following academic learning requirements and producing formal, theoretical research and work. Based on the fruitful experience of the previous academic years, the academic team employed strategies grounded on one to one student to tutor interaction, and personalized problem solving. Extra tutorials were scheduled in order to make explicit the assessment regulations, the Harvard system of referencing, the importance of student-led research and the avoidance of plagiarism to the students. The teaching team incorporated the above in their lectures and did not schedule them on other days during which students might be absent. (BA Mass Communication and Media Arts, AKMI Metropolitan College) Notice boards are always kept up-to-date with module and timetable information together with information on any kind of academic and/or cultural event.

19

A Student Staff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic and programme issues and/or concerns. All teaching staff is available to the students and accessible through their announced office hours and e-mail addresses and ready to assist them in any difficulty. They support and guide students in using campus facilities such as the library and eresources, and studying within College premises so as to help them manage effectively their time and submit their assignments on time, thereby avoiding any potential problems that might arise from unforeseen circumstances such as strikes at the mass transportation media, cancellations in shootings due to severe weather conditions e.t.c. A counseling centre based at the Maroussi campus is operating at AMC for the support of students; it is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nicolaou, a psychologist and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, is in charge of its proper function; along with psychologist Ms Natalia Koutrouli and a team of Psychologists- Professors, they assist any relevant case that may present itself on campus. They are available for all AMC students after booking an appointment. BA in Mass Communication & Media Arts students make use of this service.

7.

STAFF DEVELOPMENT

During 2009, the tutor Anastasia Veneti was awarded her PhD by the National Kapodistrian University of Athens, Department of Media Communication Studies. Title of thesis: Political Advertisement and Behaviour: Information and Manipulation of the Citizen. Subtitle: The Young Voters and the Redefinition of the Political Advertisement. During the academic year 2009-2010 Achilleas Karadimitriou, who has been teaching the modules E-Journalism and Computer Assisted Research and Reporting, is currently a PhD candidate at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies. Title of PhD thesis: Public Service Television in Europe: the Case of Greece. Mr Poulakidakos title of PhD thesis, in the same University Department is: Propaganda and Contemporary Political Communication: the Case of the Presentation of the MoU between Greece and the EU through the TV and the Internet. The course leader Magdalene Remoundou attended a postgraduate programme of studies at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies, strand Cultural Studies. The duration of this programme was 3 academic semesters and is to be consummated in February 2012. During the academic session 2008-2009, Dr. Veronica Bamber and her team from the QMU Centre of Academic Practice organised and presented two series of seminars to the teaching teams of the programmes run by AKMI Educational Organisation. The first series took place in mid January and the second in early March. The main topics that were discussed during the seminars were: Course Structure

20

Learning UK philosophy, theory, styles, approaches to learning Levels of learning (Bloom, SCQF) Factors which influence learning Student-centred learning Constructive alignment of learning, teaching, assessment L&T: Methods and Approaches (1) Teaching methods to encourage deep learning / student engagement Lecturing for learning L&T: Methods and Approaches (2) Teaching methods to encourage deep learning / student engagement Small group learning Evaluating your teaching and student learning Assessment principles and practices The Assessment Cycle (define, plan, communicate with students, formatively assess, adapt L&T, summatively assess, double mark, record achievements, External Examiner, Exam Board, evaluate) Assessment for learning - using formative assessment - feedback for learning Criteria-based marking activity On February of the academic year 2009-2010 Dr Veronica Bamber organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented: Roles and Responsibilities of Programme Leaders (PLs) Leading with Responsibility but no Authority Leading and Motivating Staff Managing Difficult Situations Running Meetings Inducting new teaching staff Evaluating L&T on your Programmes Time and crisis management

Throughout the academic period 2010-2011 no seminars for the educational development and upgrade of methods of academic staff were held, as the former course of seminars was recent. Additionally, the programme is to undergo the revalidation process in 2012, and as a result it has been deemed more efficient that the relevant seminars be given during the academic year 2011-2012. Dr Veronica Bamber also organized and presented a day long seminar preparing the academic team for the revalidation event on the 6th and 7th of March 2012. The tutors Mr Poulakidakos, Ms Veneti, and Mr Karadimitriou have been participating in a series of international conferences with presentations and publications. Some indicative titles from their activities are: Mr Poulakidakos - 5th Phd Candidates Symposium of the Hellenic Observatory of London School of Economics: Political Elites, propagandization and the presentation

21

of the MoU in Greece, London, 2-3 June 2011; 2nd International Conference on Conflict, Terrorism and Society: Reporting terrorism in Northern and Southern Europe: The case of online newspapers in Germany, UK, Greece and Turkey, Istanbul 2-4 November 2010; Global Media and the War on Terror : Online views on terrorism across Europe, London13-14 September 2010; Workshop of Universit Libre de Bruxelles, Institute for European Studies, Propaganda approaches in the 20th century, Brussels, 23 October 2009 Publications: Stamatis Poulakidakos, The Internet and the Democratization of Propaganda , Ethnos (newspaper), 15/10/2011; George Pleios, Stamatis Poulakidakos, Korina Kalpaki, Aliki Marinaki, Grigoris Kappas, The Greek crisis and the future of the EU through the Greek Press, Communication Issues vol. 12-13, September 2011; Anastasia Phoka, Ioanna Roumeliotou, Panagiota Sourtzi, George Pleios, Stamatis Poulakidakos Health Promotion and the Media, Nursery and Research, issue 27, May- August 2010; Veneti, A., Poulakidakos, S. (2010) Elections, media and the minorities: A case study of the Greek pre-electoral television coverage of Muslim minority candidates for the 2007 Greek general elections, in Theologou K. (ed.), Humanitarian and Social Sciences in the Greek National Technical University: Enriching Trajectories , Athens, NTUA Publications (under publication); Anastasia Foka, Ioanna Roumeliotou, Panagiota Sourtzi, George Pleios, Stamatis Poulakidakos Health Promotion and Mass Media, Nursing Care and Research, issue 27, MayAugust 2010; Veneti,A., Poulakidakos, S., The Rhetoric of Greek Political Advertisement in The Romanian Journal of Journalism & Communication, Anul V, nr 1 (30), 2010, Serie Noua, ISSN 1842-256X, pp. 27-38.; George Pleios, Stamatis Poulakidakos, Maria-Eleni Manatou, Kornilia Kalpaki, Maria- Eleni Papaharalampous, Grigoris Kappas Publicity and private Life within the Greek Blogosphere, International Journal of Electronic governance (IJEG), vol. 3, issue 1, 2010, pp. 48-71.; Stamatis Poulakidakos Propaganda Media and the War: A brief overview of the conflict between Isreal and Hamash, Presscode magazine, issue 12. 8. RESOURCES

Staff The teaching staff consists of (1) Political Scientist, Media Producer and TV Director, (1) Political Communication scientist & Film TV Director and Producer, (1) Public Relation Scientist, (1) Political Scientist (1) Social scientist & Journalist (1), Film & TV Director (2), Film & TV Editor (1) . They all contributed to the delivery of the programme for the academic year 2010-2011. In addition to the teaching staff, the programme enjoys the support of leading professionals in the field of TV broadcasting area that offer seminars on a regular basis. Library Students deliver their essays by using guided bibliography that is pointed out to them by the tutors. The students that attend BA in Mass Communication and Media Arts programme have access to the part of library located in the downtown campus of AKMI Metropolitan College, with media titles expanded and updated. Laptops and easy access to the internet are at their disposal. The students also have access to the QMU electronic library resources on line and University of Athens library

22

catalogue. AMC has been using extensively with success from 2009 e-learning platform Moodle. Computing The Department of Journalism has access to laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB,2GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection. OS system: Microsoft Windows XP and 7. The Department of Film & TV directing has access to laboratories that are equipped with i-MAC 5,1 CPU intel core 2 duo, RAM 1GB, HDD 500 GB, VGA card ATI RADEON X 1600, OS SNOW LEOPARD. Specialist Resources The Department has invested in facilities that are needed for these study specializations, an Internet radio studio that students can use for their recordings and for broadcasting informative programmes. Amongst our resources there are two very well equipped television studios where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETASP and of the latest digital format cameras, High Definition system which are used by students for shooting on location. Finally, the students use our post-production studio as it is equipped with digital technology AVID And FINAL CUT and analogue BETA SP System. 9. CONCLUSIONS AND RECOMMENDATIONS

The application of the programme for the past decade of its operation has been considered successful to the greatest extent from the two external examiners. The academic team in collaboration with the course leader have been constantly updating and advancing the programme with changes designed to secure its proper function. The central goal is to maintain a programme that is pioneering and innovative in content, so that its graduates can manage to be competitive in the job market and properly trained candidates for postgraduate studies. Taking into consideration the external examiners recommendations, the student feedback throughout the period of the realization of the programme and the accumulated experience, along with the advancements in technology and in the science of Mass Media, the teaching team proceed to propose the following changes and updates in the modules: The module Research Methods is modified into Research Project, oriented towards the practical application of research methods regarding Film & TV Directing and Journalism. Its focus is shifted to the process of the production of a project based on research conducted with qualitative methods. The changes in the module are in direct response to the difficulties faced formerly by the students in assimilating the theoretical dimension of the module, as well as to the questions raised by the directing strand students regarding the benefits and the practical applications of the module for film and TV directing. The creation of a project following inquiry based learning methodology will assist students coming from the IVT practice oriented educational environment, who are not familiar with academic processes, in

23

employing creatively research practices and cultures and assimilating them in their work procedures. The module is moved to the first semester (Fall), so as to allow the students more time to get familiarised with the academic procedure. Media Management is modified to Media Culture & Society, so as to include all new digital platforms which are included now in the field of communication studies. Media Law & Ethics is modified to Regulation Schemes in Film & Media Market, so as to cover all the Media market and the developments in the ethics and deontology regarding new technologies. Media Management is modified into Media Planning, allowing for the module to focus on the design of the marketing campaign of the final Media project. The modules E- Journalism and Computer Assisted Research & Reporting from the Journalism strand, along with the modules from the Film & TV directing strand are enhanced and updated on the basis of the developments in technology and the demands of the market. The module E- Journalism is modified to On line Journalism, so as to incorporate all the developments of journalism on the internet. The module Computer Assisted Research & Reporting is modified to Computer Assisted Journalism & Information Management The module Digital filmmaking 1&2 is modified to the year long Film & Media Production, whereas the New Technologies on the set & in the Post Production 1&2 is changed into the year long as New Technologies in the Post Production References If you have referred to any publications, list them at the end of the document. Appendices As listed in the contents section.

24

25

APPENDIX 1 (AMR 2009-2010 & 2010-2011)

26

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2009- 2010 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader Magdalene Remoundou 3. Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year: (a) Progress made toward the achievement of objectives outlined in the annual report for the previous academic session: During the academic session 2009 2010 most objectives outlined in the annual report were achieved. The programme ran only in the strand of Journalism due to lack of candidates in Film and TV directing strand. One possible reason might be that it is believed that new technologies application in personal computers can provide them with all tools necessary and thus students feel that they can be directors without having full academic studies in directing. The revalidated programme in April 2007 is being delivered for the third academic year 2009-2010. Additionally, the programme was delivered with students from Thessaloniki attending for the first time this academic year. Despite their transport to Athens, the delivery of the programme was unimpeded and smooth. Mr George Michalis has fulfilled the role of the link person so as to support the students in Thessaloniki campus, given that the independent study for their assessments took place there. Moreover, using the eplatform Moodle was very supportive for the overall smooth delivery of the programme. The assessment criteria were enriched, according to the proposal made during the Joint Board of Studies held in 2008. As a result, students were able to have a thorough idea of the demands of the module. According to the comments made by the new external examiner appointed, the self evaluation forms need enhancement. This recommendation was actioned and the self evaluation forms were changed and it was clear that the new template helped the students set up and compose their personal report in a more productive way than before. Students faced difficulties in the theoretical module Research Methods, despite the fact that the proposals made during the Joint Board of Studies held in 2009 were adopted. Furthermore, for the academic year 2009-2010, we followed the practice of formative assessments and exercises, as well as extra tutorials. Despite these amendments, students still encountered difficulties in their progress and in comprehending the module.

27

As a rule, this module is causing difficulties to students progress in all university departments. The teaching staff has reassessed this issue and it has been decided to proceed with some amendments in the forthcoming topics of the assignments. (b) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies: The academic year 2009-10, following the current academic procedure which incorporates recent technological developments, we applied the e- learning method by using the e-platform Moodle with satisfactory results. 4. Response to review/accreditation and/or subject review Action taken in response to review, professional accreditation and/or subject review visits undertaken during the reporting period (i.e. Session 2008-2009), together with summary of further action proposed (if appropriate). This will include action taken in response to conditions and recommendations made by validation and review panels since the most recent event (in some cases this will have taken place before the start of the reporting period): N/A 5. Response to student/staff/External Examiner/employer feedback Action taken in response to feedback received from students (via student staff consultative committees and individual module evaluations), staff, advisory bodies, employers and from External Examiners during the reporting period i.e. 2008-2009, together with a summary of further action proposed: Response to External Examiner Report In general, the External Examiners comments are more than satisfactory and really encouraging, regarding the efforts made by the Teaching Committee of the programme. As far as the following comment by the External Examiner is concerned: Like last year, students overall seemed to perform better in more practical and creative modules rather than theoretical and analytical modules. The course team is aware of this challenge and tries to address it on an on-going basis. This differential in strengths should remain an important element for consideration with this kind of course for the future. his particular issue arises by the very nature of the programme, being a topup year based on a previous two-year course on diploma vocational level; therefore students have got used to dealing with their studies in a more practical way. Since this matter is already well known, the interview of the prospective students included in the admission criteria, offers us the ability to assess those that we are called to evaluate as a teaching committee and arrive to the conclusion that they will be able to cope with less difficulty with the academic demands set by the course. For that same reason during the academic year, extra tutorials are being held and there is also a students support office in our College. We sincerely hope that in the academic year

28

2010-2011 we will make significant progress in this matter, since we have acquired enough experience from previous years. Response to Student Feedback Students faced anticipated and common difficulties in their essay writing and the eplatform oodle. At first, students were hesitant to use it although the platform was presented during induction week. The platform was thoroughly presented during the first two months of the winter semester, thus students not only familiarised themselves with it but also realised that this was the only way to advance in their studies. According to the experience of the previous academic years, the teaching team adopted similar strategies. Extra tutorials were scheduled in order to make explicit the assessment regulations, the Harvard system of referencing, the importance of student-led research and the avoidance of plagiarism to the students. The teaching team incorporated the above in their lectures and did not schedule them other days during which students might be absent. The same vein, the students learned how to use the e-platform oodle with a member of the IT department present most of the times, so as to avoid any misconception on the students part which might lead to complaints from their part. Response to Programme Committee During the academic year 2009-2010, the team worked closely to ensure regular communication about the delivery of the programme in the best possible way. 6. Equality and Diversity Action taken or issues identified relating to the enhancement of equality and diversity, whether in relation to recruitment, student support, curriculum content, or methods of learning, teaching and assessment. (For example, adjustments made to promote accessibility for disabled students, or repositioning of module content to reflect issues relating to gender, age, religion, faith, belief, race, ethnicity or sexual orientation.) During the academic year 2009-2010 there were no issues relating to equality and diversity. 7. Analysis of performance indicators Commentary on statistical information (as provided in the appendices to the annual monitoring report). Please comment only on significant trends or changes, taking account of previous years statistics. Note that any statements made in this section should be evaluative rather than descriptive, suggesting reasons for changes or trends, backed up with specific reference to the underlying statistics During the academic year 2009-2010, there were: 32 applicants 21 started their studies (10 from Athens & 11 from Thessaloniki-all in the strand of Journalism)

29

3 resit from previous academic years 2 withdrawals 7 passed with distinction

8. Teaching & Learning (a) Details of staff development, consultancy and research activities undertaken during the reporting period: Achilleas Karadimitriou, who this academic year taught the modules E-Journalism and Computer Assisted Research and Reporting after the appointment of the former tutor in the public sector, is currently a PhD candidate at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies. Title of PhD thesis: Public service television in Europe: the case of Greece (b) Details of major academic developments, including developments in teaching and learning; programme content and/or delivery; developments in collaboration with external agencies and/or in response to special initiatives e.g. University or SFC/Scottish Executive initiatives: During the academic year 2009-10, on mid February, Dr Veronica Bamber director of QMU Centre of Academic Practice organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented. Roles and Responsibilities of Programme Leaders (PLs) Leading with Responsibility but no Authority Leading and Motivating Staff Managing Difficult Situations Running Meetings Inducting new teaching staff Evaluating L&T on your Programmes Time and crisis management 9. Resourcing Resourcing needs identified (e.g. staffing, accommodation and equipment) during the academic session under review, with suggestions for how these can be realised: Staff The teaching staff consists of (1) Political Scientist, Media Producer and Director, (1) Political Communication scientist & TV Director and Producer, (1) Public Relation Scientist, (1) Political Scientist (1) Social scientist & Journalist. They all contributed to the delivery of the programme for the academic year 2009-2010. In addition to the teaching staff, the programme enjoys the support of the leading names in the TV broadcasting area that occasionally give seminars.

30

Library Students deliver their essays by using guided bibliography that is pointed out to them by the tutors. The students that attend BA in Mass Communication and Media Arts programme have access to the part of library located in the downtown campus of AKMI Metropolitan College, with media titles expanded and updated. Laptops and easy access to the internet are at their disposal. The students also have access to the QMU electronic library resources on line.

Computing The Department of Journalism has access to laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection. Specialist Resources The Department has invested in facilities that are needed for these study specializations, an Internet radio studio that students can use for their recordings and for broadcasting informative programmes. Amongst our resources there are two very well equipped television studios where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETASP and of the latest digital format cameras, High Definition system which are used by students for shooting on location. Finally, the students use the post-production studio as it is equipped with digital technology AVID And FINAL CUT and analogue BETA SP System. Student Counselling Facilities AMC has a counseling service and it is based in Maroussi campus that is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nikolaou, Head of Counseling Center and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, and the psychologist Ms Natalia Koutrouli are both available for all AMC students to meet after making an appointment.

Student Support Student Support PATs are posted so as to personally advise students and a PAT list is made available in the beginning of the academic year. A big notice board is always kept upto-date with module and timetable information together with any kind of academic and/or cultural event. Student Stuff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic concerns. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. Personal Academic Tutors are also assigned to each student. A Students Welfare Centre is based in Maroussi campus for all AMC students. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoudou.

31

10. Quality Enhancement of Learning, Teaching and Assessment (a) Commentary on action taken to address the QELTA Strategy. Please refer to relevant actions identified in the 2009-2010 implementation plan. During the third year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. The number of distinctions is worth noticing and the success of our graduate Iakovidis Kyriakos QMUMN 09007592 who was accepted in the middle of the spring semester to continue his studies on a postgraduate level at Royal Holloway University of London. Therefore, the initial belief of the teaching team that the enhancement in the content of the modules and the assignments would be fruitful, is now a conviction. Nevertheless, alterations aiming at further improvement in the curriculum and the incorporation of current technological and scientific developments in the educational procedure remain top priorities for the teaching team. The tutors constantly aim at making teaching attractive. The teaching team of the programme are in parallel active professionals and scientific associates of the Greek Public University and as a result, they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working closely for the past five academic years therefore they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who come well prepared with an updated portfolio to the interviews in order to apply for the programme. The QMUs new regulation concerning pass an undergraduate module at reassessment.was included in the Student Handbook 2010-2011, in order for the students to be informed. (b) Commentary on action taken in relation to Enhancement Themes. Past themes: Assessment, Responding to Student Needs, Employability, Flexible Delivery, Integrative Assessment, The First Year, Research Teaching Linkages. Current themes: Quality Cultures and Systems & Structures for Enhancement, Graduates for the 21st Century Integrating the Enhancement Themes

NOTE: Programme teams are not expected to participate in all themes equally, but to concentrate on those which are of most relevance to their programme. 11. Good Practice and Innovation

32

Please highlight any examples of good practice or innovation in the past year. The team worked closely to ensure that students incorporated recent developments and innovations applied in Mass Media in their projects and assignments. Future journalists familiarise themselves with creating blogs, from set-up to managing information flow. Furthermore, we focus on the importance of our future journalists to learn how to incorporate and use their own equipment as a Medium i.e. video, photo camera and mic in their mobile phone, at the service of their profession. Thus students adopt the new methods which means that we minimize the tools and spread the news. During the academic year 2009-2010, the students together with their tutors and the programme leader attended a series of lectures on Propaganda held in the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies, during the spring semester. 12. Action Plan (a) Prioritised objectives for Session 2009-2010, summarising the key issues arising from the annual report. For each objective, please specify who is responsible for action identified and the timescale by which it should be met. Please also include details of the expected enhancement arising from the action. Action Alteration of the assignments topics of the module Research Methods Submission of Digital Filmmaking I Module Alteration form completed with a proposed alteration in the submission date of the first assignment. Responsible The module Coordinator Dr Anastasia Veneti Timescale At the beginning of the academic Year Expected Enhancement Aiming at supporting students in a better way An improvement in students time management regarding the whole coursework of the Winter Semester

The course leader Magdalene Remoundou & module Coordinator Mr Efthimis Hatzis

At the beginning of the academic Year

(b) Issues to draw to the attention of the Programme Committee, School Academic Board and/or Educational Policy Committee;

Please attach the following as appendices1 [as appropriate]: Reports from accrediting or other professional/external bodies Evidence of student, staff and employer feedback
1

Note that External Examiner reports are held electronically by the Quality Enhancement Unit

33

Statistical information

Appendix 1

Admissions 2009 2010

Year 2009 Appendix 2

Admissions 21

By Gender Male Female 11 10

By Age 18-21 15

21-24 3

>24 3

Entry Characteristics Direct from High Transfer from State University Other School Institute of Students Vocational Training 0 18 2 1 Appendix 3 Cohort Monitoring 2008 2009 Lev el Applicati ons Admission s Withdrew Started before the Program start of the me programme 1 23 Withdre w after start of program me 3 Number Number of failing of students students Progressi ng 8 12

Lev el 3

52

24

APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS Level 3 WINTER SEMESTER MEDIA POLITICS & PUBLIC SPHERE COMPUTE R ASSISTED RESEARC H& REPORTIN G STRONGLY

RESEARC H METHODS

MASS MEDIA & MODERN SOCIETY AGREE

EJOURNALI SM

THE

AGREE

AGREE

STRONGLY

34

LEARNING OBJECTIV ES WERE ACHIEVED CLASSES WERE GENERAL LY WELLPREPARE D AND WELLORGANIZ ED ADEQUAT E HELP WAS AVAILABL E WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRE D WAS FEEDBAC K ON PROGRES S WAS RESOURC ES WERE IT RESOURC ES WERE OVERALL, THE MODULE WAS

AGREE

AGREE

AGREE

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

MODERAT E MODERAT E GOOD

GOOD

GOOD

GOOD

GOOD

GOOD

GOOD

AGREE

GOOD

MODERAT E

MODERAT E

GOOD

GOOD

VERY GOOD EXCELLEN T EXCELLEN T INTERESTI NG

VERY GOOD EXCELLEN T EXCELLEN T INTERESTI NG

VERY GOOD VERY GOOD VERY GOOD INTERESTI NG

EXCELLEN T VERY GOOD VERY GOOD INTERESTI NG

EXCELLEN T VERY GOOD EXCELLEN T INTERESTI NG

EVEL 3 SPRING SEMESTER

35

MEDIA MANAGEM ENT

MEDIA LAW & ETHICS

THE LEARNIN G OBJECTI VES WERE ACHIEVE D CLASSES WERE GENERA LLY WELLPREPAR ED AND WELLORGANIS ED ADEQUA TE HELP WAS AVAILABL E WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRE D WAS FEEDBAC K ON PROGRE SS WAS RESOUR CES WERE IT RESOUR

AGREE AGREE

NEW TECHNOLOG IES APPLICATIO N IN MASS MEDIA STRONGLY AGREE

INTERNSHI P

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

GOOD

GOOD

VERY GOOD

GOOD

GOOD

GOOD

GOOD

EASY

GOOD

GOOD

GOOD

GOOD

VERY GOOD VERY GOOD VERY GOOD

VERY GOOD VERY GOOD VERY GOOD

VERY GOOD

VERY GOOD GOOD GOOD

VERY GOOD VERY GOOD

36

CES WERE OVERALL , THE MODULE WAS

INTERESTI NG

INTERESTI NG

VERY INTERESTIN G

INTERESTI NG

NOTIFICATION OF WITHDRAWALS NAME JOHN MOUTAFIS ELEFTHERIOS MAVROMMATIS MNQMU 09007582 09007580

37

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2010- 2011 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader Magdalene Remoundou 3. Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year: (c) Progress made toward the achievement of objectives outlined in the annual report for the previous academic session: During the academic session 2010 2011 most objectives outlined in the annual report were achieved. The revalidated programme in April 2007 is being delivered for the fourth academic year (2010-2011). This year, the academic programme ran both strands: Journalism and Film and TV Directing Additionally, the programme was delivered also for students from the Thessaloniki Campus, which was incorporated in the program for second time this academic year. Despite the complication of the students having to get transported to Athens, the delivery of the programme was unimpeded and smooth. Mr George Michalis has fulfilled the role of the link person, so as to support the students in Thessaloniki

38

campus, given that the independent study for their assessments took place there. Moreover, the use of the e-platform Moodle proved very supportive for the overall smooth delivery of the programme. On June 2011, the programme was finally validated for delivery at AMC Thessaloniki campus starting in the academic year 2011-2012. Commencing the academic year 2010-2011, the students faced difficulties in the theoretical modules, which is a common occurrence in the process of the integration in an academic procedure. Every year, students have been known to show resistance to academic writing to a certain point, as they consider themselves to be creative persons and they are reluctant in following academic learning requirements and producing formal, theoretical research and work. The policy of offering additional tutorials and formative assessments, proven successful in the former years, was applied in this year as well, and any difficulty was overcome accordingly. Students who resisted and refused to exhibit the proper diligence, did not manage to minimize any difficulties they faced. (d) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies: For the academic year 2010-11, the electronic platform Moodle was used successfully for a second time by students and academic staff alike. Students were acquainted with the platform Moodle swiftly and promptly, and more smoothly than in the previous year. Moreover, for any students who faced particular difficulties in the application and use of Moodle private tutorials class sessions were organized with representatives from the IT department; this strategy has been proved exceptionally fruitful. For the coming academic year the following changes are going to be effected: A change in the weighting of the assignments of Mass Media & Modern Society: the oral presentation will shift from 60% to 40%, while the essay will account for the 60% and will treat a subject of relevant weight. For the module Media Law & Ethics, the oral presentation will stand for 30% & the Written, Final Exam for the 70% - it will be three hours in duration instead of two. This will lead to a better correlation of the weight and the content of the assessments Students will be assisted to comply more smoothly with the submission deadlines for the assignments, as formulated by the academic team and submitted at the validation event for the programme leading to the materialization of Thessaloniki Campus, June 2011. No multiple (2 or more) tasks will be assigned for the same deadline. The Media Management module will be oriented more towards Media Management instead of public relations 4. Response to review/accreditation and/or subject review Action taken in response to review, professional accreditation and/or subject review visits undertaken during the reporting period (i.e. Session 2010-2011), together with summary of further action proposed (if appropriate). This will include action taken in response to conditions and recommendations made by validation and review panels since the most recent event (in some cases this will have taken place before the start of the reporting period):

39

N/A 10. Response to student/staff/External Examiner/employer feedback Action taken in response to feedback received from students (via student staff consultative committees and individual module evaluations), staff, advisory bodies, employers and from External Examiners during the reporting period i.e. 2010-2011, together with a summary of further action proposed: Response to External Examiner Report The external examiners report was laudatory and did not express any concerns. She congratulated the academic team in general (as may be certified from the attached original document). The external examiner suggests that some changes have to be carried out regarding the weighting of the oral presentations assessments for the modules Mass Media & Modern Society semester winter & Media Law & Ethics of the Spring Semester, since she considers the duration of the presentation (8 to 10 minutes at the most), are not consistent with the weights of 60% & 50% correspondingly. The tutors of the modules proceeded with the relevant changes in the assessments. In accordance with the University Regulations the appropriate module evaluation form has been completed and submitted, and we are expecting the final confirmation from the University. Regarding the second recommendation of the external examiner for the Media Management module, it is not feasible to effect a change in the content of the module directly. Moreover, the programme has been running for its fifth year, and it is scheduled to go through a revalidation event in 2012. At this occasion, the modules are going to be redefined bearing in mind any current scientific, technical and vocational developments. Dr Anastasia Veneti has taken into account the recommendations and will produce relevant assessment topics. Response to Student Feedback The student feedback as may be witnessed by the relevant questionnaires completed by the students has been positive for all modules and the general content and realization of the course. Students faced anticipated and common difficulties in their essay writing and some of them with the e-platform oodle. For the current academic year, students seem to have been facilitated in familiarizing themselves better and more promptly compared to students from the previous year. The only academic practice that students of the programme are still reluctant to exploit fully is the perusal of QMUs academic library. The access procedure was presented and analyzed thoroughly to the students, who were also encouraged by the academic staff, yet they seem to prefer the libraries of AMC and the University of Athens, as well. The decisive factor in this case evidently is that these libraries provide them with materials and bibliography in their native language, Greek. Based on the fruitful experience of the previous academic years, the academic team employed strategies grounded on one to one student to tutor interaction, and personalized problem solving. Extra tutorials were scheduled in order to make explicit the assessment regulations, the Harvard system of referencing, the importance of student-led research and the avoidance of plagiarism to the students. The teaching team incorporated the above in their lectures and did not schedule them on other days during which students might be absent.

40

Response to Programme Committee During the academic year 2010-2011, the team worked closely to ensure regular communication about the delivery of the programme in the best possible way. The tutors were initially alerted to the recurrent problems of the students in their initial contact with essay writing, referencing, etc and they were guided to incorporate in their lectures their advice on such matters. The theoretical modules were regarded as difficult and somewhat irrelevant by a minority of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular tv shows that could be employed as ground for semiotic analysis and the elucidation of the function of cinema as one of the Mass Media. All members of the teaching staff support and guide students in using campus facilities such as the library and e-resources, and studying within College premises so as to manage effectively their time and submit their assignments on time, thereby avoiding any potential problems that might arise from unforeseen circumstances such as strikes at the mass transportation media. As the programme has been running for 9 years, it has been evident from prior experience that each year, when winter semester is completed, students who were not devoted to their studies have poor performance. On the contrary, spring semester begins with no difficulties for those students who have realized the extent of their responsibilities and the fact that they need to be more diligent, and have paid heed to it. The module Research Methods with the incorporation of additional formative assessments rendered better results. On the other hand, the minority of students, who did not exhibit the proper diligence and responsibility presented a lower general outcome and restricted progress. The concern of the directing students regarding the timely realization of their film project was resolved thought the organization of their productions via centralized coordination on the part of the course leader and tutor Ms Vally Konstantopoulou. 11. Equality and Diversity Action taken or issues identified relating to the enhancement of equality and diversity, whether in relation to recruitment, student support, curriculum content, or methods of learning, teaching and assessment. (For example, adjustments made to promote accessibility for disabled students, or repositioning of module content to reflect issues relating to gender, age, religion, faith, belief, race, ethnicity or sexual orientation.) During the academic year 2010-2011 there were no issues relating to equality and diversity. However, new facilities have been added so as to cater for any possible cases of prospective mothers students. 12. Analysis of performance indicators Commentary on statistical information (as provided in the appendices to the annual monitoring report). Please comment only on significant trends or changes, taking account of previous years statistics. Note that any statements made in this section

41

should be evaluative rather than descriptive, suggesting reasons for changes or trends, backed up with specific reference to the underlying statistics During the academic year 2010-2011, there were: 43 applicants 43 started their studies (in the strand of Journalism 12 in Athens 8 in Thessaloniki in the strand of film & TV Directing 19 in Athens 4 in Thessaloniki) 1 resit from previous academic years 4 withdrawals 12 passed with distinction 20 passed 15 re-sits 1 call for re- attendance Statistics Data from four previous academic years Film & TV Directing strand Entry Year 2006/7 2007/8 2008/9 2010/1 Students 3 7 10 23 Male 2 6 9 15 Female 1 1 1 8 <21 2 2 4 13 21 to 24 1 3 4 7 >24 2 2 3 Fees Home 2 13 EU 1 7 10 10

Comment: During the academic year 2009-2010 the strand Film & TV directing of the programme was not conducted due to the lack of the enrolments. This fact was the cause of a restructuring in the marketing policy. The new goal of the marketing department set was the doubling of the potential enrolments. The intensification of the marketing effort resulted in a considerable rise in the cohort numbers. Journalism strand Entry Year 2006/7 2007/8 2008/9 2009/0 2009/0 2010/1 21 to 24 5 2 3 3 Other >24 2 1 3 1 3 Fees Home 8 16 EU 7 10 14 20 1 4 8 -

Students 15 18 14 20 1 20

Male 6 8 9 9 1 8

Female 9 10 5 11 12

<21 8 15 11 16 1 14

The student numbers variation in the strand journalism is satisfying and always the set goals.

42

13. Teaching & Learning (c) Details of staff development, consultancy and research activities undertaken during the reporting period: The course leader Magdalene Remoundou attended a postgraduate programme of studies at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies, strand Cultural Studies. The duration of this programme was 3 academic semesters and is to be consummated in February 2012. The two PhD candidates, tutors Mr Stamatis Poulakidakos and Achilleas Karademetriou are successfully pursuing their course of studies within the aforementioned department. (d) Details of major academic developments, including developments in teaching and learning; programme content and/or delivery; developments in collaboration with external agencies and/or in response to special initiatives e.g. University or SFC/Scottish Executive initiatives: Throughout the academic period 2010-2011 no seminars for the educational development and upgrade of methods of academic staff were held, as the former course of seminars was recent. During the spring semester of the previous year (2009-10), Dr Veronica Bamber director of QMU Centre of Academic Practice organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented. The programme leaders were guided and handed materials regarding their roles and responsibilities, and especially regarding the following strands: Leading with Responsibility but no Authority, Leading and Motivating Staff, Managing Difficult Situations, Running Meetings, Inducting new teaching staff, Evaluating L&T on your Programmes, Time and crisis management. The impact of the recurrent strikes and demonstrations in the centre of Athens in the close vicinity of the college was treated with special measures as a change in the schedule of the classes. Contrary to the crisis, we were able to find internships for all of our students. Additionally, the programme is to undergo the revalidation process in 2012, and as a result it has been deemed more efficient that the relevant seminars be given during the academic year 2011-2012. 14. Resourcing Resourcing needs identified (e.g. staffing, accommodation and equipment) during the academic session under review, with suggestions for how these can be realised: Staff The teaching staff consists of (1) Political Scientist, Media Producer and TV Director, (1) Political Communication scientist & Film TV Director and Producer, (1) Public Relation Scientist, (1) Political Scientist (1) Social scientist & Journalist (1), Film & TV Director (2), Film & TV Editor (1) . They all contributed to the delivery of the programme for the academic year 2010-2011. In addition to the teaching staff,

43

the programme enjoys the support of leading professionals in the field of TV broadcasting area that offer seminars on a regular basis. Library Students deliver their essays by using guided bibliography that is pointed out to them by the tutors. The students that attend BA in Mass Communication and Media Arts programme have access to the part of library located in the downtown campus of AKMI Metropolitan College, with media titles expanded and updated. Laptops and easy access to the internet are at their disposal. The students also have access to the QMU electronic library resources on line and University of Athens library catalogue. Computing The Department of Journalism has access to laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB,2GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection. OS system: Microsoft Windows XP and 7. The Department of Film & TV directing has access to laboratories that are equipped with i-MAC 5,1 CPU intel core 2 duo, RAM 1GB, HDD 500 GB, VGA card ATI RADEON X 1600, OS SNOW LEOPARD. Specialist Resources The Department has invested in facilities that are needed for the particular study specializations, an Internet radio studio that students can use for their recordings and for broadcasting informative programmes. Amongst our resources there are two very well equipped television studios where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETASP and of the latest digital format cameras, High Definition system which are used by students for shooting on location. Finally, the students use the post-production studio as it is equipped with digital technology AVID And FINAL CUT and analogue BETA SP System. Student Counselling Facilities AMC has a counseling service, which is based in Maroussi campus. It is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nikolaou, Head of the Counseling Center and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, conducts the process of the proper operation of the guidance centre through appointments and bookings available to all AMC students.

Student Support Student Support PATs are in charge of providing students with personalized advice; each PAT is assigned his/her students at the beginning of each academic year. Notice boards are always kept up-to-date with module and timetable information together with information on any kind of academic and/or cultural event. A Student Staff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic and programme issues and/or concerns.

44

All teaching staff is available to the students and accessible through their announced office hours and e-mail addresses to help them in any difficulty. A Students Welfare Centre is based in Maroussi campus for all AMC students. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoudou. 10. Quality Enhancement of Learning, Teaching and Assessment (b) Commentary on action taken to address the QELTA Strategy. Please refer to relevant actions identified in the 2010-2011 implementation plan. During the fourth year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. The number of distinctions is worth noting, along with the success of the graduate Karamanolis Theodoros, QMUMN 10010382 in the continuation of his studies at the University of Edinburgh in MSc in Film in the Public Space programme. The success of our graduate Iakovidis Kyriakos QMUMN 09007592 is also notable: he was accepted in the middle of the spring semester of the academic year 2009 -2010 to continue his studies on a postgraduate level at Royal Holloway University of London, and he has enrolled as a PhD student in Coventry University. On a different level of distinctions, Kalamakis Vassilis QMUMN 10010387, film titled Cut damn!, his final project for the module Digital Filmmaking was chosen to participate in the competitive section of the 31st Munich International Festival of Film Schools, November 13 to 19 2011, at the Drama Greek Short Film Festival, and at the Comedy Cluj Festival in Romania. Ariadni Papanastasious QMUMN 10010385 film Half Day of Freedom was awarded a honorary distinction at the 2nd Argo Film Festival in Volos. Amendments aiming at the incorporation of further improvements in the curriculum and the integration of current technological and scientific developments in the educational procedure remain the top priorities for the teaching team. The tutors constantly aim at making teaching interactive, stimulating, and effective. The teaching team of the programme are simultaneously active professionals and scientific associates of the Greek University sector and as a result, they are aware of the most current and advanced scientific and technological developments in their field of studies. Consequently, the assessments and formative tasks they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working in unison for the past six academic years; therefore, they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who approach our institution well prepared with updated portfolios so as to meet the demands of the interviews that will grant them entrance to the programme. (b) Commentary on action taken in relation to Enhancement Themes.

45

Past themes: Assessment, Responding to Student Needs, Employability, Flexible Delivery, Integrative Assessment, The First Year, Research Teaching Linkages. Current themes: Quality Cultures and Systems & Structures for Enhancement, Graduates for the 21st Century Integrating the Enhancement Themes

NOTE: Programme teams are not expected to participate in all themes equally, but to concentrate on those which are of most relevance to their programme. Firstly, we have taken steps so as to enhance a permanent quality culture as a backbone that can be dynamic at the same time and evolve as our programme advances so as to procure continuous improvement. At the same time, attention has been paid to the personal beliefs and values of our academic, administrative and general staff members. Our basic tools are recruitment strategies, training activities, induction schemes, recognition meetings and promotion towards permanency criteria. We have sought to integrate students as active participants in decisions about how learning and teaching activities are conducted, but also to support their personal value systems. Special attention has been paid as to take ongoing care towards quality management through processes such as collecting and interpreting staff data, promoting and sharing good practice. In the 21st Century the most significant challenge for graduates will be to manage their relationships with work and with learning. This requires skills such as negotiating, action planning, management and networking, added to qualities of selfawareness and confidence. These are the skills required to be "self-reliant" in career and personal development. In developing these skills there is a part to be played by the academic team, the students themselves, and employers in the private and public sector. In order to make full use of their skills, graduates need new opportunities to apply them. Traditional graduate jobs will not absorb the growing numbers of graduates. The greatest potential is likely to be in smaller businesses, which have not tended to recruit graduates in the past. But to make this work, small businesses will need to understand the benefits graduates can bring. Graduates will also need to understand the labour market. Towards this direction we have tried to include SelfReliance Skills within the courses and inform potential employers on their availability and the benefits of employing our graduates. In the Greek Job market in the time of general crisis students have to be briefed on the following facts and how to tackle them: there is no job for life, maintaining employability, a major decline of loyalty, the building of a desire for variety, and an expectation of multiple careers, managing an autonomous career with a balanced and comfortable lifestyle.

11. Good Practice and Innovation Please highlight any examples of good practice or innovation in the past year. The team worked closely to ensure that students incorporated recent developments and innovations applied in Mass Media in their projects and assignments. Future journalists familiarise themselves with creating blogs, from set-up to managing information flow. Furthermore, we focus on the importance of our future journalists to learn how to incorporate and use their own equipment as a Medium i.e. video, photo

46

camera and mic on their mobile phone, at the service of their profession. Thus, students adopt the new methods entailing that we minimize the tools and extend the spreading of the news. The same orientation is applied to the directing strand. Students are instructed to be flexible in the production process, to find low cost solutions which will not prove detrimental to the quality of the artistic product. Market conditions change rapidly and significantly concerning the funding of the films the situation is transformed daily. Students must be prepared and alert to cope with any new shifts in regulations or market data facts.

12. Action Plan (c) Prioritised objectives for Session 2010-2011, summarising the key issues arising from the annual report. For each objective, please specify who is responsible for action identified and the timescale by which it should be met. Please also include details of the expected enhancement arising from the action. Action Change in the weights of assignments of Mass Media & Modern Society: oral presentation from 60% to 40% and the essay to 60% on a subject of relevant weight. For Media Law & Ethics an oral presentation for 30% & and a Final Written Exam for 70% of three hour duration instead of two To make the students comply with the submission deadlines for the assignments, as formulated by the academic team and submitted at the validation event for the programme leading to the materialization of Thessaloniki Campus, June 2011. Responsible Programme Leader Module Coordinator Timescale Winter Semester Mass Media & Modern Society Spring Semester Media Law & Ethics Better correlation of the weight and the content of the assessments Expected Enhancement

Programme Leader & Programme Committee

At the beginning of the academic year

Smooth and uninterrupted flow in the submission of assignments. No multiple (2 or more) tasks should be assigned with the same deadline. Sounder application of the academic procedure.

47

Change of the assignments subject matter for the Media Management module.

Programme Leader & Programme Committee

Spring Semester

The module be oriented more towards Media Management and not public relations

Review the course Course Leader During the winter Get the in preparation for & Programme semester 2011 programme the forthcoming teaching staff -2012 till early successfully revalidation event spring 2012 revalidated on 2012 (d) Issues to draw to the attention of the Programme Committee, School Academic Board and/or Educational Policy Committee;

Please attach the following as appendices2 [as appropriate]: Reports from accrediting or other professional/external bodies Evidence of student, staff and employer feedback Statistical information Signature of staff member submitting report: Date approved by Programme Committee: Date of submission to QEU:

Appendix 1

Admissions 2010 2011

Year 2010 Appendix 2

Admissions 43

By Gender Male Female 25 18

By Age 18-21 20

21-24 13

>24 10

Entry Characteristics Direct from High Transfer from State University Other School Institute of Students Vocational Training 0 39 1 3
2

Note that External Examiner reports are held electronically by the Quality Enhancement Unit

48

Appendix 3 Cohort Monitoring 2008 2009 Lev el Applicati ons Admission s Withdrew Started before the Program start of the me programme 43 Withdre w after start of program me 4 Number Number of failing of students students Progressi ng 15 20

Lev el 3

57

43

APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS

Level 3 WINTER SEMESTER MEDIA POLITICS & PUBLIC SPHERE COMPUTE R ASSISTED RESEARCH & REPORTIN G STRONGLY AGREE

RESEAR CH METHO DS THE LEARNING OBJECTIVE S WERE ACHIEVED CLASSES WERE GENERALL Y WELLPREPARED AND WELLORGANIZED ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRED WAS AGREE

MASS MEDIA & MODERN SOCIETY AGREE

EJOURNALIS M

AGREE

STRONGLY AGREE

STRON GLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRON GLY AGREE SLOW MODER ATE MODER ATE

STRONGLY AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

MODERATE MODERATE MODERATE

MODERATE MODERATE MODERATE

GOOD EASY GOOD

GOOD GOOD GOOD

49

FEEDBACK ON PROGRESS WAS RESOURCE S WERE IT RESOURCE S WERE OVERALL, THE MODULE WAS

VERY GOOD VERY GOOD VERY GOOD MODER ATE

VERY GOOD GOOD GOOD INTERESTI NG

VERY GOOD VERY GOOD VERY GOOD MODERATE

EXCELLEN T VERY GOOD VERY GOOD INTERESTI NG

EXCELLEN T VERY GOOD VERY GOOD INTERESTI NG

LEVEL 3 SPRING SEMESTER MEDIA MANAGEM ENT MEDIA LAW & ETHICS NEW TECHNOLOG IES APPLICATIO N IN MASS MEDIA STRONGLY AGREE INTERNSHI P

THE LEARNIN G OBJECTI VES WERE ACHIEVE D CLASSES WERE GENERA LLY WELLPREPAR ED AND WELLORGANIS ED ADEQUA TE HELP WAS AVAILABL E WHEN NEEDED THE PACE OF

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

GOOD

MODERAT E

VERY GOOD

FAST

50

MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRE D WAS FEEDBAC K ON PROGRE SS WAS RESOUR CES WERE IT RESOUR CES WERE OVERALL , THE MODULE WAS

GOOD

GOOD

GOOD

MODERATE

GOOD

MUCH

GOOD

MUCH

VERY GOOD VERY GOOD VERY GOOD INTERESTI NG

VERY GOOD VERY GOOD VERY GOOD BORING

VERY GOOD

VERY GOOD

VERY GOOD VERY GOOD

VERY INTERESTIN G

VERY INTERESTI NG

NOTIFICATION OF WITHDRAWALS NAME DIMITRIOS BACALOUDIS KONSTANTINOS KONTOPOULOS KONSTANTINOS PALAZIS STERGIOS PASCHOS MNQMU 10010405 10010561 10010558 10010565

51

APPENDIX 2

52

&

AKMI EDUCATIONAL ORGANISATION

REVALIDATION DOCUMENT

BA in MASS COMMUNICATION & MEDIA ARTS

05/2007

53

Contents

Page

A B C D E F G H I J K L M N O

Introduction General Information Aims & Objectives of the Programme Level of Award Entrance Requirements Structure of the Course Approaches to Learning & Teaching Members of the Course Committee Course Management & Administration Assessment Resource Requirements Student Support Quality Assurance Procedures Regulations Market Research

2 2 2 4 4 5 7 7 8 8 11 12 12 13 14 23 24 28 32 36 39 43

BA in Mass Communication & Media Arts Degree Completion Year: Core Modules Research Methods Mass Media & Modern Society Media Politics & the Public Sphere Media Management Media Law & Ethics New Technologies Application in Mass Media BA in Mass Communication & Media Arts Degree Completion Year: Strand Modules Film & TV Directing Digital Filmmaking I Digital Filmmaking II New Technologies on the Set & in the Post-Production I New Technologies on the Set & in the Post-Production II BA in Mass Communication & Media Arts Degree Completion Year: Strand Modules Journalism Computer Assisted research & Reporting E-Journalism Internship Appendix of Credits 61 50 54 57

46 47

60 66 71 72

54

A. Introduction

This document presents a proposal for the changes to the Mass Communication and Media Arts programme run by IEK AKMI, Athens, Greece. It presents the aims and objectives of the programme, a detailed account of the structure of the curriculum, the individual course syllabi, a description of the assessment procedure, and concludes with administrative issues and course requirements. The programme BA in Mass Communication & Media Arts has been running since 2002 and is under review this year in order to be run for another five years in a top-up year structure into the Greek medium.

B. General Information
Name of Institution: Address: Title of Programme: IEK AKMI 16, Kodrigtonos str., Athens BA Mass Communication and Media Arts (Majors: Film and Television Directing / Journalism) Full time Magdalene Remoundou SCQF Level 9 Top-up degree year October 2007

Attendance: Programme Leader: Level of Award: Duration: Starting Date:

Host Department:

Media

C. Aims and Objectives of the Programme

The aim of the course is to offer students a BA in Mass Communication and Media Arts, a high quality academic and vocational qualification, which focuses on the modern technological applications and that will meet the needs and challenges of the profession in Greece and in E.U. in general. This will be carried out through extensive tuition and practical application, as well as reinforcement of independent study. 55

The proposed change to the programme does not involve significant alterations to its structure. This is so because BA in Mass Communication and Media Arts, validated by QMU in its entirety, was built with the rationale of the structure of the two IVT years of study in mind.
The aims are:

To provide a high quality academic and vocational qualification that will meet the needs and challenges of the profession. To integrate theoretical knowledge and vocational competencies relative to journalism, on the one hand, and film directing, on the other, using all the new technologies of their professions. To offer students the opportunity to study mass media related issues from a number of different perspectives and disciplines. To develop in students the capacity for critical, analytical and independent thinking in order to help them become more effective problem solvers in their particular field of interest. To encourage in students the realisation of their academic, intellectual and personal potential by providing structured systems of learning and support. To provide students all the necessary equipment for the use of information resources and learning technologies. The objectives are: Demonstration of in-depth understanding of the conceptual and theoretical basis of the academic disciplines within the mass media in relation to journalism and film directing. Evidence of the ability to think critically, based on an in-depth rather than surface approach to learning. Application of the assimilated theory to the critical analysis of a diverse array of data and research in journalism and directing and the relevant problems arising as well as policies employed. In-depth learning and competence in the presentation and discussion, in both oral and written forms, of the complexities of mass media. Acquisition of skills of effective self-management, initiative and responsibility in relation to their own learning whether individually or in groups. Understanding of the multi-disciplinary nature of mass media through the enhancement of the ability to analyse related issues from a number of different perspectives and disciplines. Achievement of appropriate competence and awareness of a range of information technology applications. Demonstration of an awareness of ethical considerations and the requirement of appropriate ethical standards in the pursuit and application of their professions. Acquisition of the knowledge that is necessary for students to perform effectively in their chosen careers. This includes the students ability to easily transfer from conventional media to the new ones and the general acquisition of transferable skills.

56

D. Level of Award
The level of award proposed is two years of IVT studies plus one degree-year leading to the BA in Mass Communication and Media Arts. Through the course, students will study the theoretical, multidisciplinary components of the programme and will be given the chance to facilitate their learning process by being involved in training at the labs of IEK AKMI and various placements which AKMI is linked with.

E. Entrance Requirements
Age on entry
Candidates must be at least 19 years of age in the year of entry. graduation from IEK. This is the age of

Minimum Entry Requirements

The entry requirements for the Department of Media at the IEK AKMI are as follows: 1) High School Leaving Certificate, with a grade no lower than 10. This is the pass mark for graduation from Secondary Education in Greece, which also grants entrance to State University education. 2) IVT AKMI Diploma in the Department of Media and their grades. 3) Interview with the Course Leader or a member of the Course Committee. 4) Completion of an application form that is to be subsequently assessed by the Departments Course Committee. Advanced Standing Apart from Secondary Education graduates, the following candidates are also eligible for admission to the course: Polytechnic graduates University graduates Transfers from Institutes of Post-Secondary and Higher Education offering similar specialisations. Professional journalists and directors with at least a three-year experience in their profession.

Entry requirements differ for candidates that graduated or are transferred from other institutions. Their qualifications are those that can reassure us about their entrance to the Degree Level. Transfers from AKMI Vocational Institute Special arrangements should be made as regards AKMI students who wish to transfer to the BA Mass Communication and Media Arts. AKMI boasts a considerable number of students in Journalism and Directing, most of whom are likely to pursue a more academic degree course.

57

F. Structure of the Course

Top-up year: BA in Mass Communication and Media Arts
In the third year the programme mainly comprises core modules on the multidisciplinary aspect of mass communication, i. e. mass communication in relation to other fields like media arts, the society, politics, law and management. In addition, students will be familiarised with the research methods pertaining to the discipline of mass communication. With respect to the two strands that the programme is made up of, students will need to attend labs and workshops according to their specialisation and will work as interns in a production company/TV channel or newspaper/broadcaster. Students will be also offered the possibility of participating in workshops and seminars.

Core modules
- Research Methods - Mass media & Modern Society - Media, Politics & the Public Sphere - Media Management - Media Law & Ethics - New Technologies Applications In Mass Media

Strand I: Film and Television Directing Digital Filmmaking I & II New technologies on the set and in the post production I & II Internship in a film / TV production company or television channel

Strand II: Journalism Computer-assisted research and reporting E-journalism Internship in a newspaper or a broadcaster.

58

Getting on the Internship programme Students begin to consider their internship choices towards the end of their IVT AKMI studies. At the beginning of the top-up year they submit their preferred media placements and a copy of their curriculum vitae to the Departments Internship Programme Committee. The Committee will, for their part, begin the process of matching interested employers with the students preferences. The placements will be arranged by the end of the winter semester of the third year for the journalism strand and prior the beginning of semester winter for the Film & TV Directing Strand. The timing will thus allow students to gain valuable work experience before starting their career search. Employers will be asked to: monitor the students progress throughout the internship programme keep in regular contact with the academic supervisors at the AKMI evaluate the students performance at the end of the internship period submit a written report to the AKMI Department of Media. Internships usually involve some combination of research, writing and outreach according to the needs of the course and the goals of the intern. Throughout the internship, and given that work at the placement is the basis for the students final projects prior to graduation, academic supervisors will be available for consultation. Each student who has participated in the internship programme will receive a certificate of completion at convocation. (The internship is unpaid work and a pass or fail module).

G. Approaches to Learning and Teaching The course assumes a level of intellectual maturity developed through degree studies together with a level of social maturity gained through life experience. The key elements in the approach to teaching and learning (and development and delivery of the course according to the aims and objectives set by the course team) are: an emphasis on student-centered learning the integration of specialist subject areas in the media with appropriate contributions by various specialists and media market representatives the integration of academic learning and research and an applied, vocational outlook so as to allow a critical evaluation of working methods and tools. Academic subjects are taught through lectures, seminars, practical workshops, tutorials, individual and group projects and internships in order to satisfy the IVT

59

students' needs and able them to continue their studies in a more academic level (3d year). Students are assessed on the basis of essays, written reports, project work and group exercises including oral presentations. There will also be use of examinations. Thus, the course provides the student with the intellectual understanding and range of practical training necessary both to scope with the present professional demands of media and to adapt flexibly to future developments.

H. Members of the Course Committee

The composition of the Course Committee is as follows: Mr Dimitrios Diamantis Director of IEK AKMI

Ms Magdalene Remoundou Course Leader - Lecturer Department of Media Mr Efthimios Hatzis Mrs Anastasia Veneti Mrs Maria Foteinea Dr. Konstantinos Fotiades Lecturer Department of Media Lecturer Department of Media Lecturer Department of Media Lecturer Department of Computing

Mr. George Taxiarhopoulos Lecturer Department of Media Mr. Athanasios Kotsiris Lecturer Department of Media

Mrs. Vally Konstantopoulou Lecturer Department of Media Mrs Ariadni Hatzopoulou Secretary Department of Media

60

I. Course Management and Administration The programme will be managed by the programme leader and programme team within the Queen Margaret University structures. Issues relating to the modules will be managed by module leaders and the module team. The programme leader is also responsible for the effective administration of the programme. Admissions to the course are carried out by a selection committee consisting of the Director, the Course Leader (i.e. the Department Head), and selected course tutors. Following an interview, the final decisions are made by the selection committee.

J. Assessment
The duration of the course for the BA in Mass Communication and Media Arts is a year of full time study. In the end of the degree year an Exam Board is going to be held. An award is conferred if the following conditions are satisfied: the candidate was a registered student at the time of his assessment for an award the candidate has fulfilled all financial obligations to AKMI the candidate has successfully completed the top-up year programme (120 credits) the award has been recommended by the Board of Examiners convened, constituted and acting under regulations approved by QMU Academic Council. Forms of Assessment The forms of assessment may vary depending on what is considered as most appropriate according to the aims and objectives of a course. As the main focus of the course is student centered learning, the principles that underlie module assessment methods are: assessment is part of the learning process and a means of confirming learning outcomes assessment is a means of providing feedback to students, lecturers and employers assessment confirms that students have acquired the necessary skills and knowledge or offers insight into learning problems so that action can be taken to achieve appropriate improvements assessment provides students with a sense of achievement and motivation to develop further skills and knowledge as well as to transfer these skills and knowledge to situations in life and work assessment provides present and future employers with evidence /

61

confirmation of students achievements, skills and knowledge. Various types of assessment may be used including projects, essays, oral presentations (production of film and TV programmes which will be recorded in audiovisual digital format), assessed coursework etc. The form of assessment and relevant weightings are given in the Module Descriptors. Assessment of a Module Following the QMU scheme, to pass a module a student must attain at least 40 % in the overall assessment. When assessment marks are aggregated, a student must obtain at least 30% in each element of assessment. The final mark and grade of each students performance is determined by the Board of Examiners. The Board also decides whether the student can be re-assessed if they fail a module. If a student fails to attend the exams or submit assessment without good cause the Board of Examiners can decide that the student fail these assessments. Marks and Levels of Performance To standardise the assessment procedure, the making and grading scheme used by QMU will be adopted. This is as follows:

Grade Mark Interpretation Honours degree

A 70% and above 60-69.9% 50-59.9% 40-49.9% 38-39.9% 20-37.9% 19.9% or below an outstanding performance exceptionally able very good performance average performance adequate performance borderline fail fail serious fail

Corresponding level in an
classification first class

B C D E F G

upper second lower second third class fail fail fail

Quoting from QMU assessment regulations, the grade E should not be used other than in exceptional cases. In addition, this pattern of assessment with the above grading 62

scheme will be consistently used, whether it is judging a students overall performance for graduation, a levels performance, a module grade, or a piece of assessed coursework.

The AKMI Department of Media also agrees to adopt the QMU grade-to-mark conversion scheme if individual modules are chosen to be assessed with a grade only: Grade Mark A 75 B 65 C 55 D 45 E 39 F 29 G 10

Exemptions 1. Students may be exempted from a module if they are considered to have sufficient knowledge on the subject. This is usually the case with holders of a degree in a relevant or transfers. 2. Students may be exempted from the prescribed method of assessment for a module if they are unable to do so due to a disability or a special need. In this case, the IVT AKMI caters for alternative ways of assessing the student, which will be the case after such a decision is ratified by the Board of Examiners. Alternative methods of assessment may include the following: a) extension of the registration period for completing an award b) extra time being allowed c) oral assessment Late Submission of Assessments
Penalties will be given to students who submit work after the deadline. These penalties may vary according to the requirements of each course but are mostly in the form of mark deduction (which will be carried out in strict accordance to QMU regulations). Late submission that has been agreed on by the Course Leader may be considered, provided that it is done selectively and under extenuating circumstances.

Word Limits If written work exceeds the word limit given then students are penalised accordingly. As a general academic regulation, and according to the QMU course document, the number of words counted should include all the text, references and quotations. Abstracts, supplements to the text, diagrams, appendices, reference lists and bibliographies are not included in the word limit. To avoid complications, students are expected to state the number of words at the end of all written assignments. The penalty for work that exceeds the given word limit by 10% and above will be the awarding of a mark no higher than 40%. Plagiarism and Other Academic Dishonesty

63

All forms of academic fraudulence are heavily penalised. Plagiarism is a serious academic offence and it is the tutors duty to explain its nature and warn students against it. Plagiarists will lose marks or even receive no mark at all. Similarly, personation, falsification of data, computer fraud and cheating during examination are subject to penalisation as they are seen as acted against universal academic regulations and the IVT AKMI discipline. Students who commit such offences are due to repeat a module, be suspended or even expelled. Re-assessment
Students may be re-assessed in a failed module in the year of study. A second failure in the same module means that the student is due to repeat the module. Second failure in three or more modules will mean that the student is due to repeat the Academic Year.

The Board of Examiners will decide on the appropriate form of re-assessment after having taken the nature of the failed module and of the failure into account. Uniformity in the format of the re-assessment of different modules is not necessary, nor is it necessary to re-assess a module in the same format as the first assessment. Re-assessment period is scheduled for the first two weeks of September. Progression The conditions of progression to the next levels of the course in effect at QMU are adopted by AKMI so as to aim for identical standards between the two institutions. Award To gain the BA in Mass Communication and Media Arts award the student must obtain 120 credit points. The degrees are awarded by QMU and not by the AKMI, any student obtaining less than 120 credit points is subject to the decision of the QMU Board of Examiners as to the nature of the award granted. K. Resource Requirements
Staff

The teaching staff consists of (1) Media Production Director, (1) Web-multimedia Authoring Scientist, (1) Political Communication scientist & TV Director and Producer, (2) Political Communication scientists, (1) Journalist (1) Film Director, (1) Digital/Visual Arts Scientist. They all contributed to the delivery of the programme for the 2005-2006 academic year. In addition to the teaching staff, the programme enjoys the support of the leading names in the Film & TV broadcasting area that occasionally give seminars. Library Students deliver their essays by using guided bibliography that is pointed out to them by the tutors. The students that attend BA in Mass Communication and Media Arts programme have access to the Athens Metropolitan College library that is being

64

updated and enhanced by Media titles. They also have access to the electronic QMU library as QMU provides students who speak English fluently a password. Computing The Department of Journalism has access to 6 laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection. Specialist Resources The Department is proud of its specialist resources, as it owns an Internet radio studio and four sound engineering studios that students of journalism can use for their recordings as well as a Digi/ Design/Protools Editing Suite for the sound preparation in the post-production stage for the Film & TV Directing students. Amongst our resources there is a very well equipped television studio where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETA and of the latest digital format cameras, which are used by students for shooting on location. Finally, the students use the post-production studio as it is equipped with digital technology AVID and BETA SP System electronics. L. Student Support Student Counseling Facilities AKMI IVT has a counseling service that is focused on resolving academic and administration issues that are being brought up by the students. Co-ordination of this service is carried out by Mrs Kiriaki Leukaditi, Mrs.Despina Kolia and Mrs Loukia Manti, who are available for all AKMI IVT students. BA student counseling is also provided by the Course Leader: Magdalene Remoundou and Personal Academic Tutors. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. M. Quality Assurance Procedures The programme is subject to the Queen Margaret University quality assurance mechanisms: Annual Monitoring Reports Annual Joint Board Annual Board of Examiners Student Staff Consultative Committees Programme Committee Module Evaluation Feedback forms
IVT AKMI follows the quality assurance procedures for the enhancement of the quality of learning, teaching and assessment that QMU has developed. All these years, that we have been running the programme BA in Mass Communication and

65

Media Arts, we have been trying to achieve the 3 Primary Goals and this achievement will remain our goal for the following years. Firstly, the goal of having a flexible, accessible and successful structure of studies has been achieved and this can be shown by the results. Some of our students have been awarded the degree with distinction and have already been accepted by G.B. universities as postgraduate students, while others work as professionals in their field. This achievement remains our goal for the following year and for this reason, we continually try to enhance our programme through changes that we consider necessary.

In order to become a community of learners who enhances the learning process of students, building on relevant interdisciplinary research and scholarship and supported by an active programme of staff development, we created professional environment and conditions, where tutors and students work together. During the previous academic years, there had been lectures and seminars by well-known media experts and lecturers, book presentations and presentations of statistic surveys made by relevant statistic companies which cooperated with IVT AKMI. Moreover, all our students work as interns in TV stations, TV Production Companies, newspapers and magazines of wide publicity. Finally, we continually listen to the students problems and we give the best possible solution by organizing tutorials and by the direct communication students and tutors have via e-mails and phone calls, SSCC meetings and Module Evaluation Forms. N. Regulations The programme BA in Mass Communication and Media Arts is subject to all QMU regulations detailed on the QMU Quality website http://www.qmuc.ac.uk/quality .

O. Market Research The following research analysis has been made by the programme EQUAL of the E.U. and refers to the needs of the labour market in the Audiovisual Sector. This research itself supports our programme and gives us the opportunity to continue offering it by enhancing it and make it more up to date to the new developments. The European audiovisual sector occupies about half a million employees, in the E.U. framework, and this itself makes it one of the most important sectors in economy. Apart from that, it has a determinative part in the social and cultural life. This becomes obvious since the overwhelming rate (97%) of the

66

European households owns a TV set, which is the major means of information and entertainment. E.U. citizens watch TV 210 minutes on average every day, while they listen to radio 162 minutes. Greece holds one of the first places in the daily viewing time, with 243 minutes per person. Concerning the amount of money spent for the purchase or use of audiovisual products and services, we can illustratively say that 98 billion Euros were spent during 2001 for the cinema, TV, radio music and electronic games.

67

Table 1: Turnover of the audiovisual market in E.U., in millions (EUR) Source: Cinema, TV and Radio in the E.U. statistics on audiovisual rervices, Luxemburg: Office of E.U. official publications, 2003

68

1997 Total Audiovisual Services % Cinema % Cinema gross box office % Video % Sales of films in video % Hires of films in video % TV % Private TV % Public TV % Radio % Private Radio % Public Radio % 5268 7 3491 5 1796 2 42626 58 21752 29 20874 28 7136 10 3204 4 3931 5 73805 100 9084 12 3797 5

1998\ Total 78684 100 10085 13 4209 5 5828 7 3909 5 1919 2 44768 57 22970 29 21798 28 8196 10 3465 4 4731 6

1999 Total 84315 100 10245 12 4263 5 5585 7 3650 4 1935 2 48925 58 25879 31 23046 27 8927 11 3895 5 5032 6

2000 Total 91848 100 11930 13 4577 5 5962 6 3840 4 2122 2 53925 59 29964 33 23960 26 9694 11 4347 5 5347 6

2001 Total 91848 100 14018 14 5168 5 5709 6 3583 4 2126 2 : : : : : : 9574 10 4122 4 5452 6

2002 Total : :

69

CINEMA The rate of the films, which are financed 100% by national sources in order to be produced, is also characteristic for the general state of cinema in a country. In the E.U. this number has continually been decreasing since 1980 and after. Particularly, the number of the films, whose production was made only by local companies, decreased from 510 to 325 (-36%) up to 1995. The only exception was Luxemburg. But things changed during 1995-1998 when the number increased once again to 413 films (+27%). According to more recent data (2005), local productions almost all over Europe managed to have a bigger share in their local market rather than in 2004. This is a result of the weak US production and not of the number of important production made in Europe. In total, the European films managed to win 24.6% of the market, while the European films which had participation of capitals by the USA in their production had 13.3%. The respective rates for 2004 are 25.2% and 5.9%. Film production has no point if they do not find their audience. For this reason, the importance of their distribution systems is self-evident. During 80s and 90s, these systems were differentiated and this was important to the formation of the cinema production. The great rise of TV stations (e.g. Cable and satellite TV) also increased the number of the films that each of them incorporated in its programme. Some of the new subscribe channels focused almost exclusively to the broadcasting of cinema films. Many stations were more interested in participating in their finance. Apart from that, during the 80s, film in video hiring was flourished. This opened a new way for the film distribution which reached at its peak during the 90s. For the production companies, these changes meant more income sources and also raised the cost of the copy rights. In the following tables and diagrams, you will find data that present in numbers the cinema market in the E.U.

70

Table 2: Turnover (million Euros): Cinema and Video Source: Cinema, TV and Radio in the E.U. statistics on audiovisual services, Luxemburg: : Office of E.U. official publications, 2003 Cinema and Video Film Production 199 7 E.U. Count ries BE DK DE EL ES FR IE IT LU NL AT PT FI SE 162 00 199 8 229 00 199 9 201 00 200 0 255 00 20 01 : Cinema and Video Film Distribution 19 97 74 00 19 98 84 00 199 9 200 0 20 01 : Cinema and Video Film Viewing 19 97 44 00 19 98 47 00 19 99 49 00 20 00 52 00 20 01 :

1020 124 00 00

331 202 450 3 : 765 434 2 : 201 3 : : : : 122 327

301 222 677 3 : : 445 1 : 603 4 : : : : 108 380

349 229 576 0 : : 481 5 : 357 9 : 258 : : 116 373

363 239 535 5 : 152 9 542 4 : 645 4 : : : : 121 419

37 7 : : : :

27 3 13 2 11 17 : 77 2 18 15

19 3 12 9 12 70 : : 19 93 : 44 5 : : : : 54 23 6

219 133

186 140

16 3 : : : : : : : : : : : : :

15 2 74 10 80 : 44 1 89 9 : 30 7 : : : : 50 19 3

17 0 82 12 66 : : 10 31 : 34 6 : : : : 56 17 7

16 4 84 12 90 : : 10 64 : 37 7 : 13 0 : : 58 14 5

17 3 88 13 55 : 67 1 10 07 : 40 4 : : : : 60 15 4

174 :

2439 329 0 : : : 971

: : : :

2066 223 0 : 753 : 341 : : 63 275 : 107 8 : : : : 80 299

: : : : : : : :

: 45 1 : : : : 25 14 0

: : : : : :

71

UK

232 8

213 9

241 2

374 1

19 18

23 96

2361 296 8

76 1

71 7

73 6

85 2

800 600 400 200 0 1995 1996 1997 1998 1999 2000 2001 2002

Number of films

626

605

669

669

715

727

746

761

798

2003

2004

2005

Year

Diagram 1: Number of produced films in E.U. (1995-2005) Source: Focus 2006 - World Film Markets Trends, European Audiovisual Observatory TV The profit of the TV Market (terrestrial, cable and satellite) reached in the E.U. 53.9 billion Euros in 2000, with a yearly increase pace of 8.5% for the public TV and 13.7% for the private TV during 1995-2000. 75% of this rate is the profit of the for biggest public TV stations in Europe. The public financing is the second most important income source of the TV market in E.U. (30.1% in 2000) after advertisements (50.6%). The third is the viewers subscriptions, for cable and satellite stations, (19.4%). The companies that produce TV programmes, in the E.U. countries had profits of 10.4 billion Euros during 2000. The Dutch Endemol Entertainment was the most profitable company (0.19 . ). In 2001, Expand Company had the first place with programmes like Popstar.

72

Table 3: Number of employees in Radio and TV (thousands) Source: Cinema, TV and Radio in the E.U. statistics on audiovisual services, Luxemburg: Office of E.U. official publications, 2003 1980 E.U. : countries BE DK DE EL ES FR IE IT LU NL AT PT FI SE UK : : : : : : : : : : : 45 : 9.6 : 1985 : : : : : : : : : : : : 44 : 7.1 : 1990 : : : : : : 33.1 : : : : : : 4.3 6.2 : 1995 : : 1.2 : 8.2 : : : 24.8 : : 3.0 3.8 6.3 7.8 : 1996 : : 1.2 : 8.2 : : : 24.4 : : 2.9 3.7 6.3 8.1 : 1997 243.0 7.5 1.7 51.5 : 29.6 16.7 : 23.7 : : : 2.8 4.4 8.2 73.1 1998 282.0 7.2 1.8 62.0 : : 17.5 : 24.7 : : : 6.6 7.2 8.4 87.6 1999 294.0 7.5 2.0 72.0 : : : : 26.1 : : : 6.4 6.2 8.4 83.8 2000 333.0 8.9 7.8 83.0 : 34.7 : : 25.7 : : : 6.0 6.2 8.3 99.2 2001 8.9 : : 94.0 : : : : 26.4 : : : : : 8.7 85.0

73

Table 3: Number of Radio and TV Companies Source: Cinema, TV and Radio in the E.U. statistics on audiovisual services, Luxemburg: : Office of E.U. official publications, 2003 1980 E.U. count ries BE DK DE EL ES FR IE IT LU NL AT PT FI SE UK : 1985 : 1990 : 1995 : 1996 : 1997 9800 1998 10600 1999 12200 2000 13600 2001 :

: : : : : : : : : : : 3 : 17 :

: : : : : : : : 5 : : 3 : 17 :

: : : : : 789 : : 17 : : 316 : 54 :

: 189 : 604 : : : 2630 : : : 330 132 296 :

: 522 : : : : : 2857 24 : : 330 135 362 :

373 218 569 : 1108 732 : 2621 34 : : 330 146 435 2303

598 244 646 : : 734 : 2566 35 : : 312 163 475 2715

613 257 676 : : 1205 : 2650 38 : : 417 167 508 3225

618 330 1258 : 1336 1265 : 2695 38 : : 372 160 552 3606

624 : : : 1404 : : : 44 : : : : 590 :

74

25 20 15 10 5 0

2000

2001

2002

2003

2004

2005

Diagram 2: Production of Greek Films Source: Focus 2006 - World Film Markets Trends, European Audiovisual Observatory
Number of radio sets (thousands)\

2010 number of radio sets 2000 1990 1980 1970 1960 1950 1940 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 year

Number of of radio radio sets sets Number

Diagram 3: Number of radio sets Source: The audiovisual sector in Greece, IOM, European Committee Representative, Athens, 2003.

75

Coveted specialisations Technical Supervisor Web Designer Web Operator Video on Demand Expert Internet Expert

These are the coveted specializations according to the qualified persons in companies of cinema production and distribution. All of them are directly related to the computer science and the Internet. These are the specializations that shape the job market of cinema production and distribution companies, nowadays. We cannot refer to the future, since the developments in the technology sector are perpetual, which means that tomorrow there will be even fresher specializations and the above will be considered out of date. Everyone admits, even those who do not adopt the new technologies, that the audiovisual consumption way has already changed and that we will be witnesses of many more. This is the course of the consumption of the cinema product: Audiovisual means consumption way Yesterday Today Tomorrow TV, Video, Cinema TV (& Cable, Satellite), dvd, cinema Internet download, BWE RAV, HDVC, VoD, VoC, Satellite transmission

The utilization of the new technologies in the industry of the cinema film production and distribution affected the expenses and investments raise and as a result the companies profit decreased and the production cost increased. For all stated above, our programme focuses on the new technologies and the digital format so as to keep being in demand for the following years. All the 76

modules are based on the new technological developments aiming at the immediate employment of our graduates. Something which has been achieved so far and we are working on it for the future.

APPENDIX 3

SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

77

78

4 5

79

SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

80

SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

81

5)

A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills

82

83

SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

84

A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills

85

86

SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

87

6)

88

A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills

89

Mr Dimitri Diamantis AKMI Athens Metropolitan College 74 Sorou Street Marousi Athens 15125 Greece ACCOUNT REF: ZZATH002 Please quote this on all correspondence 20 December 2010 Dear Mr Diamantis, Accreditation by the British Accreditation Council I am pleased to inform you that, at its meeting on 2 December 2010, the Accreditation Committee awarded accreditation as an overseas HE institution to AKMI Athens Metropolitan College. I should like to congratulate you and your staff on a successful inspection, and look forward to our association. You may now include the following statement in your publicity material:

90

Accredited by the British Accreditation Council for Independent Further and Higher Education I now enclose: i) Two copies of the institutional report (one unbound for ease of photocopying). Please note that this report may only be issued as a whole in publicity material etc. Should you wish to publish a short report summary, please contact the BAC office and we will be happy to provide a statement. If there are any factual errors, or any aspects which you would like to be clarified, please do not hesitate to get in touch. ii) The Accreditation Certificate. In accordance with BAC accreditation guidelines, the Colleges accreditation is valid for four years. An interim inspection will be scheduled approximately 12 months from now. This inspection will focus on any changes that have occurred, the Colleges compliance with statutory requirements, along with the response made to the requirements listed in section 3 of the enclosed report. You will now be able to access the College Gateway on the BAC website (www.thebac.org). Within this section you will find versions of the BAC logo that are available to download for use on college publicity. Please go to www.the-bac.org/csec/. The College login details (for BAC colleges only) are: Username: college Password: intermezzo Furthermore, please could you check your Colleges details on the BAC website. If there are any inaccuracies, please send an e-mail to donnett@the-bac.org detailing the necessary amendments. As one of the requirements of accreditation, all colleges must pay an annual accreditation fee, calculated on the basis of their student enrolment numbers. I enclose with this letter a form for entering your enrolment details, which I would be grateful if you could fill out and return to us by 4 January 2011. Our administrative year runs from the beginning of September to the end of August. Because the College was awarded accreditation after 1 September 2010, you will not be charged for the full year, but we will instead calculate a pro rata fee for this years invoice. I would like to wish you and your colleagues every success for the future. Yours sincerely Dr Gina Hobson Chief Executive

91