PUTTING TOGETHER A PROGRAMME REVIEW DOCUMENT A guide for programme teams

This document provides a suggested structure to help you put together your review document. It is NOT intended to be prescriptive. You may approach your review document any way you like as long as it does what it is intended to do: ie, as long as it provides a clear and critical evaluation of the success of the programme since the last time it was reviewed. You should use the review process to reflect on what has and hasnt worked and to decide what changes (if any) you wish to make for the future. The review document should provide the evidence on which such decisions are made. The following suggested format is a guide to help you check you have covered all the important areas. Feel free to change the order and add or delete sections. The information to be included is the information that is important to your programme. Quality Enhancement Unit September 2011

Suggested title page: [NAME OF SCHOOL] [NAME OF DIVISION] PROGRAMME REVIEW

[TITLE OF PROGRAMME] [DATE OF REVIEW]

[TITLE OF PROGRAMME] REVIEW DOCUMENT Contents Page No 1. 2. 3. Introduction Response to previous validation 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 4 5 7 7 7 7 7 7 8 9 22 26 28 30 33

5. 6. 7. 8. 9.

References List of Tables and Figures Appendices Appendix One: Appendix Two: Appendix Three: Appendix Four: Appendix Five: Membership of the Review and Planning Group Previous validation report of [date] Previous two years annual monitoring reports Responses from review questionnaire [if applicable] Previous two years external examiner reports and responses

1.

INTRODUCTION Summarise history of the programme (eg when was it first validated) and how it fits in with the School or Divisions other provision. If the award leads to any professional recognition state that here. If the award is delivered wholly or in part by an institution other than QMU this should be stated here. BA in Mass Communication & Media Arts has been running for ten consecutive years including the current academic year 2011-2012. The programme commenced on the academic year 2002 -2003 as a three year course and proceeded it as a top up year. In 2007 it was revalidated for a period of five more years ending in the current year 2012. BA in 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 body exists that controls either of the fields of expertise associated with the programme. The programme is provided in exclusive collaboration with Queen Margaret University (QMU). Describe the programme in a couple of sentences if possible, eg: The MSc Quality Assurance programme is a modular programme suitable for QA professionals wishing to update and enhance their practice. It may be studied in one year full-time, or up to seven years part-time. The Curriculum Planning undergraduate degree scheme offers students the choice of five different named awards. The scheme is based on a common core programme at levels one and two with increased specialisation at levels three and four. The programme of studies BA in Mass Communication & Media Arts is a modular programme suitable for journalists and Film & TV directors wishing to demonstrate their knowledge and to enhance their practice and skills which they have obtained as students during the previous two year studies in the Institute of Vocational Training (IVT) comparable to HND level studies. The programme is offered either in one academic year (FT) or two academic years (PT). The Curriculum Planning undergraduate degree scheme offers students two different majors mentioned on the degree. The scheme is based on six common core modules and three strand modules including the internship.

This should be a very brief description so as to avoid overlap with the main validation document. Include only enough basic information to allow the review panel to understand the context of the programme as they read the rest of the document. List the sources of evidence to support the review. These are likely to include: external examiner reports; module evaluations; annual programme monitoring reports; external professional body reports ( )

You may also wish to send questionnaires to graduates( ), present students ( AMC), and employers for further evidence and feedback. 2. RESPONSE TO PREVIOUS VALIDATION OF FRIDAY 20 APRIL 2007 You may wish to include the teams response to the previous validation as an appendix. You should certainly list the conditions and recommendations from the previous validation with a short description of the extent to which these have been met. If any recommendations have not been met, say why not. 1. . ( , ) 2. . 3. QMU, QMU, , . 4. , . IVT AKMI Response to Conditions and Recommendations on the Review Event held on Friday 20 April 2007 in IVT AKMI, Athens, Greece The Panel 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. Approval is 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 reassures that the above conditions have been met. Firstly, descriptors of all modules have been reviewed and modified so as module teams are identified and reading lists are updated. Research Methods module has been redesigned meaning changes in its content and assessment pattern. All the above modifications can be confirmed in the attached revised validation document. As far as the regulations are concerned, we are expecting the new ones to be approved by QMU Senate in order to incorporate them to our regulations. 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.

IVT AKMI would like to ensure that all the necessary information concerning Postgraduate Study Opportunities at QMU is given to our graduates in the form of seminars after completing their studies in the programme BA in Mass Communication and Media Arts in order to continue their studies in a higher level. There is a statement on page 12 of the attached validation document commenting it. Furthermore, a statement referring to students with disabilities and their support by IVT AKMI has been added to the validation document (p.13). The Programme Team would like to thank the Panel for its recommendations and suggestions as it is the best way to enhance the collaboration between QMU and IVT AKMI. Some recommendations are developmental in nature to be addressed over a period of time. Please indicate actions you have taken and/or plan to take in response to such recommendations. If any outstanding recommendations remain you should consider what you want to do about them. Regarding the continuation of studies of graduates of the programme, progress has been noted and a steady increase in the number of students wishing to advance their studies to a postgraduate level. The academic programme after its decade long continuous successful operation has become acclaimed in the Greek market and well known to the students of the IVT which constitute the majority of the programmes cohort. As a result, the candidates for the programme are informed on the benefits and the advantages of the programme and the potential of their continuing their studies on a higher level, a fact that provides us significant leeway over our competitors in the job market. In the past three years, our graduates have been accepted at major relevant programmes such as Royal Holloway University and the University of Edinburgh .( appendix 1). University of Reading & Sheffield The students handbook is updated each academic year so as to include the latest regulations of the university. Bibliography is being 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 the student feedback forms, their in-class and placement performance, and the recommendations of the external examiner. Another factor that is always taken in mind is our research into the demands of the market and the employability of our students. The changes in modules which were defined by the Joint Boards and validated by a committee of University representatives were the following: ( appendix 2) 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 new structures so as to accommodate users with special needs. The Marousi campus which houses all the collaborative programmes with universities from the United Kingdom is fully byhas the full campus , . campus 60 16, top up , . To AKMI Metropolitan Colege (AMC)

 , British Accreditation Council (BAC). ( appendix 3). Some recommendations are for the School or institution. If this applies to the programme under consideration it is suggested that you consult the Dean of School or other appropriate staff member(s) in preparing your response. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here.

3. 3.1

EXTENT TO WHICH THE PROGRAMME HAS ACHIEVED ITS OBJECTIVES AIMS AND PURPOSES This section should be reflective and as honest as possible. Refer to the external context and the overall philosophy of the programme. Re-examine the original aims of the programme. Were they all met?

3.2

REVIEW OF STUDENT/EMPLOYER EXPERIENCE It can be very helpful to ask students and employers to provide feedback on the programme as a whole. Did students feel it met their needs? Are employers happy that graduates have the skills they are looking for? Is there anything about the programme that should be changed? Is the curriculum still current and relevant? What changes would they make and why? If you have had any positive feedback from employers or external bodies you should include that here. List the mechanisms used to gather feedback from students and employers. If you have had any difficulty gaining feedback from students, discuss why. The panel will expect you to have consulted widely with students and, if possible, recent graduates.

3.3

REVIEW OF FEEDBACK FROM EXTERNAL EXAMINERS A summary of comments from external examiners should be included. In the appendix it is only necessary to include copies of the most recent two years reports plus your response. However, you may wish to summarise comments from the full period of review. (NB the phrase period of review refers to the time from the last validation to now.) ( appendix 4). If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here.

4. 4.1

DEVELOPMENTS OVER PERIOD OF REVIEW CHANGES Describe any major changes or developments. These might include:

Changes to the order of modules. Changes to assessments. Removing some modules and adding others. Changes to programme specific regulations. (The above changes should all have been approved by the relevant University committees.) Changes of premises or facilities. Change to programme leader or management structures. Changes in the external context. Usually, reviewing the annual programme monitoring reports for the period of review will quickly highlight the main changes worthy of noting. The panel will be interested in the rationale for and success of any changes implemented during the period of validation. It would therefore be important to provide a short evaluation of each change. 4.2 STUDENT STATISTICS As far as possible, include: Numbers admitted to the programme Numbers withdrawing or failing Numbers graduating This information should be available from the annual programme monitoring statistics and should cover the entire period of review. If you have any other information on the types of students joining the course you may wish to include this here. For instance, a multidisciplinary health programme might wish to provide data on the different professional backgrounds of the students. Information on graduate employment is also very useful. If you have been unable to gather this information, discuss why. The panel may also be interested in statistical information relating to gender and ethnicity. Graduates of the last three years of the programme have found employment in the fields of cinema and television as assistant directors, editors, 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 sample of such achievements and a great 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. appendix ( ) You should comment on any noticeable trends during the period of validation, This might also include trends on a Division, School, or if known, national level. The new factors of 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 venture lately to create their 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. The creation of digital channels has contributed in 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

This section should be one of the most substantial. Highlight the key issues that have arisen during the review period. These issues should be easily identified from programme committee minutes and annual programme monitoring reports. Discuss how the programme team attempted to address these issues and how successful this was. Where there were difficulties, be reflective and critical. Remember, the review team will be able to see the examiner reports and will be surprised if any serious issues are not discussed in the review document. 12. Action Plan OF 2008- 2009 (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 Internship: enhancement of the assessment methods Research Methods Improvement of the teaching methods and proposal of assignments alternative topics Responsible Programme Leader & Staff Committee Module Coordinator & Programme Leader Timescale At the beginning of the academic year At the beginning of the academic year Expected Enhancement Better evaluation of the students progress in the Internship module Improvement of the students progress

(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]:

1

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

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: 2nd November 2009

1st SSCC MEETING 20/11/2008 Members of the meeting

STUDENTS
Christos Megarchiotis Theodoros Skiftoulis Hristo Netso Georgios Kastellis Avgi Maria Atmatzidou

TUTORS
Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou Some students faced difficulties in the theoretical modules such as Research Methods, Media Politics & the Public Sphere. The teaching staff since they know the problem organized extra tutorials. Students also noted that they could not get used to the correct way of composing an essay, using the library and referencing. The students representatives expressed their fellow students discontent about the deadlines and some of them felt doubtful about the adherence to the regulations by the administration of the programme. The programme leader wondered how these doubts came up and reassured the students that all regulations are strictly followed. Student who do not submit their assignment on the given deadline, they will be graded with 40% or their assignment will not be taken into consideration. The teaching team of the programme felt that the doubts expressed by the students aimed at an indirect demand of extension of time. They also explained the academic procedures to the students and decided that they will analyse the regulations existing in the Student Handbook from scratch during their next sessions.

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1st PROGRAMME COMMITTEE METTING 5/12/2008 Members of the meeting

Students
Christos Megarchiotis

TUTORS
Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou Stamatis Poulakidakos Efthimios Hatzis Frini Papageorgiou Maria Foteinea At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. For this reason they had increased the duration of their lectures. After the submission of the first written assignments, the tutors believe that the initial students difficulties have been smoothed over. However, there are still some difficulties in the theoretical modules and particularly in the module Research Methods. The teaching team believes that this is due to the attitude that especially students of the Film & TV Directing Strand have towards theoretical modules in comparison to the students of the Journalism Strand. The tutors viewed that there might be some improvement by altering the subjects a bit towards a more film and TV orientation. The tutor Maria Fotinea has to go abroad due to professional reasons and expressed her inability to give lectures. For this reason, 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. The students of the Film & TV Directing Strand achieved this academic year to submit their scenarios on time and be close to the completion of the preparation of their films. Respective students of previous years were in danger of losing the deadlines since they were not able to manage their time correctly and devoted all their time to their scenarios composition. This academic year, the tutors having the experience gained from previous years tried to guide the students form the beginning towards a correct time management, a fact which proved to be fruitful.

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BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS WINTER SEMESTER 2008- 2009 2nd SSCC MEETING
11 March 2009

Members of the meeting

STUDENTS
Christos Megarchiotis Theodoros Skiftoulis Hristo Neco Avgi Maria Atmatzidou Konstantinos Iasonos Alexandros Tsoupras TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou ISSUES AND CONCERNS At the beginning of the meeting students representatives expressed that they have already anticipated that the QMU regulations are strictly followed by the administration of the programme and are aware of the consequences in cases of non-compliance. As a result, they wish to fully comply with the rules. The student Hristo Neco asked to discuss the possibility of changing the scenario he had submitted during winter semester because he faces insurmountable difficulties with the actors during the shooting. The tutor Vally Konstantopoulou informed him that she will reply to him as soon as she will discuss the issue with the teaching team. The students Christos Megarchiotis and Alexandros Tsoupras were willing to participate in more than one of their fellow students projects-films and help them as experienced professionals.

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Most of the Journalism Strand students already work in various Mass Media and this fact enables the procedures followed in the module Internship but on the other hand they need more time for the preparation of their assignments and asked from their tutors for some more help.

2nd PROGRAMME COMMITTEE MEETING

30 March 2009

Members of the meeting

STUDENTS
Christos Megarchiotis Thodoros Skiftoulis

TUTORS
Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou Stamatis Poulakidakos Efthimios Hatzis Frini Papageorgiou

ISSUES AND CONCERNS The spring semester started with no difficulties. After the end of semester winter, the students who did not study properly had the expected outcomes. As a result, complaints concerning their assessment were not accepted since the results were due to their irresponsibility. These students realized that they have to be more diligent. Tutors keep on working in the same way by incorporating the extra tutorials content to the lectures of the theoretical modules so as to prevent difficulties the earliest possible. The students of the Film & TV directing strand are particularly stresses due to their films shootings and their tutors Vally Konstantopoulou, Efthimis Hatzis and Fryni Papageorgiou try their best in order to help them in their shootings preparation and time management so as not to delay submitting their theoretical modules assignments. Furthermore, the tutors of the Film & TV Directing Strand decided to give to the student Hristo Neco the chance to submit a new scenario and start his shootings on condition that he submits all the assignments in the given deadlines. The Programme Leader agreed with this decision.

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12. Action Plan OF 2009- 2010 12. Action Plan (c) 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

(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:

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

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BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS WINTER SEMESTER 2009- 2010 1st SSCC MEETING 13/11/2009

Members of the meeting

STUDENTS
Eleni Lilianna Picoula Konstantinos Antoniou Nikolaos Daskalopoulos Iakovidis Kyriakos Chrysi Dagoula Teleconference with students from Thessaloniki campus.

TUTORS
Magdalene Remoundou, Course Leader Dr Anastasia Veneti Stamatis Poulakidakos Some students faced difficulties in the theoretical module Research Methods. The teaching staff due to prior knowledge scheduled extra tutorials and added formative assessments. The students referred to frequently occurring matters such as composing an essay, using library resources and Harvard referencing system. Having anticipated them, extra tutorials were incorporated in the lectures. Students are less wary as to following assessment regulations and keeping deadlines though some expressed their concern about unpredictable circumstances occurring as a normal part of life. Moreover, students have not familiarized themselves with the e-platform Moodle and some are trying to avoid using it due to technical difficulties and/or their pc connection at home.

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The tutors attending explicitly stated that the College facilities are meant to cover students needs, as students need to focus on managing their time including the above mentioned facilities.

BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS WINTER SEMESTER 2009- 2010 1st PROGRAMME COMMITTEE METTING 24/11/2009 Members of the meeting Students Eleni Liliana Picoula TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Achilleas Karadimitriou At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. This method followed for the past years has proven to be productive. After the submission of the first written assignments, the progress of the students was evident. However, there are still some difficulties in the theoretical modules, particularly in the module Research Methods. The teaching team ascribes this to the attitude students have towards theoretical modules on one hand and to rumors passed around by former graduates which lead to insufficient preparation on the other. The tutors examine the possibility of enhancing the module through altering the assignments, a proposal to submit in the next Joint Board. The new appointed tutor Achilleas Karadimitriou who has replaced Maria Fotinea in the modules of the Journalism strand appreciates the positive environment within the cohort and through the educational procedure. Students find the modules interesting and Mr Karadimitriou is proactive and supportive, especially when it comes to using the e-platform Moodle. Moreover, all teaching staff support and guide students to use campus facilities such as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time.

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This academic year, the tutors having the experience gained from previous years tried to guide the students form the beginning towards a correct time management, a fact which proved to be fruitful.

BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS SPRING SEMESTER 2009- 2010 2nd SSCC MEETING
5/03/2010

Members of the meeting

STUDENTS
Eleni Lilianna Picoula Konstantinos Antoniou Nikolaos Daskalopoulos Iakovidis Kyriakos Chrysi Dagoula Teleconference with students from Thessaloniki campus

TUTORS
Magdalene Remoundou, Course Leader Dr Anastasia Veneti ISSUES AND CONCERNS At the beginning of the meeting students representatives expressed that the majority of students are satisfied with the placement facilities. In some cases though, there are some absences due to personal/family issues. The Course Leader is aware of this and has liaised with the Counseling Centre and the placement supervisors so as to address this matter. Academic essay writing and using Moodle has been dealt with successfully.

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BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS

SPRING SEMESTER 2009- 2010

2nd PROGRAMME COMMITTEE MEETING

22/03/2010

Members of the meeting STUDENTS Eleni Liliana Picoula Kyriakos Iakovidis TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Achilleas Karadimitriou Vally Konstantopoulou ISSUES AND CONCERNS From prior experience as the programme has been running for 8 years, it is evident that each year when winter semester finishes, students who were not devoted in their studies had poor performance and that spring semester begins with no difficulties. Those students have realized their responsibilities and the fact that they need to be more diligent. Tutors keep on working in the same way by incorporating the extra tutorials content to the lectures of the theoretical modules so as to prevent difficulties. Absence was monitored for the module Internship and was dealt with. The Course Leader liaised with the supervisors and 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 helped them enormously. 12. Action Plan OF 2010-2011

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(e) 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. Change of the assignments subject matter for the Media Management module. Review the course in preparation for the forthcoming revalidation event on 2012 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.

Programme Leader & Programme Committee

Spring Semester

The module be oriented more towards Media Management and not public relations Get the programme successfully revalidated

Course Leader & Programme teaching staff

During the winter semester 2011 -2012 till early spring 2012

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

Please attach the following as appendices3 [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 5 MINUTES
BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS WINTER SEMESTER 2010- 2011 1st SSCC MEETING 10/11/2010

Members of the meeting

STUDENTS
Amalia Efstratiou Marina Eleni Veioglou Antonios Evangelos Gkiokas Theodoros Karamanolis Ariadni Papanastasiou Arion Christophe Pineau Christina Baltouna Teleconference with students from Thessaloniki campus.

TUTORS
Magdalene Remoundou, Course Leader
3

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

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Dr Anastasia Veneti Mr Efthimis Hatzis Some students faced difficulties in the theoretical modules Research Methods, as was expected from our previous year experiences. The teaching staff based on their prior knowledge has prepared formative assessments and organized scheduled extra tutorials with the contribution of the tutor Vally Konstantopoulou constructed especially for students of the directing strand. The students were introduced and frequently briefed on educational matters such as composing an essay, using library resources and referencing according to the Harvard system. As all potential difficulties have been anticipated, extra tutorials were incorporated in the lectures. The various adverse conditions, esp. due to the recurrent strikes in mass transport media, obstructed the proper delivery on the deadlines. The students showed their willingness to supersede obstacles and meet the deadlines properly. The directing students were initially reluctant to conform to any theoretical modules in Media, as they failed to comprehend their use in the creation of a film, but after their introduction to the rationale behind these modules they realized their value for the artistic process and they participated actively in them. BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS WINTER SEMESTER 2010- 2011 1st PROGRAMME COMMITTEE METTING 29/11/2010 Members of the meeting Students Amalia Efstratiou Marina Eleni Veioglou TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Achilleas Karadimitriou Vally Konstantopoulou Efthimis Hatzis At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. This method followed, for the past years, has proven to be productive.

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After the submission of the first written assignments, the progress of the students was evident. However, there are still some difficulties in the theoretical modules, particularly with some of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular tv shows that can 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. Throughout the current academic semester, the tutors bearing in mind the experience gained from previous years, tried to guide the students from the very beginning towards a proper time management, a strategy which yielded good results. As far as the general time management and the smooth realization of the academic procedure the delivery of the first assignment of DF1 (script) was reassessed and moved back to the initial final date of the sixth week instead of the 10 th that was suggested. In such a way, the realization of the Digital filmmaking 1& 2 module is divided more evenly and rationally. 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. The submission deadlines of all the assignments, as redefined, were submitted to the validation event for the materialization of the programme in Thessaloniki for the academic year 20102011. You may wish to mention such issues as: Resources () Staffing () Marketing ( ) Administrative support ( ) Student issues Anything else that affected the smooth operation of the programme Some programme teams find it useful to separate out more operational issues for inclusion in this section, and discuss more strategic developments (such as learning and teaching philosophy) in later sections. However, how you divide up these sections is up to you as long as you cover everything. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 5. TEACHING AND LEARNING STRATEGIES Discuss your approaches to teaching and learning and any changes to delivery methods. Highlight any particularly good practice. Has your thinking evolved at all as to the best way of delivering this programme? Have you introduced any changes to make learning more student-centred? Has your approach to formative assessment been successful? Apart from the teaching methods employed by the programme up to this day, i.e. participation of students in in-and-out of class projects, lectures and seminars,

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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 past period of implication 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. 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.

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 2008-2009 implementation plan. During the second year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. This fact enhances 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 try to cover all the parameters and demands of the job market, and as proved by the results of the 2nd year of delivery of the revalidated programme they have been fruitful. 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 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. . 11. Good Practice and Innovation Please highlight any examples of good practice or innovation in the past year. The programme tries to be updated concerning the developments and new demands of the Mass Media job market. Consequently, the 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. In the specialist resources, there have been added two High Definition cameras and the students of the Film & TV Directing become aware of and familiarize themselves with the latest technological advances. Two students films were approved and will officially participate in the

23

competition part of the greatest and most important Greek Short-film Festival in the Greek city Drama. The film of one student titled Piretos (Fever) was awarded the first prize of Greek Short-film Festival in the Greek city Drama. Additionally, the film of the 2007-2008 graduate named Katerina Gioulmichalaki that participated in the Festival of Naousa was awarded the first prize. Students of the Journalism strand in the previous academic year had to create a blog in the Internet, which is a recent technological development relating to their field, and students of the Film & TV Directing strand had to research the new technical means that are applied in filming and in use of camera lenses. 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. During the academic year 2009-2020, pastoral support with psychologists was available at the AMC counseling centre. Additionally, there is an academic learning centre to support the students in academic writing, apart from the extra tutorials that are included in the students lectures. 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. A of staff development seminars was organized by the director of CAP of the QMU Dr Roni Bamber, where among others, tutors presented a microteaching session that was videotaped. It is also worth mentioning 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. 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 External Examiner confirms the balance in the materialisation of the programme which is mirrored in the marking procedure.

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Quote : 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.
1. Screenings of the film projects submitted by the graduates of the course in Greece and in the UK respectively. 2. We propose that films by the Greek graduates which received A should be incorporated into the public screening of the films organized by the QMU for its graduates in the UK. 3. Seminars and lectures of well known professionals taking place in Greece and UK could be attended by the students of the programmes in both countries at the same time, using teleconference and simultaneous interpretation. 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. 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.

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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.

6.

STUDENT SUPPORT Discuss the student support mechanisms in place and any issues that have arisen. Consider whether the nature of the student cohort requires any particular approach to student support, eg if students are working, if students tend to have been out of academic study for some time. This section may cover: Personal academic tutors English language support Support for students with disabilities Support for direct entrants Additional classes for eg writing skills Provision of information and handbooks Any specialist support staff required, such as counsellors, careers guidance advisers If this section highlights any changes you now wish to make to the management of the programme, you should list these recommended changes here.

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Student Counseling Facilities

A counseling centre is operating at AMC for the support of students; Dr Marina Nicolaou, a psychologist, is in charge of its proper function, along with a team of Psychologists- Professors, in any relevant case that may present itself on campus. BA students make use of this service but they are mainly supported in academic matters Course Leader: Magdalene Remoundou and their assigned PATs. 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. 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. 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.

Student Support
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. 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 Remoundou. 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

27

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.

7.

STAFF DEVELOPMENT This is an important section. List the staff development activities that have taken place over the period of review and any plans for the future. Reflect on what training and development needs staff may still have. Examples of staff development that could be covered here includes: Training sessions on new forms of delivery (eg WebCT) Workshops on use of marking criteria Workshops on the prevention and detection of plagiarism Research activity that informs learning and teaching Professional body activity

If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 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. (a) 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 session 2008-2009, Dr. Veronica Bamber and her team from the QMU Centre of Academic Practice organised and presented two series of

28

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 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

(b) Details of staff development, consultancy and research activities undertaken during the reporting period: During the academic year 2009-2010 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 (c) 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: 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 academic year 2009-10, on mid February. During the second part of these seminars, the following topics for the PLs were presented.

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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 (d) 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 Mr Achilleas Karademetriou are successfully pursuing their course of studies within the aforementioned department. (e) 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. Dr Veronica Bamber revalidation event, 6& 7 2012. 8. RESOURCES Discuss briefly whether there have been sufficient resources to support the programme delivery. Where resources have been lacking, discuss why. (These may be institutional issues beyond the immediate control of the programme

30

team.) Highlight any changes over the period of the review. In preparing this section, it is recommended that you consult the Dean of School or other staff with responsibility for resources. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. Comments will be passed to the Dean of School for a response.
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 (1) Film & TV Director, (1) Director, Editor & Visual Digital Arts specialist. They all contributed to the delivery of the programme for the academic year 2008-2009. In addition to the teaching staff, the programme enjoys the support of the leading names in the 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 library of Athens Metropolitan College, which is part of the Educational Organisation AKMI, and it is being updated and enhanced by Media titles. They also have access to the electronic QMU library as QMU provides students who speak English fluently a code 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 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.
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.
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

31

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.
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 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.

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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.

9.

CONCLUSIONS AND RECOMMENDATIONS Summarise how effective the programme has been. Restate any recommended changes listed in the previous sections. You will be expected to follow through on these recommendations in the design of the revised programme for revalidation. Be clear about which changes the panel is being asked to approve as opposed to changes which have been implemented over the period of validation and approved through the Universitys committee structure.

References If you have referred to any publications, list them at the end of the document. Appendices As listed in the contents section.

APPENDIX AMR

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED

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SESSION 2008- 2009 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 2008 2009 most objectives outlined in the annual report were achieved. The programme ran in both strands (Journalism and Film & TV Directing). The improved programme that was validated in April 2007 ran for second time this academic year. Additionally, this year a change in the assessment pattern of the module Digital Filmmaking II was approved. The decision that was taken during the Joint Board of Studies in 2008 was to replace the existing 3 assignments with one as the external examiner had proposed. It is a 10 credit module and on the one hand three assignments were too much for such a module and on the other hand students were always complaining for the workload. As it was materialized during the academic year 2008-2009, the one assignment proved to be more fruitful to the students of the programme. The assessment criteria of the module Internship were expanded as it was proposed in the Joint Board of Studies in 2008. As a result, students had a more complete idea relating to the demands of the module. According to the new external examiners comments, these assessment criteria need some more improvements especially in the ways students own learning and critical reflection on their work are assessed. The theoretical modules such as Research Methods, in which students faced difficulties, were materialized following the proposals that were made during the Joint Board of Studies in 2008. There were many more formative assessments and exercises, as well as extra tutorials. Despite these amendments, students still encountered problems in the understanding of the module but the teaching team reckons that there was some progress in the students. A fact also noted by the external examiner. According to the decisions made in the Joint Board of Studies in 2008, during academic year 2008-2009 tutors used the full range of marking scale. This fact was pinpointed by the external examiner during the Exam Board of Studies in July 2008 and she noted that she was impressed by the accurate and fair use of wide range of marks.

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(b) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies: The last academic years and in accordance with the continuous technological developments, students of the Film & TV Directing Strand tend to focus more on the practical side of their studies against the theoretical one. As a result, they do not meet the deadlines given for the theoretical modules assignments and the assignments of the theoretical part of the directing modules. This matter concerns more the students who have studied in a vocational level and have been orientated towards the practical part of the film production process and not the more mature students who have entered the programme after being for a while in the market or have completed similar academic studies. The teaching team has identified the problem and already considers possible solutions which could improve and enhance the academic procedures towards this direction. 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

The academic year 2008-2009, a new external examiner participated in the programme. Her comments on the programme were particularly positive and encouraging for its operation and progress. The external examiner commented on the design and content of the Programme and she noted that they are perfectly satisfactory and have resulted in exceptionally good results. Additionally, she thinks positively for the teaching staff, and the good work they offer. Five of the students have been awarded the degree with distinction. The teaching team taking into account the external examiners comments relating to the module Internship and its particularities, has already been orientated towards a proposal of improving the self-assessment report on the students own progress during their participation in placements. According to the indications of the external examiner and the recommendations made during the Exam Board in July, the programme committee is about to use further classification of the assessment criteria for the internship module, in order to be implemented during the academic year 2009-2010.

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Concluding, we understand and accept all external examiners comments and recommendations and we are working on them in order to enhance our programme the following academic year.
Response to Student Feedback

Students this year faced problems concerning essay writing, theoretical modules and submission of assessments. The teaching teams experience in facing difficulties of this kind has concluded to the following solution. Apart from the extra tutorials organized each year, in order to make explicit to the students the regulations, the Harvard System of Referencing, the importance of research and avoidance of plagiarism, the teaching team makes reference to the above during their lectures so as to incorporate these issues raised in the extra tutorials to their own lectures. In this way, students cannot claim absence from the extra tutorial.
Response to Programme Committee

During the academic year 2008-2009, there was constant collaboration with the teaching team in order to materialize the programme and deliver it 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 2008-2009 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 2008-2009, there were: 52 applicants 24 started their studies. 14 in the strand of Journalism 10 in the strand of Film & TV Directing 4 withdrawals (3 in the strand of Journalism + 1 withdrawal from the results of the Exam Board)

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0 withdrawals in the strand of Journalism 5 passed with distinction 8. Teaching & Learning (f) Details of staff development, consultancy and research activities undertaken during the reporting period: This year, 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. (g) 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 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 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

37

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 (1) Film & TV Director, (1) Director, Editor & Visual Digital Arts specialist. They all contributed to the delivery of the programme for the academic year 2008-2009. In addition to the teaching staff, the programme enjoys the support of the leading names in the 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 library of Athens Metropolitan College, which is part of the Educational Organisation AKMI, and it is being updated and enhanced by Media titles. They also have access to the electronic QMU library as QMU provides students who speak English fluently a code 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 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 Counseling Facilities

AKMI 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, who is the head of students counselors, Mrs Xenia Servou, Mrs Ergina Psatha, who are available for all AKMI IVT students. BA students make use of this service but they are mainly supported by the Course Leader: Magdalene Remoundou and their PATs.

38

Student Support
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.

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 2008-2009 implementation plan. During the second year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. This fact enhances 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 try to cover all the parameters and demands of the job market, and as proved by the results of the 2nd year of delivery of the revalidated programme they have been fruitful. 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 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. (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 Please highlight any examples of good practice or innovation in the past year. The programme tries to be updated concerning the developments and new demands of the Mass Media job market. Consequently, the 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. In the specialist resources, there have been added two High Definition cameras and the students of the Film & TV Directing become aware of and familiarize themselves with the latest technological advances. Two students films were approved and will officially participate in the competition part of the greatest and most important Greek Short-film Festival in the

39

Greek city Drama. The film of one student titled Piretos (Fever) was awarded the first prize of Greek Short-film Festival in the Greek city Drama. Additionally, the film of the 2007-2008 graduate named Katerina Gioulmichalaki that participated in the Festival of Naousa was awarded the first prize. Students of the Journalism strand in the previous academic year had to create a blog in the Internet, which is a recent technological development relating to their field, and students of the Film & TV Directing strand had to research the new technical means that are applied in filming and in use of camera lenses. 12. Action Plan (g) 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 Internship: enhancement of the assessment methods Research Methods Improvement of the teaching methods and proposal of assignments alternative topics Responsible Programme Leader & Staff Committee Module Coordinator & Programme Leader Timescale At the beginning of the academic year At the beginning of the academic year Expected Enhancement Better evaluation of the students progress in the Internship module Improvement of the students progress

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

Please attach the following as appendices4 [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: 2nd November 2009

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

40

Appendix 1 Admissions 2008 2009

Year 2008 Admissions 24 By Gender Male Female 18 6 By Age 18-21 9

21-24 8

>24 7

Appendix 2

41

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

Appendix 3 Cohort Monitoring 2007 2008

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

RESEARCH METHODS THE LEARNING OBJECTIVES WERE ACHIEVED AGREE

MASS MEDIA & MODERN SOCIETY AGREE

MEDIA POLITICS & PUBLIC SPHERE AGREE

COMPUTER ASSISTED RESEARCH & REPORTING AGREE

EJOURNALISM STRONGLY AGREE

42

CLASSES WERE GENERALLY 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 FEEDBACK ON PROGRESS WAS RESOURCES WERE IT RESOURCES WERE OVERALL, THE MODULE WAS

AGREE

AGREE

AGREE

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

AGREE

AGREE

MODERATE MODERATE GOOD

MODERATE MODERATE MODERATE

MODERATE MODERATE MODERATE

MODERATE AGREE MODERATE

MODERATE MODERATE MODERATE

VERY GOOD

VERY GOOD

EXCELLENT

GOOD

VERY GOOD

EXCELLENT EXCELLENT INTERESTING

EXCELLENT EXCELLENT

VERY GOOD VERY GOOD INTERESTING

VERY GOOD VERY GOOD INTERESTING

VERY GOOD EXCELLENT INTERESTING

INTERESTING

LEVEL 3 SPRING SEMESTER

MEDIA MANAGEMEN T MEDIA LAW & ETHICS DIGITAL FILMMAKING NEW TECHNOLOGI ES ON THE SET & IN THE POST PRODUCTION AGREE NEW TECHNOLOGIE S APPLICATION IN MASS MEDIA AGREE INTERNSHIP

THE LEARNING OBJECTIVE S WERE ACHIEVED CLASSES WERE GENERALL Y WELL-

AGREE AGREE

STRONGLY AGREE

AGREE

AGREE

AGREE

STRONGLY AGREE

AGREE

AGREE

43

PREPARED AND WELLORGANISE D ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRED WAS FEEDBACK ON PROGRESS WAS RESOURCE S WERE IT RESOURCE S WERE OVERALL, THE MODULE WAS

AGREE

AGREE

STRONGLY AGREE

AGREE

STRONGLY AGREE

AGREE

VERY GOOD

VERY GOOD

VERY GOOD

VERY GOOD

VERY GOOD

MODERATE

GOOD GOOD

GOOD GOOD

GOOD GOOD

GOOD GOOD

GOOD GOOD

EASY GOOD

VERY GOOD

VERY GOOD

EXCELLENT

GOOD

VERY GOOD

VERY GOOD

VERY GOOD VERY GOOD INTERESTING

VERY GOOD VERY GOOD INTERESTING

EXCELLENT EXCELLENT VERY INTERESTING

VERY GOOD VERY GOOD VERY INTERESTING

VERY GOOD GOOD VERY INTERESTING

GOOD MODERATE INTERESTING

NOTIFICATION OF WITHDRAWALS

NAME MNQMU GEORGIA NIKOLETOPOULOU 08007327 KATERINA APTOULIAN 07007740 EMMANOUIL MALAXIANAKIS 08007329 ALEXANDROS DESPOTOPOULOS 08007321 IOANNIS TAKTIKOS 08007340 BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS

WINTER SEMESTER 2008- 2009

1st SSCC MEETING 20/11/2008 Members of the meeting

STUDENTS
Christos Megarchiotis

44

Theodoros Skiftoulis Hristo Netso Georgios Kastellis Avgi Maria Atmatzidou

TUTORS
Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou Some students faced difficulties in the theoritical modules such as Research Methods, Media Politics & the Public Sphere. The teaching staff since they know the problem organized extra tutorials. Students also noted that they could not get used to the correct way of composing an essay, using the library and referencing. The students representatives expressed their fellow students discontent about the deadlines and some of them felt doubtful about the adherence to the regulations by the administration of the programme. The programme leader wondered how these doubts came up and reassured the students that all regulations are strictly followed. Student who do not submit their assignment on the given deadline, they will be graded with 40% or their assignment will not be taken into consideration. The teaching team of the programme felt that the doubts expressed by the students aimed at an indirect demand of extension of time. They also explained the academic procedures to the students and decided that they will analyse the regulations existing in the Student Handbook from scratch during their next sessions.

1st PROGRAMME COMMITTEE METTING 5/12/2008 Members of the meeting

Students
Christos Megarchiotis

TUTORS
Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou

45

Stamatis Poulakidakos Efthimios Hatzis Frini Papageorgiou Maria Foteinea At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. For this reason they had increased the duration of their lectures. After the submission of the first written assignments, the tutors believe that the initial students difficulties have been smoothed over. However, there are still some difficulties in the theoretical modules and particularly in the module Research Methods. The teaching team believes that this is due to the attitude that especially students of the Film & TV Directing Strand have towards theoretical modules in comparison to the students of the Journalism Strand. The tutors viewed that there might be some improvement by altering the subjects a bit towards a more film and TV orientation. The tutor Maria Fotinea has to go abroad due to professional reasons and expressed her inability to give lectures. For this reason, 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. The students of the Film & TV Directing Strand achieved this academic year to submit their scenarios on time and be close to the completion of the preparation of their films. Respective students of previous years were in danger of losing the deadlines since they were not able to manage their time correctly and devoted all their time to their scenarios composition. This academic year, the tutors having the experience gained from previous years tried to guide the students form the beginning towards a correct time management, a fact which proved to be fruitful.

BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS WINTER SEMESTER 2008- 2009 2nd SSCC MEETING
11 March 2009

Members of the meeting

46

STUDENTS
Christos Megarchiotis Theodoros Skiftoulis Hristo Neco Avgi Maria Atmatzidou Konstantinos Iasonos Alexandros Tsoupras TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou ISSUES AND CONCERNS At the beginning of the meeting students representatives expressed that they have already anticipated that the QMU regulations are strictly followed by the administration of the programme and are aware of the consequences in cases of non-compliance. As a result, they wish to fully comply with the rules. The student Hristo Neco asked to discuss the possibility of changing the scenario he had submitted during winter semester because he faces insurmountable difficulties with the actors during the shooting. The tutor Vally Konstantopoulou informed him that she will reply to him as soon as she will discuss the issue with the teaching team. The students Christos Megarchiotis and Alexandros Tsoupras were willing to participate in more than one of their fellow students projects-films and help them as experienced professionals. Most of the Journalism Strand students already work in various Mass Media and this fact enables the procedures followed in the module Internship but on the other hand they need more time for the preparation of their assignments and asked from their tutors for some more help.

2nd PROGRAMME COMMITTEE MEETING

30 March 2009

Members of the meeting

STUDENTS
Christos Megarchiotis Thodoros Skiftoulis

47

TUTORS
Magdalene Remoundou, Course Leader Anastasia Veneti Valli Konstantopoulou Stamatis Poulakidakos Efthimios Hatzis Frini Papageorgiou

ISSUES AND CONCERNS The spring semester started with no difficulties. After the end of semester winter, the students who did not study properly had the expected outcomes. As a result, complaints concerning their assessment were not accepted since the results were due to their irresponsibility. These students realized that they have to be more diligent. Tutors keep on working in the same way by incorporating the extra tutorials content to the lectures of the theoretical modules so as to prevent difficulties the earliest possible. The students of the Film & TV directing strand are particularly stresses due to their films shootings and their tutors Vally Konstantopoulou, Efthimis Hatzis and Fryni Papageorgiou try their best in order to help them in their shootings preparation and time management so as not to delay submitting their theoretical modules assignments. Furthermore, the tutors of the Film & TV Directing Strand decided to give to the student Hristo Neco the chance to submit a new scenario and start his shootings on condition that he submits all the assignments in the given deadlines. The Programme Leader agreed with this decision.

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2009- 2010 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader

48

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 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. 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. (d) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies:

49

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 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. 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. this 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 2010-2011 we will make significant progress in this matter, since we have acquired enough experience from previous years.

Response to Student Feedback

50

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. 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 2009-2010 there were no issues relating to equality and diversity. 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 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) 3 resit from previous academic years 2 withdrawals 7 passed with distinction

51

13. Teaching & Learning (h) 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 (i) 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 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 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.
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.

52

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. 10. Quality Enhancement of Learning, Teaching and Assessment (c) 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

53

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 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

54

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 (i) 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

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

Please attach the following as appendices5 [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:

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

55

Date of submission to QEU:

Appendix 1 Admissions 2009 2010
Year 2009 Admissions 21 By Gender Male Female 11 10 By Age 18-21 15

21-24 3

>24 3

Appendix 2 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

RESEARC MASS H MEDIA & METHODS MODERN

MEDIA POLITICS & PUBLIC SPHERE 56

COMPUTE R EASSISTED JOURNALI RESEARC SM

SOCIETY THE LEARNIN G OBJECTI VES WERE ACHIEVE D CLASSES WERE GENERA LLY WELLPREPAR ED AND WELLORGANIZ 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 AGREE AGREE AGREE

H& REPORTI NG STRONGL Y AGREE

STRONGL Y AGREE

AGREE

AGREE

AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

MODERAT GOOD E MODERAT GOOD E GOOD

GOOD

GOOD

GOOD

GOOD

AGREE

GOOD

MODERAT MODERAT GOOD E E

GOOD

VERY GOOD EXCELLE NT EXCELLE

VERY GOOD EXCELLE NT EXCELLE

VERY GOOD VERY GOOD VERY 57

EXCELLE NT VERY GOOD VERY

EXCELLE NT VERY GOOD EXCELLE

RESOUR CES WERE OVERALL , THE MODULE WAS

NT INTEREST ING

NT INTEREST ING

GOOD INTEREST ING

GOOD INTEREST ING

NT INTEREST ING

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 MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK

AGREE AGREE

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

58

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

VERY GOOD VERY GOOD VERY GOOD INTERESTI NG

VERY GOOD VERY GOOD VERY GOOD INTERESTI NG

VERY GOOD

VERY GOOD GOOD GOOD

VERY GOOD VERY GOOD

VERY INTERESTIN G

INTERESTI NG

NOTIFICATION OF WITHDRAWALS NAME JOHN MOUTAFIS ELEFTHERIOS MAVROMMATIS MNQMU 09007582 09007580

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BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS WINTER SEMESTER 2009- 2010 1st SSCC MEETING 13/11/2009

Members of the meeting

STUDENTS
Eleni Lilianna Picoula Konstantinos Antoniou Nikolaos Daskalopoulos Iakovidis Kyriakos Chrysi Dagoula Teleconference with students from Thessaloniki campus.

TUTORS
Magdalene Remoundou, Course Leader Dr Anastasia Veneti Stamatis Poulakidakos Some students faced difficulties in the theoretical module Research Methods. The teaching staff due to prior knowledge scheduled extra tutorials and added formative assessments. The students referred to frequently occurring matters such as composing an essay, using library resources and Harvard referencing system. Having anticipated them, extra tutorials were incorporated in the lectures. Students are less wary as to following assessment regulations and keeping deadlines though some expressed their concern about unpredictable circumstances occurring as a normal part of life.

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Moreover, students have not familiarized themselves with the e-platform Moodle and some are trying to avoid using it due to technical difficulties and/or their pc connection at home. The tutors attending explicitly stated that the College facilities are meant to cover students needs, as students need to focus on managing their time including the above mentioned facilities.

BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS WINTER SEMESTER 2009- 2010 1st PROGRAMME COMMITTEE METTING 24/11/2009 Members of the meeting Students Eleni Liliana Picoula TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Achilleas Karadimitriou At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. This method followed for the past years has proven to be productive. After the submission of the first written assignments, the progress of the students was evident. However, there are still some difficulties in the theoretical modules, particularly in the module Research Methods. The teaching team ascribes this to the attitude students have towards theoretical modules on one hand and to rumors passed around by former graduates which lead to insufficient preparation on the other. The tutors examine the possibility of enhancing the module through altering the assignments, a proposal to submit in the next Joint Board. The new appointed tutor Achilleas Karadimitriou who has replaced Maria Fotinea in the modules of the Journalism strand appreciates the positive environment within the cohort and through the educational procedure. Students find the modules interesting and Mr Karadimitriou is proactive and supportive, especially when it comes to using the e-platform Moodle.

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Moreover, all teaching staff support and guide students to use campus facilities such as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time. This academic year, the tutors having the experience gained from previous years tried to guide the students form the beginning towards a correct time management, a fact which proved to be fruitful.

BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS SPRING SEMESTER 2009- 2010 2nd SSCC MEETING
5/03/2010

Members of the meeting

STUDENTS
Eleni Lilianna Picoula Konstantinos Antoniou Nikolaos Daskalopoulos Iakovidis Kyriakos Chrysi Dagoula Teleconference with students from Thessaloniki campus

TUTORS
Magdalene Remoundou, Course Leader Dr Anastasia Veneti ISSUES AND CONCERNS At the beginning of the meeting students representatives expressed that the majority of students are satisfied with the placement facilities. In some cases though, there are some absences due to personal/family issues. The Course Leader is aware of this and has liaised with the Counseling Centre and the placement supervisors so as to address this matter.

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Academic essay writing and using Moodle has been dealt with successfully.

BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS

SPRING SEMESTER 2009- 2010

2nd PROGRAMME COMMITTEE MEETING

22/03/2010

Members of the meeting

STUDENTS
Eleni Liliana Picoula Kyriakos Iakovidis TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Achilleas Karadimitriou Vally Konstantopoulou ISSUES AND CONCERNS From prior experience as the programme has been running for 8 years, it is evident that each year when winter semester finishes, students who were not devoted in their studies had poor performance and that spring semester begins with no difficulties. Those students have realized their responsibilities and the fact that they need to be more diligent. Tutors keep on working in the same way by incorporating the extra tutorials content to the lectures of the theoretical modules so as to prevent difficulties.

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Absence was monitored for the module Internship and was dealt with. The Course Leader liaised with the supervisors and 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 helped them enormously.

APPENDIX 5

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2009- 2010 SUBMISSION DEADLINE: 30 NOVEMBER 2010 Programme Programme Leader Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year together with a note of progress or repositioning. Indicate in the final column the impact of the action and resulting enhancement of the student experience: Action Action Research Methods Improvement of the teaching methods and proposal of assignments alternative topics Internship: Enhancement of the assessment methods. Progress After the submission of the first written assignments, the progress of the students was evident. The students completed a self evaluation form in a more analytical template. Enhancement Gradual increase in Students performance from the academic year 2006-07 to 2009 -2010 50%- 53%-67%- 71% according to the statistics Deeper comprehension of the internships role by the students; according to the external examiners recommendations. BA in Mass Communication & Media Arts Magdalene Remoundou

Review or professional accreditation Did the Programme undergo review or accreditation during session 2009-2010? If so, provide a short reflective commentary below, including details of actions taken to

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address any conditions or recommendations. This space may also be used to include commentary on conditions and recommendations set by validation and review panels prior to 2009-2010.

IVT AKMI Response to Conditions and Recommendations on the Review Event held on Friday 20 April 2007 in IVT AKMI, Athens, Greece The Panel 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. Approval is 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. 1.2.3 That the regulations are updated in line with the latest QMU regulations. IVT AKMI reassures that the above conditions have been met. Firstly, descriptors of all modules have been reviewed and modified so as module teams are identified and reading lists are updated. Research Methods module has been redesigned meaning changes in its content and assessment pattern. All the above modifications can be confirmed in the attached revised validation document. As far as the regulations are concerned, we are expecting the new ones to be approved by QMU Senate in order to incorporate them to our regulations. 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. 1.3.3 That a short statement is added to the documentation about how disabled students are supported. IVT AKMI would like to ensure that all the necessary information concerning Postgraduate Study Opportunities at QMU is given to our graduates in the form of seminars after completing their studies in the programme BA in Mass Communication and Media Arts in order to continue their studies in a higher level. There is a statement on page 12 of the attached validation document commenting it. Furthermore, a statement referring to students with disabilities and their support by IVT AKMI has been added to the validation document (p.13).
(The above text is an excerpt of the validation documents submitted in 2007 at QMU).

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Response to student feedback List below key issues raised by students through the 2009-2010 QMU internal survey of opinion and other channels such as SSCC meetings and module evaluation. Include details of actions taken to address or respond to student concerns. Issue Action

Some students faced difficulties in the theoretical module Research Methods. (extract from SSCC minutes 13/11/2009)

Moreover, students have not familiarized themselves with the eplatform Moodle and some are trying to avoid using it due to technical difficulties and/or their pc connection at home. (extract from SSCC minutes13/11/2009)

Tutors had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. (extract from Programme Committee Meeting minutes 24/11/2009) The tutors examine the possibility of enhancing the module through altering the assignments, a proposal to submit in the next Joint Board. (extract from Programme Committee Meeting minutes 24/11/2009) All teaching staff support and guide students to use campus facilities such as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time. (extract from Programme Committee Meeting minutes 24/11/2009)

The tutor Achilleas Karadimitriou is proactive and supportive, especially when it comes to using the e-platform Moodle.(extract from Programme Committee Meeting minutes 24/11/2009) Students need to focus on managing their All teaching staff support and guide time. students to use campus facilities such (extract from SSCC minutes13/11/2009) as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time. (extract from Programme Committee Meeting minutes 24/11/2009)
Feedback from other stakeholders List below feedback from other stakeholders, for example, staff and employers, and include details of actions taken to address or respond to concerns. Include information on action taken in response to External Examiner comments.

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Issue Students of the programme take up an internship as a compulsory module and are assessed for their performance. The External Examiner suggested another way for the self-evaluation of the students for the academic year 20092010, so that their understanding of the process will be improved.

Action Students completed a new selfevaluation template which presents more clearly their internships progress. This template is more analytical and supports the comparison between the external supervisors and markers comments. The External examiner has confirmed that there has been progress in this area.

Quote: I am also pleased to see that students now have to write a SelfEvaluation report as part of their Internship, a point raised in the my report last year. It seems that the Self-evaluation report has worked well; it has allowed students to critically reflect upon their own learning and work.
External Examiners Report available before submission deadline (delete as applicable): yes/no Equality and diversity List below issues identified relating to the enhancement of equality and diversity and action taken or planned, whether in relation to recruitment, student support, curriculum content, or methods of learning, teaching and assessment. Issue Action During the academic year 2009-2010 there were no issues relating to equality and diversity. Analysis of performance indicators List below any notable trends and provide an evaluation of possible reasons for these. Include any actions planned in response to this analysis.

Trend Modules continuously incorporate any new technological development meeting the markets demands. Continuing extra tutorials incorporated in the regular lectures, for students coming from vocational studies with a practical orientation in order for

Evaluation 50%-53%-67%-71% Gradual increase in Student Performance from 2005 -2010 based on the statistics. Students who do not respond to the procedure usually proceed to withdrawal, while students that are aware of the procedure graduate with

Action Tutors are active professionals in their field, bringing the new trends of the trade into their teaching Tutors improve on their teaching and continuously enhance their teaching methods so that they can increase and keep the interest of the class alive.

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them to further integrate the educational procedure.

merit or distinction. The External Examiner commented favourably on the good rating of the students.

QELTA Provide a brief commentary on actions taken to address the QELTA Strategy. This should include details of major academic developments and staff development as well as linkages with the Enhancement Themes. Maximising potential through learning 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. During the academic year 2009-2020, pastoral support with psychologists was available at the AMC counseling centre. Additionally, there is an academic learning centre to support the students in academic writing, apart from the extra tutorials that are included in the students lectures.

QMU as a community of learners 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. A of staff development seminars was organized by the director of CAP of the QMU Dr Roni Bamber, where among others, tutors presented a microteaching session that was videotaped. It is also worth mentioning 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.

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Quality assurance and audit 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 External Examiner confirms the balance in the materialisation of the programme which is mirrored in the marking procedure.

Quote : 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.

Good Practice and innovation Highlight three features of good practice in learning and teaching that could usefully be shared with colleagues across the University. 1. Screenings of the film projects submitted by the graduates of the course in Greece and in the UK respectively. 2. We propose that films by the Greek graduates which received A should be incorporated into the public screening of the films organized by the QMU for its graduates in the UK. 3. Seminars and lectures of well known professionals taking place in Greece and UK could be attended by the students of the programmes in both countries at the same time, using teleconference and simultaneous interpretation. Action Plan 2010-2011 List 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 Alteration of the assignments topics of the module Research Methods Submission of Digital Filmmaking

Responsible

Timescale

Expected Enhancement Aiming at supporting students in a better way An improvement in

The module Coordinator Dr Anastasia Veneti The course leader

At the beginning of the academic Year

At the beginning of

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I Module Alteration form completed with a proposed alteration in the submission date of the first assignment.

Magdalene Remoundou & module Coordinator Mr Efthimis Hatzis

the academic Year

students time management regarding the whole coursework of the Winter Semester

Issues to highlight to the School or University Issues to draw to the attention of the School or University, including any significant resource issues impacting on the quality of the student experience.

The University provides to the students and tutors of the programme internet access to its library which fully covers the needs of the programme.

Review of the Annual Monitoring process Please provide suggestions below on the current process and ways this might be improved. This feedback will be considered by the Student Experience Committee during 2010-2011 and will inform the review of the process. We consider that the current Annual Monitoring process is complete covering all necessary aspects.

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2010- 2011 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader Magdalene Remoundou

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3. Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year: (e) 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 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. (f) 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

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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): N/A 15. 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.

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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.
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.

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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. 16. 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. 17. 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 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

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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. 18. Teaching & Learning (j) 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. (k) 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

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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. 19. 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, 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

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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. 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 (d) 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.

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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. 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

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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 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 (k) 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. 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

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

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.

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

Please attach the following as appendices6 [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:

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

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Date of submission to QEU:

Appendix 1 Admissions 2010 2011
Year 2010 Admissions 43 By Gender Male Female 25 18 By Age 18-21 20

21-24 13

>24 10

Appendix 2 Entry Characteristics

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

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

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43

APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS

Level 3 WINTER SEMESTER

RESEARCH METHODS THE LEARNING OBJECTIVE S WERE ACHIEVED MASS MEDIA & MODERN SOCIETY MEDIA POLITICS & PUBLIC SPHERE COMPUTER ASSISTED RESEARCH & REPORTING EJOURNALISM

AGREE

AGREE

AGREE

STRONGL Y AGREE

STRONGL Y AGREE

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CLASSES WERE GENERALL Y WELLPREPARED AND WELLORGANIZE D ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE SLOW

STRONGL Y AGREE MODERAT E

AGREE

STRONGL Y AGREE GOOD

STRONGL Y AGREE GOOD

MODERAT E MODERAT E MODERAT E

MODERAT MODERAT E E MODERAT MODERAT E E

EASY

GOOD

THE AMOUNT OF COURSE WORK REQUIRED WAS FEEDBACK ON PROGRESS WAS RESOURCE S WERE IT RESOURCE S WERE OVERALL, THE MODULE WAS

GOOD

GOOD

VERY GOOD VERY GOOD VERY GOOD MODERAT E

VERY GOOD GOOD GOOD INTEREST ING

VERY GOOD VERY GOOD VERY GOOD MODERAT E

EXCELLE NT VERY GOOD VERY GOOD INTEREST ING

EXCELLEN T VERY GOOD VERY GOOD INTERESTI NG

LEVEL 3 SPRING SEMESTER

MEDIA MANAGEMEN T THE LEARNING OBJECTIVE S WERE ACHIEVED MEDIA LAW & ETHICS NEW TECHNOLOGIE S APPLICATION IN MASS MEDIA INTERNSHIP

AGREE

AGREE

STRONGLY AGREE

STRONGL Y AGREE

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CLASSES WERE GENERALL Y WELLPREPARED AND WELLORGANISE D ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRED WAS FEEDBACK ON PROGRESS WAS RESOURCE S WERE IT RESOURCE S WERE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGLY AGREE

STRONGL Y AGREE

AGREE

AGREE

STRONGLY AGREE VERY GOOD GOOD GOOD

STRONGL Y AGREE FAST MODERAT E MUCH

GOOD GOOD GOOD

MODERAT E GOOD MUCH

VERY GOOD VERY GOOD VERY GOOD INTEREST ING

VERY GOOD VERY GOOD VERY GOOD BORING

VERY GOOD VERY GOOD VERY GOOD VERY INTERESTI NG

VERY GOOD

OVERALL, THE MODULE WAS

VERY INTERESTI NG

NOTIFICATION OF WITHDRAWALS

NAME DIMITRIOS BACALOUDIS KONSTANTINOS KONTOPOULOS KONSTANTINOS PALAZIS STERGIOS PASCHOS

MNQMU 10010405 10010561 10010558 10010565

APPENDIX 5 MINUTES
BA in Mass Communication & Media Arts

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MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS WINTER SEMESTER 2010- 2011 1st SSCC MEETING 10/11/2010

Members of the meeting

STUDENTS
Amalia Efstratiou Marina Eleni Veioglou Antonios Evangelos Gkiokas Theodoros Karamanolis Ariadni Papanastasiou Arion Christophe Pineau Christina Baltouna Teleconference with students from Thessaloniki campus.

TUTORS
Magdalene Remoundou, Course Leader Dr Anastasia Veneti Mr Efthimis Hatzis Some students faced difficulties in the theoretical modules Research Methods, as was expected from our previous year experiences. The teaching staff based on their prior knowledge has prepared formative assessments and organized scheduled extra tutorials with the contribution of the tutor Vally Konstantopoulou constructed especially for students of the directing strand. The students were introduced and frequently briefed on educational matters such as composing an essay, using library resources and referencing according to the Harvard system. As all potential difficulties have been anticipated, extra tutorials were incorporated in the lectures. The various adverse conditions, esp. due to the recurrent strikes in mass transport media, obstructed the proper delivery on the deadlines. The students showed their willingness to supersede obstacles and meet the deadlines properly. The directing students were initially reluctant to conform to any theoretical modules in Media, as they failed to comprehend their use in the creation of a film, but after their introduction to the rationale behind these modules they realized their value for the artistic process and they participated actively in them.

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BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS WINTER SEMESTER 2010- 2011 1st PROGRAMME COMMITTEE METTING 29/11/2010 Members of the meeting Students Amalia Efstratiou Marina Eleni Veioglou TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Achilleas Karadimitriou Vally Konstantopoulou Efthimis Hatzis At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. This method followed, for the past years, has proven to be productive. After the submission of the first written assignments, the progress of the students was evident. However, there are still some difficulties in the theoretical modules, particularly with some of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular tv shows that can 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. Throughout the current academic semester, the tutors bearing in mind the experience gained from previous years, tried to guide the students from the very beginning towards a proper time management, a strategy which yielded good results. As far as the general time management and the smooth realization of the academic procedure the delivery of the first assignment of DF1 (script) was reassessed and

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moved back to the initial final date of the sixth week instead of the 10 th that was suggested. In such a way, the realization of the Digital filmmaking 1& 2 module is divided more evenly and rationally. 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. The submission deadlines of all the assignments, as redefined, were submitted to the validation event for the materialization of the programme in Thessaloniki for the academic year 20102011.

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BA in Mass Communication & Media Arts MINUTES OF STAFF STUDENT CONSULTATIVE MEETINGS SPRING SEMESTER 2010- 2011 2nd SSCC MEETING
7/03/2011

Members of the meeting

STUDENTS
Amalia Efstratiou Marina Eleni Veioglou Antonios Evangelos Gkiokas Theodoros Karamanolis Ariadni Papanastasiou Arion Christophe Pineau Christina Baltouna Teleconference with students from Thessaloniki campus.

TUTORS
Magdalene Remoundou, Course Leader Mr Stamatis Poulakidakos Ms Vally Konstantopoulou ISSUES AND CONCERNS he issues that arise in the course of the spring semester are traditionally less that those of the winter semester since any initial difficulties in adjustment to an academic programme have been addressed and settled. The directing students expressed their concern that the production deadlines for their film project are pressing and that they might not be able to complete their projects in time. On top of that, the directing students maintained that the composition of journals & editing reports for the Digital filmmaking 2 & New Technologies on the Set and in the post Production 2 modules could be postponed for the end of the semester, when they might be completed in a short time, thereby exposing their misapprehension of the utilization of these documents in the creative process.

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BA in Mass Communication & Media Arts MINUTES OF PROGRAMME COMMITTEE MEETINGS

SPRING SEMESTER 2010- 2011

2nd PROGRAMME COMMITTEE MEETING

18/03/2011

Members of the meeting

STUDENTS
Amalia Efstratiou Marina Eleni Veioglou TUTORS Magdalene Remoundou, Course Leader Anastasia Veneti Stamatis Poulakidakos Vally Konstantopoulou Efthimis Hatzis

ISSUES AND CONCERNS 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. The students finally realized that their sense of inadequate time management resulted primarily from their insecurity and their lack of determination so far as decision making is concerned in matters relevant to the direction of their film project.

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It was elucidated that the programme is in close accordance to the rules of the job market. Moreover, the students that will not manage to turn in their film project on time will have to deliver it by the scheduled resit exam times in September, graded as a second diet with a standard 40%. Extra meetings were arranged with the tutors of the directing modules so as to clarify the step-by-step approach of comprising and constructing journals and editing reports, and the fact that such an approach would prove the sole way that a journal & an editing report shall prove beneficial for the production process of the film. Concerning the module New Technologies on the Set and in the post Production 2, the academic team arrived to the conclusion that the existence of two assessments is a case of over-assessment, and that it would be useful and profitable to the academic process if the editing report were to be incorporated in the same assignment.

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APPENDIX 6 EXTERNAL EXAMINERS REPORT

External Examiners Report Form 2010-2011 _____________________________________________________ ______

NAME:

Dr. Maria Michalis BA in Mass Communication and Media Arts/IEK AKMI Athens
2010-11

PROGRAMME: ACADEMIC YEAR: PARTICULAR RESPONSIBILITIES:

______________________________________________________________ _______
Instructions

Deadline: Reports should be submitted annually, preferably three weeks after the summer Board of Examiners. All reports must be submitted by 30 September. You are reminded that it is a contractual requirement to submit this report and without it you cannot be paid. Information required: Please comment in sufficient detail for the Programme Team and other readers to assess the quality and standards of the provision. It is not sufficient merely to tick the boxes. Linked programmes may be combined into one report but separate programmes should each have their own report check with the Head of Division if you are unsure. Please do not refer to individual students or staff by name. Format: Please complete the proforma electronically. Email the completed report to ExternalExamining@qmu.ac.uk Fees and expenses: Complete the fee claim on the last page of this report and submit it along with your report. Fees are claimed annually. Expenses may be claimed as they are incurred but must be submitted within three months. The expenses claim form can be downloaded separately from our 90

website at the following link, where you will also find the QMU Expenses and Benefits Manual: http://www.qmu.ac.uk/quality/fm/externalExaminer.htm The report form is available in alternative formats. Please contact Dawn Martin on (0131) 474 0000 if you would like further details.

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1 Curriculum ___________________________________________________________ Please answer the following questions by ticking the appropriate answer. Any comments may be made below. Please tick: a) b) c) d) e) f) g) h) Did you receive a copy of the definitive document and/or student handbook for the Programme? Did the Programme Team consult you in the past year regarding proposed changes to the Course? Did you request any other information relating to the curriculum? Was the information you received on the Programme adequate? Do you have any major concerns about the design of the programme? Do you have any major concerns about the content of the programme? Do the aims and structure of the Programme meet the needs of the students? Do the learning outcomes reflect any national benchmarks applicable to the subject area? x x x x x YE S x x x NO N/A

Comment
___________________________________________________________ Please provide further information relating to the above questions. It would be helpful if you could comment on the appropriateness of the structure and content and the strengths and weaknesses of the Programme. This is my third year as an External Examiner on this course. The design and content of the programme meet the stated learning aims and the requirements of the subject area. The structure, syllabus and learning outcomes relate well with comparable programmes at other HE institutions. Once again, access to material was excellent, as was communication with the course director. I was sent in advance of the June and re-sit

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Boards a sample of material from all semesters covering a range of classifications for each of the modules.

Assessment

Please answer the following questions by ticking the appropriate answer. Any comments may be made below. Please tick: a) b) Did you receive adequate information relating to QMU regulations and assessment procedures? Are the assessment processes and schemes for classification and progression clear? Did you receive draft exam questions and other assessment instruments with sufficient time to review (at least 3 weeks)? Were exam questions and other assessment instruments of an appropriate standard and quality? Were the methods of assessment appropriate to the learning outcomes of the Programme, content and students involved? Were adequate arrangements made for students with special needs? Did you receive an appropriate sample and range of scripts and other work? Were you given the opportunity to see the scripts of all appropriate borderline cases? Were you satisfied that the marking undertaken by the internal examiners was appropriate in terms of standard and consistency? Were you satisfied with the quality of feedback provided to students by internal markers? Were you satisfied with the administration of the x x x YE S x x NO N/A

c)

d) e)

x x

f) g) h) i)

j)

k)

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assessment process? l) m) n) Did you attend the meeting(s) of the Board of Examiners? (if no, please disregard the two questions below) Were you satisfied with the extent to which you were able to participate as a full member of the Board of Examiners? Were you satisfied with the procedures of the Board of Examiners? x x x

Comment
___________________________________________________________ Please provide further information relating to the above questions I was sent draft exam and essay questions as well as other assessment methods well in advance and had sufficient time to review them. Based on the samples of course work I have examined, I believe that the processes for assessment, examination and the determination of awards are fair and consistent with the Universitys regulations. No concerns were raised. The methods of assessment are appropriate for the stated learning objectives of the programme, its content and the students it is aimed at. Marking was fair and consistent. 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. 3 Student Performance ____________________________________________________________ Please answer the following questions by ticking the appropriate answer. Any comments may be made below. Please tick: a) Was student work compatible with the stated aims and objectives of the Programme? Was the quality of student work as you would have expected in a Programme at this level? YE S x NO N/A

b)

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c) d)

Was student work comparable with that of their peers at other institutions? Were you satisfied with the quality and nature of teaching and learning as indicated by student work examined? Were you satisfied with the distribution and classification of awards? Was the distribution of grades and classification of awards comparable with other institutions?

x x

e) f)

x x

Comment
___________________________________________________________ Please provide further information relating to the above questions. It would be helpful if you could comment on strengths and weaknesses of knowledge, understanding and skills demonstrated by students. The samples of coursework I received were well chosen and representative of all cases, including highly successful students, those of modest achievement, borderlines and fails. The marks seemed to accurately reflect the range of achievement demonstrated. Again, the cohort had a few excellent students who responded well to the high standards set by the course team, and produced occasionally excellent work, demonstrating a broad range of skills and a strong understanding of the subject matter. 4 Recommendations ____________________________________________________________ Please answer the following questions by ticking the appropriate answer. Please tick: a) b) c) Were any specific recommendations suggested to the Team in your report for last year? Did you receive a written response to your last report? Were your recommendations addressed by the Programme Team? YE S X X X NO N/A

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Comments
____________________________________________________________ 4.1 Please detail any recommendations to be addressed as a matter of urgency I have two recommendations which the course team may wish to consider. 1) I think 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 appeared to concern just a couple of modules and assessment methods and shouldnt therefore be too demanding. 2) I was impressed that the programme offers a module on Media Management. However as it stands, it seems to give more emphasis on public relations rather than media management. The module leader and the course team may wish to rethink the purpose of this module. If it is more useful to have a module on public relations, then this should be reflected clearly in the title of the module. Conversely, if they decide to keep the module title as is, they could rethink the essay questions (i.e. make them more clearly about media management), though I appreciate that media management is a new area and good academic material is hard to find, all the more so in Greek. An extra challenge is that whatever decision the course team takes, it has to satisfy students from all pathways. 4.2 Please detail any recommendations to be addressed over a longer period of time N/A

Further Comments

____________________________________________________________ Please add any further comments on the course or programme and its assessment processes, identifying any particular areas of strength or areas for development. The programme is continually improving. The course team appears to be experienced, enthusiastic and committed. I would like to take this opportunity to congratulate the course team on providing a vibrant and contemporary course. I look forward to seeing them next year.

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EXTERNAL EXAMINER CONTACT DETAILS

Please confirm your contact details
Name: Dr. Maria Michalis Address:

School of Media, Arts & Design Department of Journalism and Mass Communciation University of Westminster, Harrow Campus Watford Road, Northwick Park Harrow HA1 3TP

Telephone: 020 7911 5000 (x4402) Email: Michalm@wmin.ac.uk

Signature .. Date 8 October 2011.

(if you have an electronic signature, please include it)

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