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► Reduction in Options
Full Text from the Consultation Document
8. Reduction in Options
8.1 It is important that the degree programme that a student experiences has a proper disciplinary or inter-disciplinary coherence. It is also important that our degrees are designed in such a way that teaching workloads can be organised to maximise the time academics can devote to research. One way to achieve both goals is to reduce the number of options on offer in our programmes. Student feedback informs us that students want more options; however, if handled with intelligence, reducing options need not flatten out distinctive aspects of content and structure and nor should it diminish the interest and quality of a well designed curriculum. Relating this back to our aim to deliver research-led teaching, focusing the optional modules on the true research strengths of departments will make us more distinctive, while still covering the core structure.
8.2 It is proposed that UG and PGT programmes be reviewed to reduce, where appropriate, the number of optional modules available.
8.3 In the shorter term, it is proposed that departments look for opportunities for quick ‘wins’ in respect of reducing workloads, firstly by removing options with low take-up and no visible effect on PG recruitment and secondly by encouraging jointly taught modules where similar material is currently delivered to students at the same level in different programmes.
LGoS Believes:
- This is undoubtedly the most controversial proposal in this document, as mentioned above, students enjoy the module choices they have when they come to the University of Liverpool.
- We agree that if students are to get a positive student experience, the university needs to do all that it can to manage the learning and teaching that a student is subject to, and we also understand that if something is smaller and more stable (i.e. with less optionality) it makes it more easier to manage, however this management should not come at the cost of the rich abundance of subjects learnt at the University.
- Contact hours between lecturers and students should not drop, quite the contrary. In addition to this, the entire point of this whole curriculum review is to improve the quality of lectures that students enjoy. Therefore we believe that every new programme (i.e. all taught programmes) should have a peer assessment of their learning and teaching in their first year of operation.
How would you feel if you had more in depth modules, but less module choice? Bearing in mind that you might also have less modules over the year as well?
Is there anything else you would like to add? E-Mail: Edward.Moloney@liv.ac.uk
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