Friday 07-05-2021 - 10:28

Graduate Attributes Module Roundtable

 On Thursday 29th April we hosted a live event for the university’s senior management to answer your questions about Graduate Attributes Module.

 

If you were unable to attend, you can watch the recording above. A list of the questions answered can be found ibelow along with their corresponding timestamps.

 

 

 

Thanks to everyone who submitted questions, here is a list of the themes addressed in the video.

Theme 1 - Consultation on The Graduate Attribute Modules - 8:44, 14:44

Theme 2 – The Timing of The Rollout of These Modules - 18:00, 23:08

Theme 3 – The Competition and Markets Authority and Consumer Rights - 28:15

Theme 4 – The Prior Notice Given to Students About the Modules - 31:01, 33:45

Theme 5 – The Contact Hours Associated with The Modules - 35:57

Theme 6 – The Module Content - 40:00

Theme 7 – Content Lost Or Replaced Due to The Introduction of the Modules - 52:57, 57:16

Theme 8 – The Relevance of The Module Content to Students’ Degree Subject 1:00:00

Theme 9 – The Weighting and Number of Credits Associated with The Modules - 1:06:52

Theme 10 – The University Response to Feedback Already Received ­- 1:09:43, 1:11:29, 1:13:23

Theme 11 - Looking to the Future and Closing Remarks - 1:15:12, 1:16:36, 1:18:35

 

Questions

1. Who was consulted about the creation of the modules? What employers, Industries and lectures.
2. Which students were consulted? Which campuses were represented and which levels were reviewing the content.
3. Were these modules introduced due to the impact of COVID on the higher education sector? If so, why is there record of the university saying these modules were in the works for implementation prior to the pandemic?
4. Given the delays in producing finished content for the modules and allocating sufficient time for lectures to tailor the modules to their relevant disciplines. Why was their implementation not postponed until next year, to prevent the issues we have encountered as a direct result of rushed and incomplete content?
5. How has the university approached these modules with this as a consideration?
6. Students feel that the university didn’t disclose the introduction of the modules early enough. The university states there was a letter sent to all students about the introduction but many students don’t seem to have received that letter. In addition to the delay in informing students about the introduction there was very little information in what format this modules were going to take, and how they would impact wider courses. Many students feel trapped in a timetable that they didn’t agree to, practically our first year students who are new to our institution. Students are asking if the university will admit that this was poorly handled and offer an apology?
7. There was a significant delay in updating the university website to represent these modules as part of the courses that are offered to our students. Why was this delay so significant when we have been taking these modules since September? And how will the university respond to accusations that this is false advertising?
8. Due to the reduced contact hours as a part of this module in comparison to other modules, many students feel as if they have to teach themselves a significant portion of the content. And have become increasingly reliant on PowerPoint presentations as apposed to content being delivered by a lecturer. Why is this the case?
9. These modules were introduced to provide students with skills to aid their future employability. How were mature students considered in this decision, where in many cases they have experience in their chosen field, and have come to study course specific skills to further their employment?
10. Swansea based art students lost a Materials module and Lampeter students lost their level 5 Independent Project (known as Mini Diss). These students want to know why these modules were removed? And whether they can be reintroduced for the next academic year?
11. Why can’t the common modules be removed? And why can’t the common modules be optional or allow student autogamy to chose which modules they are expected to take based what areas will benefit them?
12. Students feel that taking a GAM is like taking a business minor without any recognition in their degree. How is the University going to rectify the lack of specific degree relevance within the modules content?
13. Many students have expressed concern that the GAM is too heavily weighted equating to a third of their overall degree. What is the capacity to reduce the weighting of the modules?
14. Is feedback from students being considered by an individual campus basis or as a wider institution?
15. Have there been instances of really positive feedback around the GAM? If so, which campuses are having success with these modules?
16. What proactive steps are the university taking to ensure feedback from students is heard and that the feedback is being actioned?
17. The impact of COVID on students across the country cannot be overstated, but the impact of drastic changes to our curriculum has been a source of significant stress for a large portion of our student body. This has resulted in well-being repercussions. What will the university do to proactively reduce this going forward?
18. Taking into account the vast discrepancy between the positive and negative feedback and complaints that have been made around these modules. Will the format of these modules change?
19. What are your plans surrounding the options for next year and how will this look in September?