PGT recruitment and portfolio development

Graduate School ForumWednesday 14 February 2007

2.00 to 4.00 pmConference Centre Room 5

14 Feb 2007 Graduate School Forum 2

Aims

1. Raise awareness of importance of:a. PGT recruitmentb. Need for a pro-active approach

2. Share effective practice3. Output

to act as a catalyst for initiatives at department and faculty levels

4. Outcome a sustained increase in PGT recruitment

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Outline

1. Overview2. Faculty-based discussions3. Report back and plenary4. Next steps

a. Departmental follow-up discussionb. Report to next faculty Postgraduate

Committee

The importance of postgraduate students

Bob McKinlayDeputy Vice Chancellor

The need for a portfolio driven by market demand

John McGovernDirector of the International Office

Pro-Clarity: an overview

Ashley CoidanPostgraduate Recruitment Officer

PGT in context, and key issues in portfolio development

Chris ParkDirector of the Graduate School

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Lancaster awards, 2005-6

BA/BSc, 2500, 65%

MA/MSc, 1168, 31%

PhD, 147, 4%

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Interest in PGT Institutional reputation and credibility

Balance of UG and PG students International, national, region, 94-Group

Efficiency Use of staff time (teaching-admin-research) Use of teaching space and facilities Cost-effectiveness (dept and faculty)

Sustainability Ability to recruit students Ability to deliver

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PGT students by faculty

0100200300400500600700

FT PT TOTAL

Num

ber

of s

tude

nts

LUMS

Arts & Soc Sci

Sci & Tech

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Faculty profilesFaculty Students Programmes Modules

LUMS 609 17 236

Arts & Soc Sci 380 49 263

Sci & Tech 244 41 188

Total 1233 107 687

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EfficiencyFaculty Ave no of students

per programmeAve no of students

per module

LUMS 36 2.6

Arts & Soc Sci 8 1.4

Sci & Tech 6 1.3

Total 11.5 1.8

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PGT - programmes

PGT programmes

0

20

40

60

<5 5-9 10-14 15-19 20 +

Number of students

% o

f p

rog

ram

me

s

University

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PGT programmes by faculty

0

50

100

<5 5-9 10-14 15-19 20 +

Number of students

% o

f p

rog

ram

me

s

LUMS

Arts & Soc Sci

Sci & Tech

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PGT - modules

PGT modules

010203040

<5 5-9 10-19 20-29 30+

Number of students

% o

f m

od

ule

s

University

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PGT modules by faculty

0

20

40

60

<5 5-9 10-19 20-29 30+

Number of students

% o

f mod

ules LUMS

Arts & Soc Sci

Sci & Tech

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Issues Approach to portfolio development

Pro-active Supply-led vs demand-led

Fitness for purpose Markets can and do change rapidly

Sustainability Continuous cycle – develop, monitor, review,

revise/refresh Laying down programmes and modules

Shelf-life: 3-5 years?

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Objectives Balanced portfolio

“Block-buster” vs specialised programmes Broader agenda – eg grow PGR students

Efficiency gains Eg repackage existing modules to create new

programmes Mode of delivery

Traditional – on-site, lectures & seminars Alternative - block-mode, e-delivery, blended

learning

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Fee level Must remain competitive “Fees signal quality”

What defines “postgraduate”? Year – post-graduate Level – QAA FHEQ, subject benchmarks

Champions Who will champion a new proposal? Are they given time and support to do so?

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Interdisciplinary possibilities Within and between faculties Resource implications? Intellectual home for students

Managing large PGT programmes Eg LUMS model Programme Director,

Administrator, Secretary Faculty oversight of PGT portfolios

Lessons from the LUMS approach to portfolio development

Steve BradleyDirector of the Graduate Management School

Faculty break-out groups

Report back and plenary

Next steps

1. Departmental follow-up discussion2. Report to next faculty

Postgraduate Committee