1-review document media 21-3-2012

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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 youlike as long as it does what it is intended to do: ie, as long as it provides a clear and criticalevaluation 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 decidewhat changes (if any) you wish to make for the future. The review document should providethe 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 tobe included is the information that is important to yourprogramme.

Quality Enhancement UnitSeptember 2011

Suggested title page:

[NAME OF SCHOOL]

[NAME OF DIVISION]

PROGRAMME REVIEW

[TITLE OF PROGRAMME]

[DATE OF REVIEW]


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[TITLE OF PROGRAMME] REVIEW DOCUMENT

Contents

Page No

1. Introduction 42. Response to previous validation 53. Extent to which the programme has achieved its objectives 7

3.1 Aims and purposes 73.2 Review of student/ employer experience 73.3 Review of feedback from external examiners 7

4 Developments during period of review 74.1 Changes 74.2 Student statistics 8

4.3 Course operation 95. Teaching and learning 226. Student support 267. Staff development 288. Resources 309. Conclusions and recommendations 33

References

List of Tables and Figures

Appendices

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

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1. INTRODUCTION

Summarise history of the programme (eg when was it first validated) and how itfits in with the School or Divisions other provision. If the award leads to anyprofessional recognition state that here. If the award is delivered wholly or in partby an institution other than QMU this should be stated here.

BA in Mass Communication & Media Arts has been running for ten consecutiveyears including the current academic year 2011-2012. The programmecommenced on the academic year 2002 -2003 as a three year course andproceeded it as a top up year. In 2007 it was revalidated for a period of fivemore years ending in the current year 2012. BA in Mass Communication & MediaArts is a full time (FT) programme comprising two strands of studies: Film & TVdirecting and Journalism. All the modules are mandatory, either core orspecialization modules, with a mandatory internship for both strands. Theprogramme is provided by the Faculty of Culture & Communication of AKMIMetropolitan College (AMC) in collaboration with the School of Arts, Social

Sciences and Management of Queen Margaret University (QMU). According toGreek legislature, no external professional body exists that controls either of thefields of expertise associated with the programme. The programme is provided inexclusive 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 bestudied 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 commoncore 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 todemonstrate their knowledge and to enhance their practice and skills whichthey have obtained as students during the previous two year studies in theInstitute of Vocational Training (IVT) comparable to HND level studies. Theprogramme is offered either in one academic year (FT) or two academicyears (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 mainvalidation document. Include only enough basic information to allow the reviewpanel to understand the context of the programme as they read the rest of thedocument.

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 ( )

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You may also wish to send questionnaires to graduates( ), presentstudents ( AMC), and employers for further evidence andfeedback.

2. RESPONSE TO PREVIOUS VALIDATION OF FRIDAY 20 APRIL 2007

You may wish to include the teams response to the previous validation as anappendix. You should certainly list the conditions and recommendations from theprevious validation with a short description of the extent to which these havebeen met. If any recommendations have not been met, say why not.

1. . ( , )

2. .

3. QMU,

QMU, , .4. , .

IVT AKMI Response to Conditions and Recommendationson 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 andMedia Arts for a period of five years, commencing in September 2007 for a maximumof 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 moduleteams are identified, reading lists and additional resources are updated and thatlearning, 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 ofall modules have been reviewed and modified so as module teams are identified andreading lists are updated. Research Methods module has been redesigned meaningchanges in its content and assessment pattern.

All the above modifications can be confirmed in the attached revised validationdocument.As far as the regulations are concerned, we are expecting the new ones to beapproved 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 onpostgraduate study opportunities.

1.3.2 That a short statement is added to the documentation about how disabledstudents are supported.

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, British Accreditation Council (BAC). ( appendix 3).

Some recommendations are for the School or institution. If this applies to theprogramme under consideration it is suggested that you consult the Dean of Schoolor 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. EXTENT TO WHICH THE PROGRAMME HAS ACHIEVED ITS OBJECTIVES

3.1 AIMS AND PURPOSES

This section should be reflective and as honest as possible. Refer to the externalcontext and the overall philosophy of the programme. Re-examine the originalaims 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 theprogramme as a whole. Did students feel it met their needs? Are employershappy that graduates have the skills they are looking for? Is there anything aboutthe programme that should be changed? Is the curriculum still current andrelevant? What changes would they make and why?

If you have had any positive feedback from employers or external bodies youshould include that here.

List the mechanisms used to gather feedback from students and employers. Ifyou 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 theappendix it is only necessary to include copies of the most recent two yearsreports plus your response. However, you may wish to summarise commentsfrom the full period of review. (NB the phrase period of review refers to thetime from the last validation to now.) ( appendix 4).


4. DEVELOPMENTS OVER PERIOD OF REVIEW

4.1 CHANGES

Describe any major changes or developments. These might include:

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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 ofreview will quickly highlight the main changes worthy of noting.

The panel will be interested in the rationale for and success of any changesimplemented during the period of validation. It would therefore be important toprovide 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 monitoringstatistics and should cover the entire period of review.

If you have any other information on the types of students joining the course youmay wish to include this here. For instance, a multidisciplinary health programmemight wish to provide data on the different professional backgrounds of thestudents.

Information on graduate employment is also very useful. If you have been unableto gather this information, discuss why. The panel may also be interested instatistical information relating to gender and ethnicity. Graduates of the last threeyears of the programme have found employment in the fields of cinema andtelevision as assistant directors, editors, directors. They have also created shortfilms in addition to their mandatory final project; they have participated andexcelled in local, national, and international short film festivals. A sample of suchachievements and a great success can be considered the first award in filmdirection 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 attractedprofessionals from the fields of Film Directing and Journalism wishing to upgradetheir professional profile with an academic degree. An instance of this trendwould be the Director of the Press Office of the International Film Festival ofThessaloniki, a professional journalist for the past decade, which is attending thecurrent 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 circumstancesin the work environment of Mass Media in general, including film directing and

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journalism. The resulting trend is the pursuit of new job opportunities through theinternet, the creation of news reports sites, web radio & TV channels e.t.c., whichare of particular interest for young practitioners in the field of journalism.Regarding the directing strand, new directors venture lately to create theirproductions with digital media, handling the greatest part of the productionprocess on their own, with the lowest possible costs, and fewer people in theproduction. The creation of digital channels has contributed in the expansion ofinterest towards television production, multi-camera setups and live streamconnections. During the current academic period, the department participatedalong with students from other specializations in Media Arts of EducationalOrganisation in the production of the final project of the students of WestminsterUniversity in the module TV production. The project was the creation of abroadcast of a live show to be presented on line at the web TV channelLivestream.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 thathave arisen during the review period. These issues should be easily identifiedfrom programme committee minutes and annual programme monitoring reports.Discuss how the programme team attempted to address these issues and howsuccessful this was. Where there were difficulties, be reflective and critical.Remember, the review team will be able to see the examiner reports and will besurprised 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 arisingfrom 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 includedetails of the expected enhancement arising from the action.

Action Responsible Timescale ExpectedEnhancement

Internship:enhancement ofthe assessmentmethods

Programme Leader& Staff Committee

At the beginning ofthe academic year

Better evaluationof the studentsprogress in theInternship module

Research MethodsImprovement ofthe teachingmethods andproposal ofassignmentsalternative topics

Module Co-ordinator &Programme Leader


Improvement ofthe studentsprogress

(b) Issues to draw to the attention of the Programme Committee, School AcademicBoard 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

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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 ResearchMethods, Media Politics & the Public Sphere. The teaching staff since they know theproblem organized extra tutorials. Students also noted that they could not get used tothe correct way of composing an essay, using the library and referencing.

The students representatives expressed their fellow students discontent about thedeadlines and some of them felt doubtful about the adherence to the regulations by

the administration of the programme. The programme leader wondered how thesedoubts 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 begraded with 40% or their assignment will not be taken into consideration.The teaching team of the programme felt that the doubts expressed by the studentsaimed at an indirect demand of extension of time. They also explained the academicprocedures to the students and decided that they will analyse the regulations existingin the Student Handbook from scratch during their next sessions.

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1st PROGRAMME COMMITTEE METTING5/12/2008


Students


TUTORS


Anastasia Veneti


Stamatis Poulakidakos

Efthimios Hatzis

Frini Papageorgiou

Maria Foteinea

At the beginning of the meeting, tutors referred to the fact that they had anticipatedthe students problems with essay writing, referencing, etc and they had incorporatedin their lectures the content of the extra tutorials. For this reason they had increasedthe duration of their lectures.

After the submission of the first written assignments, the tutors believe that the initialstudents difficulties have been smoothed over. However, there are still somedifficulties in the theoretical modules and particularly in the module ResearchMethods. The teaching team believes that this is due to the attitude that especiallystudents of the Film & TV Directing Strand have towards theoretical modules incomparison to the students of the Journalism Strand. The tutors viewed that theremight be some improvement by altering the subjects a bit towards a more film andTV orientation.

The tutor Maria Fotinea has to go abroad due to professional reasons and expressedher inability to give lectures. For this reason, the programme committee decided thatMr. Stamatis Poulakidakos will teach the module E-journalism and Mrs. AnastasiaVeneti 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 tosubmit their scenarios on time and be close to the completion of the preparation oftheir films. Respective students of previous years were in danger of losing thedeadlines since they were not able to manage their time correctly and devoted alltheir time to their scenarios composition. This academic year, the tutors having theexperience gained from previous years tried to guide the students form the beginningtowards a correct time management, a fact which proved to be fruitful.

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

2nd PROGRAMME COMMITTEE MEETING

30 March 2009


STUDENTS


Thodoros Skiftoulis

TUTORS


Anastasia Veneti



Efthimios Hatzis

Frini Papageorgiou

ISSUES AND CONCERNS

The spring semester started with no difficulties. After the end of semester winter, thestudents who did not study properly had the expected outcomes.As a result, complaints concerning their assessment were not accepted since theresults were due to their irresponsibility. These students realized that they have to bemore diligent.

Tutors keep on working in the same way by incorporating the extra tutorials contentto the lectures of the theoretical modules so as to prevent difficulties the earliestpossible.

The students of the Film & TV directing strand are particularly stresses due to theirfilms shootings and their tutors Vally Konstantopoulou, Efthimis Hatzis and FryniPapageorgiou try their best in order to help them in their shootings preparation andtime management so as not to delay submitting their theoretical modulesassignments.

Furthermore, the tutors of the Film & TV Directing Strand decided to give to thestudent 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 ProgrammeLeader agreed with this decision.

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12. Action Plan OF 2009- 201012. Action Plan

(c) Prioritised objectives for Session 2009-2010, summarising the key issues arisingfrom the annual report. For each objective, please specify who is responsible foraction identified and the timescale by which it should be met. Please also includedetails of the expected enhancement arising from the action.

Action

Alteration of theassignmentstopics of themodule ResearchMethods

Responsible

The module Co-ordinator DrAnastasia Veneti

Timescale

At the beginning ofthe academic Year

ExpectedEnhancement

Aiming atsupportingstudents in abetter way

Submission ofDigital FilmmakingI Module Alterationform completedwith a proposedalteration in thesubmission date ofthe firstassignment.

The course leaderMagdaleneRemoundou& module Co-ordinator MrEfthimis Hatzis

At the beginning ofthe academic Year

An improvementin students timemanagementregarding thewhole courseworkof the WinterSemester

(d) Issues to draw to the attention of the Programme Committee, School AcademicBoard and/or Educational Policy Committee;

Please attach the following as appendices2 [as appropriate]:






2 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


STUDENTS

Eleni Lilianna Picoula

Konstantinos Antoniou

Nikolaos Daskalopoulos

Iakovidis Kyriakos

Chrysi Dagoula

Teleconference with students from Thessaloniki campus.

TUTORS


Dr Anastasia Veneti


Some students faced difficulties in the theoretical module Research Methods. The

teaching staff due to prior knowledge scheduled extra tutorials and added formativeassessments. The students referred to frequently occurring matters such ascomposing 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 keepingdeadlines though some expressed their concern about unpredictable circumstancesoccurring as a normal part of life.

Moreover, students have not familiarized themselves with the e-platform Moodle andsome 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 coverstudents needs, as students need to focus on managing their time including theabove mentioned facilities.


MINUTES OF PROGRAMME COMMITTEE MEETINGS


1st PROGRAMME COMMITTEE METTING

24/11/2009


Students

Eleni Liliana Picoula

TUTORS


Anastasia Veneti


Achilleas Karadimitriou

At the beginning of the meeting, tutors referred to the fact that they had anticipatedthe students problems with essay writing, referencing, etc and they had incorporatedin their lectures the content of the extra tutorials. This method followed for the pastyears has proven to be productive.

After the submission of the first written assignments, the progress of the studentswas evident. However, there are still some difficulties in the theoretical modules,particularly in the module Research Methods. The teaching team ascribes this to theattitude students have towards theoretical modules on one hand and to rumorspassed around by former graduates which lead to insufficient preparation on theother. The tutors examine the possibility of enhancing the module through alteringthe assignments, a proposal to submit in the next Joint Board.

The new appointed tutor Achilleas Karadimitriou who has replaced Maria Fotinea inthe modules of the Journalism strand appreciates the positive environment within thecohort and through the educational procedure. Students find the modules interestingand Mr Karadimitriou is proactive and supportive, especially when it comes to usingthe e-platform Moodle.

Moreover, all teaching staff support and guide students to use campus facilities suchas 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 yearstried to guide the students form the beginning towards a correct time management, afact which proved to be fruitful.



SPRING SEMESTER 2009- 2010

2nd SSCC MEETING

5/03/2010


STUDENTS

Eleni Lilianna Picoula

Konstantinos Antoniou

Nikolaos Daskalopoulos

Iakovidis Kyriakos

Chrysi Dagoula

Teleconference with students from Thessaloniki campus

TUTORS


Dr Anastasia Veneti

ISSUES AND CONCERNS

At the beginning of the meeting students representatives expressed that the majorityof students are satisfied with the placement facilities. In some cases though, thereare some absences due to personal/family issues.

The Course Leader is aware of this and has liaised with the Counseling Centre andthe placement supervisors so as to address this matter.

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

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SPRING SEMESTER 2009- 2010

2nd PROGRAMME COMMITTEE MEETING

22/03/2010


STUDENTS

Eleni Liliana Picoula

Kyriakos Iakovidis

TUTORS


Anastasia VenetiStamatis Poulakidakos


Vally Konstantopoulou

ISSUES AND CONCERNS

From prior experience as the programme has been running for 8 years, it is evidentthat 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 bemore diligent.

Tutors keep on working in the same way by incorporating the extra tutorials contentto the lectures of the theoretical modules so as to prevent difficulties.

Absence was monitored for the module Internship and was dealt with. The CourseLeader liaised with the supervisors and dates and hours were modified so as toaccommodate the students who also made an appointment with the counsellingservice. 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 arisingfrom the annual report. For each objective, please specify who is responsible foraction identified and the timescale by which it should be met. Please also includedetails of the expected enhancement arising from the action.

ActionChange in theweights ofassignments ofMass Media &Modern Society:oral presentationfrom 60% to 40%and the essay to60% on a subjectof relevant weight.

For Media Law &Ethics an oralpresentation for30% & and a FinalWritten Exam for70% of three hourduration instead oftwo

Responsible

Programme LeaderModule Co-ordinator

Timescale

Winter Semester

Mass Media &Modern Society

Spring SemesterMedia Law &Ethics

ExpectedEnhancement

Better correlationof the weight andthe content of theassessments

To make thestudents complywith thesubmission

deadlines for theassignments, asformulated by theacademic teamand submitted atthe validation eventfor the programmeleading to thematerialization ofThessalonikiCampus, June2011.

Programme Leader& ProgrammeCommittee


Smooth anduninterrupted flowin the submission

of assignments.No multiple (2 ormore) tasksshould beassigned with thesame deadline.Sounderapplication of theacademicprocedure.

Change of theassignmentssubject matter forthe MediaManagementmodule.

Programme Leader& ProgrammeCommittee

Spring SemesterThe module beoriented moretowards MediaManagement andnot publicrelations

Review the coursein preparation forthe forthcoming

revalidation eventon 2012

Course Leader& Programmeteaching staff

During the wintersemester 2011-2012 till early

spring 2012

Get theprogrammesuccessfully

revalidated

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







Date of submission to QEU:

APPENDIX 5 MINUTES




1st SSCC MEETING

10/11/2010


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



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Dr Anastasia Veneti

Mr Efthimis Hatzis

Some students faced difficulties in the theoretical modules Research Methods, aswas expected from our previous year experiences. The teaching staff based on theirprior knowledge has prepared formative assessments and organized scheduled extratutorials with the contribution of the tutor Vally Konstantopoulou constructedespecially for students of the directing strand. The students were introduced andfrequently briefed on educational matters such as composing an essay, using libraryresources and referencing according to the Harvard system. As all potentialdifficulties have been anticipated, extra tutorials were incorporated in the lectures.

The various adverse conditions, esp. due to the recurrent strikes in mass transportmedia, obstructed the proper delivery on the deadlines. The students showed theirwillingness to supersede obstacles and meet the deadlines properly.

The directing students were initially reluctant to conform to any theoretical modulesin Media, as they failed to comprehend their use in the creation of a film, but aftertheir introduction to the rationale behind these modules they realized their value forthe artistic process and they participated actively in them.




1st PROGRAMME COMMITTEE METTING

29/11/2010


Students

Amalia Efstratiou

Marina Eleni Veioglou

TUTORS


Anastasia Veneti



Vally Konstantopoulou

Efthimis Hatzis

At the beginning of the meeting, tutors referred to the fact that they had anticipatedthe 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 pastyears, has proven to be productive.

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After the submission of the first written assignments, the progress of the studentswas evident. However, there are still some difficulties in the theoretical modules,particularly with some of the directing students. The teaching team decided toincorporate within the educational materials more projections of films and particular tvshows that can be employed as ground for semiotic analysis and the elucidation ofthe function of cinema as one of the Mass Media.

All members of the teaching staff support and guide students in using campusfacilities such as the library and e-resources, and studying within College premisesso as to manage effectively their time and submit their assignments on time, therebyavoiding any potential problems that might arise from unforeseen circumstancessuch as strikes at the mass transportation media.

Throughout the current academic semester, the tutors bearing in mind theexperience gained from previous years, tried to guide the students from the verybeginning towards a proper time management, a strategy which yielded good results.

As far as the general time management and the smooth realization of the academicprocedure the delivery of the first assignment of DF1 (script) was reassessed andmoved back to the initial final date of the sixth week instead of the 10 th that wassuggested. In such a way, the realization of the Digital filmmaking 1& 2 module isdivided more evenly and rationally. As an additional measure, all the deadlines ofassignment submission have been reexamined and redefined thoroughly so as toprevent 2- 3 assignment submission deadlines from coinciding. The submissiondeadlines of all the assignments, as redefined, were submitted to the validation eventfor the materialization of the programme in Thessaloniki for the academic year 2010-2011.

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 forinclusion in this section, and discuss more strategic developments (such aslearning and teaching philosophy) in later sections. However, how you divide upthese sections is up to you as long as you cover everything.


5. TEACHING AND LEARNING STRATEGIES

Discuss your approaches to teaching and learning and any changes to deliverymethods. Highlight any particularly good practice. Has your thinking evolved at allas to the best way of delivering this programme? Have you introduced anychanges to make learning more student-centred? Has your approach to formativeassessment 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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competition part of the greatest and most important Greek Short-film Festival in theGreek city Drama. The film of one student titled Piretos (Fever) was awarded thefirst prize of Greek Short-film Festival in the Greek city Drama. Additionally, the filmof the 2007-2008 graduate named Katerina Gioulmichalaki that participated in theFestival of Naousa was awarded the first prize.

Students of the Journalism strand in the previous academic year had to create a blogin 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 technicalmeans that are applied in filming and in use of camera lenses.

During the third year of delivering the programme after its revalidation in 2007, thestudents results showed a well-balanced progress. The number of distinctions isworth noticing and the success of our graduate Iakovidis Kyriakos QMUMN09007592 who was accepted in the middle of the spring semester to continue hisstudies on a postgraduate level at Royal Holloway University of London.

Therefore, the initial belief of the teaching team that the enhancement in the contentof the modules and the assignments would be fruitful, is now a conviction.Nevertheless, alterations aiming at further improvement in the curriculum and theincorporation of current technological and scientific developments in the educationalprocedure remain top priorities for the teaching team. The tutors constantly aim atmaking teaching attractive.

During the academic year 2009-2020, pastoral support with psychologists wasavailable at the AMC counseling centre. Additionally, there is an academic learningcentre to support the students in academic writing, apart from the extra tutorials thatare included in the students lectures.

The teaching team of the programme are in parallel active professionals andscientific associates of the Greek Public University and as a result, they are aware ofthe scientific and technological developments in their field of studies. Consequently,the assessments they provide to students are innovative and harmonized with thecurrent job market demands.

The teaching team has been working closely for the past five academic yearstherefore they have become a cooperative unit able to predict any potential difficultyand to operate in such a way so as to meet the demands of the programme in aproductive 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 thatwas videotaped. It is also worth mentioning that AMC College is currently using themethod of peer observation; the notes of peer tutors aim at the enhancement ofteaching 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 inthe marketplace. The programmes orientation is known to prospectivecandidates who come well prepared with an updated portfolio to theinterviews 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 constructivefeedback 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 beincorporated into the public screening of the films organized by the QMU for itsgraduates in the UK.3. Seminars and lectures of well known professionals taking place in Greece and UKcould be attended by the students of the programmes in both countries at the sametime, using teleconference and simultaneous interpretation.During the fourth year of delivering the programme after its revalidation in 2007, thestudents results showed a well-balanced progress. The number of distinctions isworth noting, along with the success of the graduate Karamanolis Theodoros,QMUMN 10010382 in the continuation of his studies at the University of Edinburgh inMSc 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 thespring semester of the academic year 2009 -2010 to continue his studies on apostgraduate level at Royal Holloway University of London, and he has enrolled as aPhD student in Coventry University.On a different level of distinctions, Kalamakis Vassilis QMUMN 10010387, film titledCut damn!, his final project for the module Digital Filmmaking was chosen toparticipate in the competitive section of the 31st Munich International Festival of FilmSchools, November 13 to 19 2011, at the Drama Greek Short Film Festival, and atthe Comedy Cluj Festival in Romania.Ariadni Papanastasious QMUMN 10010385 film Half Day of Freedom wasawarded a honorary distinction at the 2nd Argo Film Festival in Volos.

Amendments aiming at the incorporation of further improvements in the curriculumand the integration of current technological and scientific developments in theeducational procedure remain the top priorities for the teaching team. The tutorsconstantly aim at making teaching interactive, stimulating, and effective.

The teaching team of the programme are simultaneously active professionals andscientific associates of the Greek University sector and as a result, they are aware ofthe most current and advanced scientific and technological developments in theirfield of studies. Consequently, the assessments and formative tasks they provide tostudents 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 difficultyand to operate in such a way so as to meet the demands of the programme in aproductive way.

The programme is designed and focused on the demands of the market as regardsdigital technology so as the graduates would be directly absorbed in the marketplace.The programmes orientation is known to prospective candidates who approach ourinstitution well prepared with updated portfolios so as to meet the demands of theinterviews 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 programmeadvances 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 ouracademic, administrative and general staff members. Our basic tools are recruitmentstrategies, training activities, induction schemes, recognition meetings and promotiontowards permanency criteria. We have sought to integrate students as activeparticipants 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 managementthrough processes such as collecting and interpreting staff data, promoting andsharing good practice.

In the 21st Century the most significant challenge for graduates will be to managetheir relationships with work and with learning. This requires skills such asnegotiating, action planning, management and networking, added to qualities of self-awareness and confidence. These are the skills required to be "self-reliant" in careerand personal development. In developing these skills there is a part to be played bythe academic team, the students themselves, and employers in the private and publicsector. 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 ofgraduates. The greatest potential is likely to be in smaller businesses, which have nottended to recruit graduates in the past. But to make this work, small businesses willneed to understand the benefits graduates can bring. Graduates will also need tounderstand the labour market. Towards this direction we have tried to include Self-Reliance Skills within the courses and inform potential employers on their availabilityand the benefits of employing our graduates.

In the Greek Job market in the time of general crisis students have to be briefed onthe following facts and how to tackle them: there is no job for life, maintainingemployability, a major decline of loyalty, the building of a desire for variety, and anexpectation 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 havearisen. Consider whether the nature of the student cohort requires any particularapproach to student support, eg if students are working, if students tend to havebeen 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 MarinaNicolaou, a psychologist, is in charge of its proper function, along with a team ofPsychologists- Professors, in any relevant case that may present itself oncampus. BA students make use of this service but they are mainly supported inacademic matters Course Leader: Magdalene Remoundou and their assignedPATs.

AMC has a counseling service and it is based in Maroussi campus that is focused onadvising students on a personal, social and psychological/emotional level. Dr MarinaNikolaou, Head of Counseling Center and Course Leader of BSc (Hons) Psychologyin collaboration with University of Gloucestershire, and the psychologist Ms NataliaKoutrouli are both available for all AMC students to meet after making anappointment.PATs are in charge of providing students with personalized advice; each PAT isassigned his/her students at the beginning of each academic year. Notice boards arealways kept up-to-date with module and timetable information together with

information on any kind of academic and/or cultural event. A Student StaffConsultative Committee (SSCC) held twice a year provides an additional forum toaddress academic and programme issues and/or concerns.

All teaching staff is available to the students and accessible through their announcedoffice hours and e-mail addresses to help them in any difficulty. A Students WelfareCentre is based in Maroussi campus for all AMC students. The students aresupported throughout their studies on an academic level by the Programme LeaderMagdalene Remoudou.

Student Support

All teaching staff is available to the students and accessible through office hours ande-mails to help them in any problems. Personal Academic Tutors are also assignedto each student.

PATs are posted so as to personally advise students and a PAT list is madeavailable in the beginning of the academic year. A big notice board is always kept up-to-date with module and timetable information together with any kind of academicand/or cultural event. Student Stuff Consultative Committee (SSCC) held twice ayear 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 assignedto each student. A Students Welfare Centre is based in Maroussi campus for allAMC students. The students are supported throughout their studies on an academiclevel by the Programme Leader Magdalene Remoundou.

During the academic year 2010-2011, the team worked closely to ensure regularcommunication 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 initialcontact with essay writing, referencing, etc and they were guided to incorporate intheir lectures their advice on such matters.

The theoretical modules were regarded as difficult and somewhat irrelevant by aminority of the directing students. The teaching team decided to incorporate within

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the educational materials more projections of films and particular tv shows that couldbe employed as ground for semiotic analysis and the elucidation of the function ofcinema as one of the Mass Media.

All members of the teaching staff support and guide students in using campusfacilities such as the library and e-resources, and studying within College premisesso as to manage effectively their time and submit their assignments on time, therebyavoiding any potential problems that might arise from unforeseen circumstancessuch as strikes at the mass transportation media.

As the programme has been running for 9 years, it has been evident from priorexperience that each year, when winter semester is completed, students who werenot devoted to their studies have poor performance. On the contrary, spring semesterbegins with no difficulties for those students who have realized the extent of theirresponsibilities and the fact that they need to be more diligent, and have paid heed toit. The module Research Methods with the incorporation of additional formativeassessments rendered better results. On the other hand, the minority of students,

who did not exhibit the proper diligence and responsibility presented a lower generaloutcome and restricted progress.

The concern of the directing students regarding the timely realization of their filmproject was resolved thought the organization of their productions via centralizedcoordination 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 whattraining 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 NationalKapodistrian University of Athens, Department of Media Communication Studies.Title of thesis: Political advertisement and behaviour: information and manipulationof the citizen. Subtitle: The young voters and the redefinition of the politicaladvertisement.

(a) Details of major academic developments, including developments in teaching andlearning; programme content and/or delivery; developments in collaboration withexternal agencies and/or in response to special initiatives e.g. University orSFC/Scottish Executive initiatives:

During the academic session 2008-2009, Dr. Veronica Bamber and her team fromthe QMU Centre of Academic Practice organised and presented two series of

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seminars to the teaching teams of the programmes run by AKMI EducationalOrganisation. The first series took place in mid January and the second in earlyMarch. 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



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, ExamBoard, evaluate)

Assessment for learning

- using formative assessment- feedback for learning

Criteria-based marking activity

(b) Details of staff development, consultancy and research activities undertakenduring the reporting period:

During the academic year 2009-2010 Achilleas Karadimitriou, who this academicyear taught the modules E-Journalism and Computer Assisted Research andReporting after the appointment of the former tutor in the public sector, is currently aPhD candidate at the National and Kapodistrian University of Athens, Faculty ofCommunication 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 andlearning; programme content and/or delivery; developments in collaboration withexternal agencies and/or in response to special initiatives e.g. University orSFC/Scottish Executive initiatives:

Dr Veronica Bamber director of QMU Centre of Academic Practice organized andpresented a series of Staff Development Seminars, including microteachingsessions for the teaching teams of the QMU programmes delivered in collaborationwith 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 undertakenduring the reporting period:

The course leader Magdalene Remoundou attended a postgraduate programme ofstudies at the National and Kapodistrian University of Athens, Faculty ofCommunication and Media Studies, strand Cultural Studies. The duration of thisprogramme 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 theaforementioned department.

(e) Details of major academic developments, including developments in teaching andlearning; programme content and/or delivery; developments in collaboration withexternal agencies and/or in response to special initiatives e.g. University orSFC/Scottish Executive initiatives:

Throughout the academic period 2010-2011 no seminars for the educationaldevelopment and upgrade of methods of academic staff were held, as the formercourse 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, includingmicroteaching sessions for the teaching teams of the QMU programmes delivered incollaboration with AKMI Metropolitan College. During the second part of theseseminars, the following topics for the PLs were presented. The programme leaderswere guided and handed materials regarding their roles and responsibilities, andespecially regarding the following strands: Leading with Responsibility but noAuthority, Leading and Motivating Staff, Managing Difficult Situations, RunningMeetings, Inducting new teaching staff, Evaluating L&T on your Programmes, Timeand crisis management.

The impact of the recurrent strikes and demonstrations in the centre of Athens in theclose 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 allof our students.

Additionally, the programme is to undergo the revalidation process in 2012, and as aresult it has been deemed more efficient that the relevant seminars be given duringthe academic year 2011-2012. Dr Veronica Bamber revalidationevent, 6& 7 2012.

8. RESOURCES

Discuss briefly whether there have been sufficient resources to support theprogramme delivery. Where resources have been lacking, discuss why. (Thesemay be institutional issues beyond the immediate control of the programme

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team.) Highlight any changes over the period of the review. In preparing thissection, it is recommended that you consult the Dean of School or other staff withresponsibility 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 tothe 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 RelationScientist, (1) Political Scientist (1) Social scientist & Journalist (1) Film & TV Director,(1) Director, Editor & Visual Digital Arts specialist. They all contributed to the deliveryof 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 areathat occasionally give seminars.

Library

Students deliver their essays by using guided bibliography that is pointed out to themby the tutors. The students that attend BA in Mass Communication and Media Artsprogramme have access to the library of Athens Metropolitan College, which ispart of the Educational Organisation AKMI, and it is being updated and enhanced byMedia titles. They also have access to the electronic QMU library as QMU providesstudents who speak English fluently a code password.

Computing

The Department of Journalism has access to 6 laboratories that are equipped withPCs 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 labshave online Internet connection.

Specialist Resources

The Department has invested in facilities that are needed for these studyspecializations, an Internet radio studio that students can use for their recordings andfor broadcasting informative programmes. Amongst our resources there are two verywell equipped television studios where students attend their lectures and practice thetechnique of television-on. The film & TV equipment includes film, BETASP and ofthe latest digital format cameras, High Definition system which are used by studentsfor shooting on location. Finally, the students use the post-production studio as it isequipped with digital technology AVID And FINAL CUT and analogue BETA SPSystem.

Staff

The teaching staff consists of (1) Political Scientist, Media Producer and Director,(1) Political Communication scientist & TV Director and Producer, (1) Public RelationScientist, (1) Political Scientist (1) Social scientist & Journalist. They all contributed tothe delivery of the programme for the academic year 2009-2010. In addition to theteaching staff, the programme enjoys the support of the leading names in the TVbroadcasting area that occasionally give seminars.

Library

Students deliver their essays by using guided bibliography that is pointed out to themby the tutors. The students that attend BA in Mass Communication and Media Arts

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programme have access to the part of library located in the downtown campus ofAKMI Metropolitan College, with media titles expanded and updated. Laptops andeasy access to the internet are at their disposal. The students also have access tothe QMU electronic library resources on line.

Computing

The Department of Journalism has access to laboratories that are equipped with PCsthat 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 haveonline Internet connection.


The Department has invested in facilities that are needed for these study

specializations, an Internet radio studio that students can use for their recordings andfor broadcasting informative programmes. Amongst our resources there are two verywell equipped television studios where students attend their lectures and practice thetechnique of television-on. The film & TV equipment includes film, BETASP and ofthe latest digital format cameras, High Definition system which are used by studentsfor shooting on location. Finally, the students use the post-production studio as it isequipped with digital technology AVID And FINAL CUT and analogue BETA SPSystem.

Staff

The teaching staff consists of (1) Political Scientist, Media Producer and TVDirector, (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 ofthe 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 TVbroadcasting area that offer seminars on a regular basis.

Library

Students deliver their essays by using guided bibliography that is pointed out to themby the tutors. The students that attend BA in Mass Communication and Media Artsprogramme have access to the part of library located in the downtown campus ofAKMI Metropolitan College, with media titles expanded and updated. Laptops andeasy access to the internet are at their disposal. The students also have access tothe QMU electronic library resources on line and University of Athens librarycatalogue.

Computing

The Department of Journalism has access to laboratories that are equipped with PCsthat 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 labshave online Internet connection. OS system: Microsoft Windows XP and 7.The Department of Film & TV directing has access to laboratories that are equippedwith i-MAC 5,1 CPU intel core 2 duo, RAM 1GB, HDD 500 GB, VGA card ATIRADEON X 1600, OS SNOW LEOPARD.

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The Department has invested in facilities that are needed for the particular studyspecializations, an Internet radio studio that students can use for their recordings andfor broadcasting informative programmes. Amongst our resources there are two verywell equipped television studios where students attend their lectures and practice thetechnique of television-on. The film & TV equipment includes film, BETASP and ofthe latest digital format cameras, High Definition system which are used by studentsfor shooting on location. Finally, the students use the post-production studio as it isequipped with digital technology AVID And FINAL CUT and analogue BETA SPSystem.

9. CONCLUSIONS AND RECOMMENDATIONS

Summarise how effective the programme has been. Restate any recommendedchanges listed in the previous sections. You will be expected to follow through onthese recommendations in the design of the revised programme for revalidation.

Be clear about which changes the panel is being asked to approve as opposed tochanges which have been implemented over the period of validation andapproved 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 titleBA in Mass Communication & Media Arts

2. Programme LeaderMagdalene Remoundou

3. Previous annual report and action plan

Action taken in response to the annual reporting and planning exercise in theprevious year:

(a) Progress made toward the achievement of objectives outlined in the annualreport for the previous academic session:

During the academic session 2008 2009 most objectives outlined in the annualreport were achieved. The programme ran in both strands (Journalism and Film & TVDirecting).

The improved programme that was validated in April 2007 ran for second time thisacademic year.

Additionally, this year a change in the assessment pattern of the module DigitalFilmmaking II was approved. The decision that was taken during the Joint Board ofStudies in 2008 was to replace the existing 3 assignments with one as the externalexaminer had proposed. It is a 10 credit module and on the one hand threeassignments 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 academicyear 2008-2009, the one assignment proved to be more fruitful to the students of theprogramme.

The assessment criteria of the module Internship were expanded as it was proposedin the Joint Board of Studies in 2008. As a result, students had a more complete idearelating to the demands of the module. According to the new external examinerscomments, these assessment criteria need some more improvements especially inthe ways students own learning and critical reflection on their work are assessed.

The theoretical modules such as Research Methods, in which students faceddifficulties, were materialized following the proposals that were made during the Joint

Board of Studies in 2008. There were many more formative assessments andexercises, as well as extra tutorials. Despite these amendments, students stillencountered problems in the understanding of the module but the teaching teamreckons that there was some progress in the students. A fact also noted by theexternal examiner.

According to the decisions made in the Joint Board of Studies in 2008, duringacademic year 2008-2009 tutors used the full range of marking scale. This fact waspinpointed by the external examiner during the Exam Board of Studies in July 2008and she noted that she was impressed by the accurate and fair use of wide range ofmarks.

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(b) Any repositioning e.g. of programme aims, objectives, assessment, teaching andlearning strategies:

The last academic years and in accordance with the continuous technologicaldevelopments, students of the Film & TV Directing Strand tend to focus more on thepractical side of their studies against the theoretical one. As a result, they do notmeet the deadlines given for the theoretical modules assignments and theassignments of the theoretical part of the directing modules. This matter concernsmore the students who have studied in a vocational level and have been orientatedtowards the practical part of the film production process and not the more maturestudents who have entered the programme after being for a while in the market orhave completed similar academic studies. The teaching team has identified theproblem and already considers possible solutions which could improve and enhancethe 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 reviewvisits undertaken during the reporting period (i.e. Session 2008-2009), together withsummary of further action proposed (if appropriate).This will include action taken in response to conditions and recommendations madeby validation and review panels since the most recent event (in some cases this willhave 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 staffconsultative 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 theprogramme. Her comments on the programme were particularly positive andencouraging 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 goodresults. Additionally, she thinks positively for the teaching staff, and the good workthey offer. Five of the students have been awarded the degree with distinction.The teaching team taking into account the external examiners comments relating tothe module Internship and its particularities, has already been orientated towards aproposal of improving the self-assessment report on the students own progressduring their participation in placements.

According to the indications of the external examiner and the recommendationsmade during the Exam Board in July, the programme committee is about to usefurther classification of the assessment criteria for the internship module, in order tobe implemented during the academic year 2009-2010.

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Concluding, we understand and accept all external examiners comments andrecommendations and we are working on them in order to enhance our programmethe following academic year.

Response to Student Feedback

Students this year faced problems concerning essay writing, theoretical modules andsubmission of assessments.The teaching teams experience in facing difficulties of this kind has concluded to thefollowing solution. Apart from the extra tutorials organized each year, in order tomake explicit to the students the regulations, the Harvard System of Referencing, theimportance of research and avoidance of plagiarism, the teaching team makesreference to the above during their lectures so as to incorporate these issues raisedin the extra tutorials to their own lectures. In this way, students cannot claim absencefrom the extra tutorial.

Response to Programme CommitteeDuring the academic year 2008-2009, there was constant collaboration with theteaching team in order to materialize the programme and deliver it in the bestpossible 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 oflearning, teaching and assessment. (For example, adjustments made to promoteaccessibility 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 anddiversity.

7. Analysis of performance indicators

Commentary on statistical information (as provided in the appendices to the annualmonitoring report). Please comment only on significant trends or changes, takingaccount of previous years statistics. Note that any statements made in this sectionshould 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 theExam 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 undertakenduring the reporting period:

This year, the tutor Anastasia Veneti was awarded her PhD by the NationalKapodistrian University of Athens, Department of Media Communication Studies.Title of thesis: Political advertisement and behaviour: information and manipulationof the citizen. Subtitle: The young voters and the redefinition of the politicaladvertisement.

(g) Details of major academic developments, including developments in teaching andlearning; programme content and/or delivery; developments in collaboration withexternal agencies and/or in response to special initiatives e.g. University orSFC/Scottish Executive initiatives:

During the academic session 2008-2009, Dr. Veronica Bamber and her team fromthe QMU Centre of Academic Practice organised and presented two series ofseminars to the teaching teams of the programmes run by AKMI EducationalOrganisation. The first series took place in mid January and the second in earlyMarch. 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



Lecturing for learning



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, ExamBoard, evaluate)

Assessment for learning

- using formative assessment- feedback for learning

Criteria-based marking activity

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9. Resourcing

Resourcing needs identified (e.g. staffing, accommodation and equipment) during theacademic 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 RelationScientist, (1) Political Scientist (1) Social scientist & Journalist (1) Film & TV Director,(1) Director, Editor & Visual Digital Arts specialist. They all contributed to the deliveryof 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 areathat occasionally give seminars.

Library

Students deliver their essays by using guided bibliography that is pointed out to themby the tutors. The students that attend BA in Mass Communication and Media Artsprogramme have access to the library of Athens Metropolitan College, which ispart of the Educational Organisation AKMI, and it is being updated and enhanced byMedia titles. They also have access to the electronic QMU library as QMU providesstudents who speak English fluently a code password.

Computing

The Department of Journalism has access to 6 laboratories that are equipped withPCs 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 labshave online Internet connection.


The Department has invested in facilities that are needed for these studyspecializations, an Internet radio studio that students can use for their recordings andfor broadcasting informative programmes. Amongst our resources there are two verywell equipped television studios where students attend their lectures and practice thetechnique of television-on. The film & TV equipment includes film, BETASP and ofthe latest digital format cameras, High Definition system which are used by studentsfor shooting on location. Finally, the students use the post-production studio as it isequipped with digital technology AVID And FINAL CUT and analogue BETA SPSystem.

Student Counseling Facilities

AKMI has a counseling service that is focused on resolving academic andadministration issues that are being brought up by the students. Co-ordination of thisservice is carried out by Mrs Kiriaki Leukaditi, who is the head of studentscounselors, Mrs Xenia Servou, Mrs Ergina Psatha, who are available for all AKMI IVTstudents. BA students make use of this service but they are mainly supported by theCourse Leader: Magdalene Remoundou and their PATs.

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Student Support

All teaching staff is available to the students and accessible through office hours ande-mails to help them in any problems. Personal Academic Tutors are also assignedto each student.

10.Quality Enhancement of Learning, Teaching and Assessment

(b) Commentary on action taken to address the QELTA Strategy. Please refer torelevant actions identified in the 2008-2009 implementation plan.

During the second year of delivering the programme after its revalidation in 2007, thestudents results showed a well-balanced progress. This fact enhances thecurriculum of the programme as well as the approved changes in the assessmentpatterns that have been made in some modules. The assessment patterns of themodules 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 theyhave been fruitful.

The teaching team of the programme are in parallel active professionals andscientific associates of the Greek Public University and as a result they are awareof the scientific and technological developments in their field of studies.Consequently, the assessments they provide to students are innovative andharmonized with the current job market demands.

The programme after its successful completion provides the students with thepossibility of continuing their studies in a post-graduate level or being directlyabsorbed 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, ResearchTeaching Linkages.

Current themes: Quality Cultures and Systems & Structures for

Enhancement, Graduates for the 21st Century Integrating the EnhancementThemes

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 demandsof the Mass Media job market. Consequently, the teaching team asks from itsstudents to use in their projects and assessments the most recent developments andinnovations that are applied in the Mass Media. In the specialist resources, therehave been added two High Definition cameras and the students of the Film & TVDirecting become aware of and familiarize themselves with the latest technologicaladvances. Two students films were approved and will officially participate in thecompetition part of the greatest and most important Greek Short-film Festival in the

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Greek city Drama. The film of one student titled Piretos (Fever) was awarded thefirst prize of Greek Short-film Festival in the Greek city Drama. Additionally, the filmof the 2007-2008 graduate named Katerina Gioulmichalaki that participated in theFestival of Naousa was awarded the first prize.

Students of the Journalism strand in the previous academic year had to create a blogin the Internet, which is a recent technological development relating to their field, andstudents of the Film & TV Directing strand had to research the new technical meansthat are applied in filming and in use of camera lenses.

12. Action Plan

(g) Prioritised objectives for Session 2009-2010, summarising the key issues arisingfrom the annual report. For each objective, please specify who is responsible foraction identified and the timescale by which it should be met. Please also includedetails of the expected enhancement arising from the action.

Action Responsible Timescale ExpectedEnhancement

Internship:enhancement ofthe assessmentmethods

Programme Leader& Staff Committee


Better evaluationof the studentsprogress in theInternship module

Research MethodsImprovement ofthe teachingmethods andproposal of

assignmentsalternative topics

Module Co-ordinator &Programme Leader


Improvement ofthe studentsprogress

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



Evidence of student, staff and employer feedback Statistical information



Date of submission to QEU: 2nd November 2009


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Appendix 1

Admissions 2008 2009

Year Admissions By Gender By Age

Male Female 18-21 21-24 >24

2008 24 18 6 9 8 7

Appendix 2

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Entry Characteristics

Direct from HighSchool

Transfer fromInstitute of Vocational Training

State UniversityStudents

Other

0 19 4 1

Appendix 3

Cohort Monitoring 2007 2008

Level

Applications

Admissions

Withdrewbefore thestart of the

programme

StartedProgramme

Withdrew afterstart of

programme

Numberof failingstudents

Numberofstudents

Progressing

Level 3

52 24 1 23 3 8 12

APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS

Level 3 WINTER SEMESTER

RESEARCHMETHODS

MASS MEDIA& MODERNSOCIETY

MEDIAPOLITICS &PUBLICSPHERE

COMPUTERASSISTEDRESEARCH &REPORTING

E-JOURNALISM

THELEARNING

OBJECTIVESWEREACHIEVED

AGREE AGREE AGREE AGREE STRONGLYAGREE

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CLASSESWEREGENERALLYWELL-PREPAREDAND WELL-ORGANIZED

AGREE AGREE AGREE AGREE AGREE

ADEQUATEHELP WASAVAILABLEWHENNEEDED

STRONGLYAGREE

STRONGLYAGREE

STRONGLYAGREE

AGREE AGREE

THE PACEOF MODULEWAS

MODERATE MODERATE MODERATE MODERATE MODERATE

THECOURSEWORK WAS

MODERATE MODERATE MODERATE AGREE MODERATE

THEAMOUNT OFCOURSE

WORKREQUIREDWAS

GOOD MODERATE MODERATE MODERATE MODERATE

FEEDBACKONPROGRESSWAS

VERY GOOD VERY GOOD EXCELLENT GOOD VERY GOOD

RESOURCESWERE

EXCELLENT EXCELLENT VERY GOOD VERY GOOD VERY GOOD

ITRESOURCESWERE

EXCELLENT EXCELLENT VERY GOOD VERY GOOD EXCELLENT

OVERALL,THE

MODULEWAS

INTERESTINGINTERESTING

INTERESTING INTERESTING INTERESTING

LEVEL 3 SPRING SEMESTER

MEDIAMANAGEMENT

MEDIA LAW& ETHICS

DIGITALFILMMAKING

NEWTECHNOLOGIES ON THESET & IN THEPOSTPRODUCTION

NEWTECHNOLOGIES APPLICATIONIN MASS MEDIA

INTERNSHIP

THELEARNINGOBJECTIVES WEREACHIEVED

AGREEAGREE STRONGLY

AGREEAGREE AGREE AGREE

CLASSES

WEREGENERALLY WELL-

AGREE AGREE STRONGLY

AGREE

AGREE AGREE -

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PREPAREDAND WELL-ORGANISED

ADEQUATEHELP WASAVAILABLE

WHENNEEDED

AGREE AGREE STRONGLYAGREE

AGREE STRONGLYAGREE

AGREE

THE PACEOFMODULEWAS

VERY GOOD VERY GOOD VERY GOOD VERY GOOD VERY GOOD MODERATE

THECOURSEWORK WAS

GOOD GOOD GOOD GOOD GOOD EASY

THEAMOUNTOFCOURSEWORK

REQUIREDWAS

GOOD GOOD GOOD GOOD GOOD GOOD

FEEDBACKONPROGRESSWAS

VERY GOOD VERY GOOD EXCELLENT GOOD VERY GOOD VERY GOOD

RESOURCES WERE

VERY GOOD VERY GOOD EXCELLENT VERY GOOD VERY GOOD GOOD

ITRESOURCES WERE

VERY GOOD VERY GOOD EXCELLENT VERY GOOD GOOD MODERATE

OVERALL,THEMODULE

WAS

INTERESTING INTERESTING VERYINTERESTING

VERYINTERESTING

VERYINTERESTING

INTERESTING

NOTIFICATION OF WITHDRAWALS

NAME MNQMU

GEORGIA NIKOLETOPOULOU 08007327

KATERINA APTOULIAN 07007740

EMMANOUIL MALAXIANAKIS 08007329

ALEXANDROSDESPOTOPOULOS 08007321

IOANNIS TAKTIKOS 08007340


MINUTES OF STAFF STUDENT

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