PUTTING TOGETHER A PROGRAMME REVIEW DOCUMENT A guide for programme teams

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

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

[TITLE OF PROGRAMME] [DATE OF REVIEW]

[TITLE OF PROGRAMME] REVIEW DOCUMENT Contents Page No 1. 2. 3. Introduction Response to previous validation Extent to which the programme has achieved its objectives 3.1 Aims and purposes 3.2 Review of student/ employer experience 3.3 Review of feedback from external examiners Developments during period of review 4.1 Changes 4.2 Student statistics 4.3 Course operation Teaching and learning Student support Staff development Resources Conclusions and recommendations 4 5 7 7 8 8 10 10 11 14 19 27 30 32 33

5. 6. 7. 8. 9.

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

1.

INTRODUCTION Summarise history of the programme (e.g. when was it first validated) and how it fits in with the School or Divisions other provision. If the award leads to any professional recognition state that here. If the award is delivered wholly or in part by an institution other than QMU this should be stated here. BA in Mass Communication & Media Arts has been running for ten consecutive years, including the current academic year 2011-2012. The programme commenced on the academic year 2002 -2003 as a three year course and proceeded as a top up year. In 2007, it was revalidated for a period of five more years ending in the current year 2012. BA in Mass Communication & Media Arts is a full time (FT) programme comprising two strands of studies: Film & TV Directing and Journalism. All the modules are mandatory, either core or specialization modules, with a mandatory internship for both strands. The programme is provided by the Faculty of Culture & Communication of AKMI Metropolitan College (AMC) in collaboration with the School of Arts, Social Sciences and Management of Queen Margaret University (QMU). According to Greek legislature, no external professional bodies exist that control either of the fields of expertise associated with the programme. The programme is provided in exclusive collaboration with Queen Margaret University (QMU). Describe the programme in a couple of sentences if possible, eg: The MSc Quality Assurance programme is a modular programme suitable for QA professionals wishing to update and enhance their practice. It may be studied in one year full-time, or up to seven years part-time. The Curriculum Planning undergraduate degree scheme offers students the choice of five different named awards. The scheme is based on a common core programme at levels one and two with increased specialisation at levels three and four. BA in Mass Communication & Media Arts is a modular programme suitable for journalists and Film & TV directors wishing to demonstrate their knowledge and to enhance their practice and skills which they have obtained as students during their two previous years of studies in the Institute of Vocational Training (IVT), which is comparable to HND level studies. The programme is offered either in one academic year (FT) or two academic years (PT). The Curriculum Planning undergraduate degree scheme offers students two different majors mentioned on the degree. The scheme is based on six common core modules and three strand modules including the internship. This should be a very brief description so as to avoid overlap with the main validation document. Include only enough basic information to allow the review panel to understand the context of the programme as they read the rest of the document. !!! List the sources of evidence to support the review. These are likely to include: external examiner reports; module evaluations; annual programme monitoring reports;

external professional body reports ( )

You may also wish to send questionnaires to graduates( ), present students ( AMC), and employers for further evidence and feedback. 2. RESPONSE TO PREVIOUS VALIDATION OF FRIDAY 20 APRIL 2007 You may wish to include the teams response to the previous validation as an appendix. You should certainly list the conditions and recommendations from the previous validation with a short description of the extent to which these have been met. If any recommendations have not been met, say why not. 1. . ( , ) 2. . 3. QMU, QMU, , . 4. , . The Panel of the former review event held on Friday, April 20 th 2007, agreed to recommend approval of the BA in Mass Communications and Media Arts for a period of five years, commencing in September 2007 for a maximum of 40 students. Approval was subject to satisfactory completion of the following conditions: 1.2.1 That the module descriptors are reviewed and revised to ensure module teams are identified, reading lists and additional resources are updated and that learning, teaching and assessment for the Research Methods module are aligned. 1.2.2 That the regulations are updated in line with the latest QMU regulations.

IVT AKMI certifies that the above conditions have been met. 1.2.1 Descriptors of all modules have been reviewed and modified so as to identify module teams. All reading lists and resources are updated on a recurrent basis. The module Research Methods has been redesigned, leading in changes in its content and assessment pattern. All the above modifications can be confirmed in the attached revised validation document. 1.2.2 As far as the regulations are concerned, we are expecting the new ones to be approved by the QMU Senate. We will incorporate them in our regulations as soon as they are available. The Panel of the Review Event also made the following recommendations: 1.3.1 That AKMI provide additional short information sessions for students on postgraduate study opportunities.

1.3.2

That a short statement is added to the documentation about how disabled students are supported.

1.3.1 IVT AKMI certifies also that all the necessary information concerning Postgraduate Study Opportunities at QMU and other academic environments is presented to our graduates in the form of seminars after the completion of their studies in the programme BA in Mass Communication and Media Arts so as to assist them in advancing their studies on a higher level. There is a relevant statement on page 12 of the attached validation document commenting this process. 1.3.2 A statement referring to students with disabilities and their support by IVT AKMI has been added to the validation document (p.13). The Programme Team would like to thank the Panel for its recommendations and suggestions; this exchange of expert opinion is the best way to enhance the collaboration between QMU and IVT AKMI. Some recommendations are developmental in nature to be addressed over a period of time. Please indicate actions you have taken and/or plan to take in response to such recommendations. If any outstanding recommendations remain you should consider what you want to do about them. The students handbook is updated each academic year so as to include the latest regulations of the university. Bibliography is being updated every year, as well. During the past three years, changes in the modules have been effected, in accordance to the meetings of the academic team after thorough study of the student feedback forms, their in-class and placement performance, and the recommendations of the external examiner. Another factor that is always taken in mind is our research into the demands of the market and the employability of our students. The changes in modules which were defined by the Joint Boards and validated by a committee of University representatives were the following: ( appendix 2) The success of the informative tutorials/ seminars on Postgraduate Study Opportunities is evident through the progress that has been noted in the steady increase in the number of students wishing to advance their studies on a postgraduate level. Moreover, the particular academic programme, throughout its decade long continuous successful operation, has become acclaimed in the Greek market and well known to the students of AKMI IVT, which constitute the majority of the programmes cohort. As a result, the candidates for the programme are thoroughly advised and briefed on the benefits and the advantages of the programme and the potential of their continuing their studies on a higher level, a fact that provides us significant leeway over our competitors in the job market. In the past three years, our graduates have been accepted at major relevant programmes such as the Royal Holloway University and the University of Edinburgh .( appendix 1). University of Reading & Sheffield AKMI Metropolitan College (AMC) is supporting in all its new premises structures that allow for the use by all individuals with disabilities. It is also improving all its new structures so as to accommodate users with special needs. The Marousi campus which houses all the collaborative programmes with universities from the United Kingdom is fully accessible by people with disabilities. The Athens centre campus is also accessible to people with disabilities; this pertains in particular to all the

buildings that house top-up programmes of studies, such as Patision 60 and the basement of the Kodrigtonos 16 buildings. All the central buildings are connected directly with the material and technical structures of the IVT. AKMI Metropolitan Colege (AMC) has passed all annual building and fire safety checks, according to the regulations of the Greek Ministry of Education, and has been granted a certificate of suitability from the British Accreditation Council (BAC). ( appendix 3). Some recommendations are for the School or institution. If this applies to the programme under consideration it is suggested that you consult the Dean of School or other appropriate staff member(s) in preparing your response. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here.

3. 3.1

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

The aim of the course is to offer students a BA in Mass Communication and Media Arts, a high quality academic and vocational qualification, which focuses on the modern technological applications, meeting the needs and challenges of the profession in Greece and in E.E.C. in general. This will be carried out through extensive tuition and practical application, as well as reinforcement of independent study. The aims are: To provide a high quality academic and vocational qualification that will meet the needs and challenges of the profession. To integrate theoretical knowledge and vocational competencies relative to journalism, on the one hand, and film directing, on the other, using all the new technologies of their professions. To offer students the opportunity to study mass media related issues from a number of different perspectives and disciplines. To develop in students the capacity for critical, analytical and independent thinking in order to help them become more effective problem solvers in their particular field of interest. To encourage in students the realisation of their academic, intellectual and personal potential by providing structured systems of learning and support. To provide students all the necessary equipment for the use of information resources and learning technologies. The objectives are: Demonstration of in-depth understanding of the conceptual and theoretical basis of the academic disciplines within the mass media in relation to journalism and film directing. Evidence of the ability to think critically, based on an in-depth rather than surface approach to learning.

 Application of the assimilated theory to the critical analysis of a diverse array of data and research in journalism and directing and the relevant problems arising as well as policies employed. In-depth learning and competence in the presentation and discussion, in both oral and written forms, of the complexities of mass media. Acquisition of skills of effective self-management, initiative and responsibility in relation to their own learning whether individually or in groups. Understanding of the multi-disciplinary nature of mass media through the enhancement of the ability to analyse related issues from a number of different perspectives and disciplines. Achievement of appropriate competence and awareness of a range of information technology applications. Demonstration of an awareness of ethical considerations and the requirement of appropriate ethical standards in the pursuit and application of their professions. Acquisition of the knowledge that is necessary for students to perform effectively in their chosen careers. This includes the students ability to easily transfer from conventional media to more up-to-date ones and the general acquisition of transferable skills. Top-up year: BA in Mass Communication and Media Arts In the third year, the programme mainly comprises core modules on the multidisciplinary aspects of mass communication, i. e. mass communication in relation to other fields like media arts, the society, politics, law and management. In addition, students will be familiarised with the research methods pertaining to the discipline of mass communication. With respect to the two strands that the programme is made up of, students will need to attend labs and workshops according to their specialisation and will work as interns in a TV production company/TV channel or newspaper/broadcaster. Lately, the market has oriented itself towards internet communication; students are thereby trained in internet Media and Technologies. Students will be also offered the possibility of participating in extra-curricular workshops and seminars.

3.2 REVIEW OF STUDENT/EMPLOYER EXPERIENCE Internships It can be very helpful to ask students and employers to provide feedback on the programme as a whole. Did students feel it met their needs? Are employers happy that graduates have the skills they are looking for? Is there anything about the programme that should be changed? Is the curriculum still current and relevant? What changes would they make and why? If you have had any positive feedback from employers or external bodies you should include that here. List the mechanisms used to gather feedback from students and employers. If you have had any difficulty gaining feedback from students, discuss why. The panel will expect you to have consulted widely with students and, if possible, recent graduates. 3.3 REVIEW OF FEEDBACK FROM EXTERNAL EXAMINERS

A summary of comments from external examiners should be included. In the appendix it is only necessary to include copies of the most recent two years reports plus your response. However, you may wish to summarise comments from the full period of review. (NB the phrase period of review refers to the time from the last validation to now.) The external examiner, Dr Maria Michalis, has been satisfied with the programme in general, characterizing it as well-thought and well-structured, designed to meet its stated aims and relating well with other programmes in this field at this level at other HE institutions. The assessments worked well, the stated learning outcomes corresponded with them, and the grading was deemed fair, sound, accurate, diverse, and consistent. In terms of good practice, the experienced and qualified staff always provides detailed and constructive feedback to students. Positive remarks were made on the rigorousness of the internal moderation process. the consistent quality of the work of a portion of the cohort (fascinating pieces of work demonstrating a wide range of skills and a strong understanding of the subject matter) access to material and communication with the course leader. The external examiner was sent well in advance of the June and re-sit Boards samples of materials from all semesters covering a range of classifications for each of the modules and had sufficient time to review them. It was noted that some of the students appeared to find the more theoretical and analytical elements of the course challenging, especially the Research Methods module. Therefore this constitutes an area requiring attention and needs to be dealt with by the academic team. the assessment criteria for the Internship module ought to be reconsidered, as it appeared that assessment is external only (ie, done by the employers); the course team may consider ways to assess the students own learning and critical reflection on their work, such as submitting a learning log and/or a written evaluation always taking into consideration the overall workload of students. In the next years report (2009-2010) it was remarked that the point was tackled, and students have to write a Self-Evaluation report as part of their Internship. This amendment seems to work well, as it has allowed students to critically reflect upon their own learning and work. It was recommended that: the course team should make an effort to increase the consistency of the assessment methods and weightings (taking into account the associated student effort) across all courses of the programme. This concerns only a couple of modules and assessment methods. the module on Media Management (which is considered an impressive asset to the course) should change its focus on public relations to media management. Conversely the module ought to be retitled into Public Relations. It is suggested that the essay questions should be reconsidered (i.e. made more clearly about media management). It is recognized that Media management is a new academic area and good academic material is

hard to find, all the more so in Greek. Moreover, an extra challenge exists as any decision taken has to satisfy students from all pathways.

4. 4.1

DEVELOPMENTS OVER PERIOD OF REVIEW CHANGES Describe any major changes or developments. These might include: Changes to the order of modules. Changes to assessments. Removing some modules and adding others. Changes to programme specific regulations. (The above changes should all have been approved by the relevant University committees.) Changes of premises or facilities. Change to programme leader or management structures. Changes in the external context. Usually, reviewing the annual programme monitoring reports for the period of review will quickly highlight the main changes worthy of noting.

The panel will be interested in the rationale for and success of any changes implemented during the period of validation. It would therefore be important to provide a short evaluation of each change. Amendments aiming at the incorporation of further improvements in the curriculum and the integration of current technological and scientific developments in the educational procedure remain the top priorities for the teaching team. The tutors constantly aim at making teaching interactive, stimulating, and effective. The teaching team has been working in unison for the past six academic years; therefore, they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The teaching team work closely to ensure regular communication about the delivery of the programme in the best possible way. The tutors were initially alerted to the recurrent problems of the students in their initial contact with essay writing, referencing, etc and they were guided to incorporate in their lectures their advice on such matters. The theoretical modules were regarded as difficult and somewhat irrelevant by a minority of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular TV shows that could be employed as ground for semiotic analysis and the elucidation of the function of cinema as one of the Mass Media. The module Research Methods with the incorporation of additional formative assessments rendered better results. On the other hand, the minority of students, who did not exhibit the proper diligence and responsibility presented a lower general outcome and restricted progress. The concern of the directing students regarding the timely realization of their film project was resolved thought the organization of their productions via centralized coordination on the part of the course leader and tutor Ms Vally Konstantopoulou.

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Any modular changes or modifications that occurred in the course of the three previous years of conducting the academic programme were an outcome of the meetings of the academic team after thorough study of the student feedback, their performance in the whole range of the modules, practical or theoretical, and the comments and suggestions of the external examiner. The changes arranged by the Joint Boards and validated by University Committee are the following: (.appendix 6) N module alteration forms

4.2

STUDENT STATISTICS As far as possible, include: Numbers admitted to the programme Numbers withdrawing or failing Numbers graduating This information should be available from the annual programme monitoring statistics and should cover the entire period of review.

Admissions 2008 2010

Year Admissions By Gender Male Female By Age 18-21

21-24

>24

2008 2009 2010

24 21 43

18 11 25

6 10 18

9 15 20

8 3 13

7 3 10

Entry Characteristics
Year Direct from High School Transfer Institute Vocational Training from of State University Students Other

2008 2009 2010

0 0 0

19 18 39

4 2 1

1 1 3

Cohort Monitoring 2007 2010

Year Lev el Applic ations Admissions Withdrew before the start of the programme 1 Started Program me 23 Withdrew after start of program me 3 Number of failing students 8 Number of students Progressin g 12

2008

52

24

11

2009 2010

3 3

NOTIFICATION OF WITHDRAWALS 2007-2008

NOTIFICATION OF WITHDRAWALS 2008-2009 NAME GEORGIA NIKOLETOPOULOU KATERINA APTOULIAN EMMANOUIL MALAXIANAKIS ALEXANDROS DESPOTOPOULOS IOANNIS TAKTIKOS MNQMU 08007327 07007740 08007329 08007321 08007340

NOTIFICATION OF WITHDRAWALS 2009-2010

NAME JOHN MOUTAFIS ELEFTHERIOS MAVROMMATIS MNQMU 09007582 09007580

NOTIFICATION OF WITHDRAWALS 2010-11 NAME DIMITRIOS BACALOUDIS KONSTANTINOS KONTOPOULOS KONSTANTINOS PALAZIS STERGIOS PASCHOS MNQMU 10010405 10010561 10010558 10010565

??? During the academic year 2010-2011, there were: 43 applicants 43 started their studies (in the strand of Journalism 12 in Athens 8 in Thessaloniki in the strand of film & TV Directing 19 in Athens 4 in Thessaloniki) 1 resit from previous academic years 4 withdrawals 12 passed with distinction 20 passed 15 re-sits

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1 call for re- attendance Statistics Data from four previous academic years Film & TV Directing strand Entry Year 2006/7 2007/8 2008/9 2010/1 Students 3 7 10 23 Male 2 6 9 15 Female 1 1 1 8 <21 2 2 4 13 21 to 24 1 3 4 7 >24 2 2 3 Fees Home 2 13 EU 1 7 10 10

Comment: During the academic year 2009-2010 the strand Film & TV directing of the programme was not conducted due to the lack of the enrolments. This fact was the cause of a restructuring in the marketing policy. The new goal of the marketing department set was the doubling of the potential enrolments. The intensification of the marketing effort resulted in a considerable rise in the cohort numbers. Journalism strand Entry Year 2006/7 2007/8 2008/9 2009/0 2009/0 2010/1 21 to 24 5 2 3 3 Other >24 2 1 3 1 3 Fees Home 8 16 EU 7 10 14 20 1 4 8 -

Students 15 18 14 20 1 20

Male 6 8 9 9 1 8

Female 9 10 5 11 12

<21 8 15 11 16 1 14

The student numbers variation in the strand journalism is satisfying and always the set goals.

If you have any other information on the types of students joining the course you may wish to include this here. For instance, a multidisciplinary health programme might wish to provide data on the different professional backgrounds of the students. Information on graduate employment is also very useful. If you have been unable to gather this information, discuss why. The panel may also be interested in statistical information relating to gender and ethnicity. Graduates of the last three years of the programme have found employment in the fields of cinema and television as assistant directors, editors, directors. They have also created short films in addition to their mandatory final project; they have participated and excelled in local, national, and international short film festivals. A sample of such achievements and a great success can be considered the first award in film direction of the most significant Greek short film Festival, the Drama International Festival, which was conferred to our graduate, George Fortounis, of the 2008 -2009 cohort. It is worthy of note that the programme of studies has attracted professionals from the fields of Film Directing and

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Journalism wishing to upgrade their professional profile with an academic degree. An instance of this trend would be the Director of the Press Office of the International Film Festival of Thessaloniki, a professional journalist for the past decade, which is attending the current years programme. This student is only an instance of professional directors and journalists with relevant experience (in some cases of many years) are attending the programme every year. Some other notable examples would be: Mr John Politis, a renowned, respected journalist and anchorman, with a specialization in political journalism; Christina Baltouna, a journalist with an over a decade long experience in the field; Antonis Gkiokas e.t.c appendix( ) You should comment on any noticeable trends during the period of validation, This might also include trends on a Division, School, or if known, national level. The new factors of the world financial crisis have formulated new circumstances in the work environment of Mass Media in general, including film directing and journalism. The resulting trend is the pursuit of new job opportunities through the internet, the creation of news reports sites, web radio & TV channels e.t.c., which are of particular interest for young practitioners in the field of journalism. Regarding the directing strand, new directors have ventured lately to create their productions with digital media, handling the greatest part of the production process on their own, with the lowest possible costs, and fewer people in the production. The creation of digital channels has contributed to the expansion of interest towards television production, multi-camera setups and live stream connections. During the current academic period, the department participated along with students from other specializations in Media Arts of Educational Organisation in the production of the final project of the students of Westminster University in the module TV production. The project was the creation of a broadcast of a live show to be presented on line at the web TV channel Livestream.com, with live links with Athens (AMC), China, India, and, naturally, London. 4.3 PROGRAMME OPERATION This section should be one of the most substantial. Highlight the key issues that have arisen during the review period. These issues should be easily identified from programme committee minutes and annual programme monitoring reports. Discuss how the programme team attempted to address these issues and how successful this was. Where there were difficulties, be reflective and critical. Remember, the review team will be able to see the examiner reports and will be surprised if any serious issues are not discussed in the review document.

During the academic period 2008-2011, the most basic changes that took place were:
Changes during the academic year 2008- 2009 External examiner recommendations Change in the Internship module: the assessment methods were enhanced through the inclusion of a Self-evaluation report. The Research Methods modules was improved, the teaching methods were enriched and alternative topics for the assignments were proposed. SSCC Meetings

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1. The students expressed their difficulty in approaching theoretical modules such as Research Methods and Media Politics & the Public Sphere, and composing essays, using the library and referencing. Extra tutorials were organized and the duration of the lectures was extended thereby solving the problem and introducing the students to the particulars of academic writing. This was further proven by the final written projects of the students, some of which were of exceptional quality. 2. The students representatives expressed their fellow students worries about the deadlines and doubted whether the administration of the programme adheres to the rules in all cases. All doubts were eradicated through the demonstration of objective data. At the beginning of the second meeting student representatives stated that they have realized that QMU regulations are strictly followed by the administration of the programme and that they wish to fully comply with the rules. The teaching team of the programme felt that the doubts expressed by the students aimed at an indirect demand for an extension in the deadlines. Finally, the students of the Film & TV Directing Strand achieved in submitting their scenarios on time and be close to the completion of the preparation of their films. The expertise that the academic team had gained through their past years experience was crucial in assisting them in the organization of their time. 3. Students of the Film & TV Directing Strand have a mixed attitude towards theoretical modules and especially Research methods in comparison to the students of the Journalism Strand. The tutors believed that some improvement might occur by a shift of the subjects towards film and TV. 4. The tutor Maria Fotinea has to move abroad for professional reasons and therefore was unable to continue her engagement with the programme. The programme committee decided that Mr. Stamatis Poulakidakos will teach the module E-journalism and Mrs. Anastasia Veneti will teach the module Computer Assisted Research & Reporting under Mrs. Foteineas guidance and supervision. The student Hristo Neco asked to discuss the possibility of changing the scenario he had submitted during winter semester because he faces insurmountable difficulties with the actors during the shooting. The tutor Vally Konstantopoulou informed him that she will reply to him as soon as she will discuss the issue with the teaching team. The students Christos Megarchiotis and Alexandros Tsoupras were willing to participate in more than one of their fellow students projects-films and help them as experienced professionals. Most of the Journalism Strand students already work in various Mass Media and this fact enables the procedures followed in the module Internship but on the other hand they need more time for the preparation of their assignments and asked from their tutors for some more help. 2nd PROGRAMME COMMITTEE MEETING 30 March 2009 Minutes The spring semester started with no difficulties. After the end of semester winter, the students who did not study properly had the expected outcomes.

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As a result, complaints concerning their assessment were not accepted since the results were due to their irresponsibility. These students realized that they have to be more diligent. Tutors keep on working in the same way by incorporating the extra tutorials content to the lectures of the theoretical modules so as to prevent difficulties the earliest possible. The students of the Film & TV directing strand are particularly stresses due to their films shootings and their tutors Vally Konstantopoulou, Efthimis Hatzis and Fryni Papageorgiou try their best in order to help them in their shootings preparation and time management so as not to delay submitting their theoretical modules assignments. Furthermore, the tutors of the Film & TV Directing Strand decided to give to the student Hristo Neco the chance to submit a new scenario and start his shootings on condition that he submits all the assignments in the given deadlines. The Programme Leader agreed with this decision. Action Plan OF 2009- 2010 Alteration of the assignments topics of the module Research Methods. The module Co-ordinator Dr Anastasia Veneti. At the beginning of the academic Year. Aiming at supporting students in a better way. Submission of Digital Filmmaking I Module Alteration form completed with a proposed alteration in the submission date of the first assignment. The course leader Magdalene Remoundou & module Co-ordinator Mr Efthimis Hatzis. At the beginning of the academic Year. An improvement in students time management regarding the whole coursework of the Winter Semester. 1st SSCC MEETING13/11/2009 MINUTES Some students faced difficulties in the theoretical module Research Methods. The teaching staff due to prior knowledge scheduled extra tutorials and added formative assessments. The students referred to frequently occurring matters such as composing an essay, using library resources and Harvard referencing system. Having anticipated them, extra tutorials were incorporated in the lectures. Students are less wary as to following assessment regulations and keeping deadlines though some expressed their concern about unpredictable circumstances occurring as a normal part of life. Moreover, students have not familiarized themselves with the e-platform Moodle and some are trying to avoid using it due to technical difficulties and/or their pc connection at home. The tutors attending explicitly stated that the College facilities are meant to cover students needs, as students need to focus on managing their time including the above mentioned facilities. 1st PROGRAMME COMMITTEE METTING 24/11/2009 At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. This method followed for the past years has proven to be productive.

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After the submission of the first written assignments, the progress of the students was evident. However, there are still some difficulties in the theoretical modules, particularly in the module Research Methods. The teaching team ascribes this to the attitude students have towards theoretical modules on one hand and to rumors passed around by former graduates which lead to insufficient preparation on the other. The tutors examine the possibility of enhancing the module through altering the assignments, a proposal to submit in the next Joint Board. The new appointed tutor Achilleas Karadimitriou who has replaced Maria Fotinea in the modules of the Journalism strand appreciates the positive environment within the cohort and through the educational procedure. Students find the modules interesting and Mr Karadimitriou is proactive and supportive, especially when it comes to using the e-platform Moodle. Moreover, all teaching staff support and guide students to use campus facilities such as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time. This academic year, the tutors having the experience gained from previous years tried to guide the students form the beginning towards a correct time management, a fact which proved to be fruitful. 2nd SSCC MEETING5/03/2010 At the beginning of the meeting students representatives expressed that the majority of students are satisfied with the placement facilities. In some cases though, there are some absences due to personal/family issues. The Course Leader is aware of this and has liaised with the Counseling Centre and the placement supervisors so as to address this matter. Academic essay writing and using Moodle has been dealt with successfully. 2nd PROGRAMME COMMITTEE MEETING 22/03/2010 From prior experience as the programme has been running for 8 years, it is evident that each year when winter semester finishes, students who were not devoted in their studies had poor performance and that spring semester begins with no difficulties. Those students have realized their responsibilities and the fact that they need to be more diligent. Tutors keep on working in the same way by incorporating the extra tutorials content to the lectures of the theoretical modules so as to prevent difficulties. Absence was monitored for the module Internship and was dealt with. The Course Leader liaised with the supervisors and dates and hours were modified so as to accommodate the students who also made an appointment with the counselling service. From what they stated, this helped them enormously. Action Plan OF 2010-2011 Change in the weights of assignments of Mass Media & Modern Society: oral presentation from 60% to 40% and the essay to 60% on a subject of relevant weight. For Media Law & Ethics an oral presentation for 30% & and a Final Written Exam for

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70% of three hour duration instead of two. Programme Leader Module Co-ordinator Winter Semester.Mass Media & Modern Society Spring Semester Media Law & Ethics. Better correlation of the weight and the content of the assessments. To make the students comply with the submission deadlines for the assignments, as formulated by the academic team and submitted at the validation event for the programme leading to the materialization of Thessaloniki Campus, June 2011. Programme Leader & Programme Committee. At the beginning of the academic year. Smooth and uninterrupted flow in the submission of assignments. No multiple (2 or more) tasks should be assigned with the same deadline. Sounder application of the academic procedure. Change of the assignments subject matter for the Media Management module. Programme Leader & Programme Committee. Spring Semester. The module be oriented more towards Media Management and not public relations. Review the course in preparation for the forthcoming revalidation event on 2012. Course Leader & Programme teaching staff. During the winter semester 2011 -2012 till early spring 2012. Get the programme successfully revalidated. 1st SSCC MEETING 10/11/2010 MINUTES Some students faced difficulties in the theoretical modules Research Methods, as was expected from our previous year experiences. The teaching staff based on their prior knowledge has prepared formative assessments and organized scheduled extra tutorials with the contribution of the tutor Vally Konstantopoulou constructed especially for students of the directing strand. The students were introduced and frequently briefed on educational matters such as composing an essay, using library resources and referencing according to the Harvard system. As all potential difficulties have been anticipated, extra tutorials were incorporated in the lectures. The various adverse conditions, esp. due to the recurrent strikes in mass transport media, obstructed the proper delivery on the deadlines. The students showed their willingness to supersede obstacles and meet the deadlines properly. The directing students were initially reluctant to conform to any theoretical modules in Media, as they failed to comprehend their use in the creation of a film, but after their introduction to the rationale behind these modules they realized their value for the artistic process and they participated actively in them. 1st PROGRAMME COMMITTEE METTING 29/11/2010 At the beginning of the meeting, tutors referred to the fact that they had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. This method followed, for the past years, has proven to be productive. After the submission of the first written assignments, the progress of the students was evident. However, there are still some difficulties in the theoretical modules, particularly with some of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular tv shows that can be employed as ground for semiotic analysis and the elucidation of the function of cinema as one of the Mass Media. All members of the teaching staff support and guide students in using campus facilities such as the library and e-resources, and studying within College premises so as to manage effectively their time and submit their assignments on time, thereby

18

avoiding any potential problems that might arise from unforeseen circumstances such as strikes at the mass transportation media. Throughout the current academic semester, the tutors bearing in mind the experience gained from previous years, tried to guide the students from the very beginning towards a proper time management, a strategy which yielded good results. As far as the general time management and the smooth realization of the academic procedure the delivery of the first assignment of DF1 (script) was reassessed and moved back to the initial final date of the sixth week instead of the 10 th that was suggested. In such a way, the realization of the Digital filmmaking 1& 2 module is divided more evenly and rationally. As an additional measure, all the deadlines of assignment submission have been reexamined and redefined thoroughly so as to prevent 2- 3 assignment submission deadlines from coinciding. The submission deadlines of all the assignments, as redefined, were submitted to the validation event for the materialization of the programme in Thessaloniki for the academic year 20102011. You may wish to mention such issues as: Resources () Staffing () Marketing ( ) Administrative support ( ) Student issues Anything else that affected the smooth operation of the programme Some programme teams find it useful to separate out more operational issues for inclusion in this section, and discuss more strategic developments (such as learning and teaching philosophy) in later sections. However, how you divide up these sections is up to you as long as you cover everything. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. 5. TEACHING AND LEARNING STRATEGIES Discuss your approaches to teaching and learning and any changes to delivery methods. Highlight any particularly good practice. Has your thinking evolved at all as to the best way of delivering this programme? Have you introduced any changes to make learning more student-centred? Has your approach to formative assessment been successful? Apart from the teaching methods employed by the programme up to this day, i.e. participation of students in in-and-out of class projects, lectures and seminars, film projections, conferences, academic presentations, while developing their academic writing skills through special tutorials, it was decided that inquiry based learning should be employed to a greater extent. The method will lend to the teaching process greater interactivity, implicating the students and their creativity more widely and in greater depth, and will build up the student interest for more theoretical modules such as Research Methods, which tend to be approached unwillingly by the majority of students. This module in particular during the past period of implication of the programme has become the subject for extensive dialogue and speculation among the academic team in order to attract the interest of the cohort for this particular module and minimize the margin of failure.

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Based upon the feedback of the previous three years, we proceed to the aforementioned change through employing the particular teaching method. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. Personal Academic Tutors are also assigned to each student. , various types of assessment may be used including projects, essays, oral presentations (production of film and TV programmes which will be recorded in audiovisual digital format), assessed coursework etc. projects , , , , , enquire based learning. , Research Methods. . feedback . Attitudes Tutors should recognize that all students can learn, desire to promote social diversity through curriculum, believe in the need to align student needs with teacher objectives, encourage students to respond critically to different kinds of texts, commit to continuing professional growth, develop habits of critical thinking, recognize the value of diverse opinions, desire to promote the arts and humanities to students, and encourage students to read and write about their textual understandings. Media Tutors believe that knowledge of print and non-print media is necessary to understand contemporary culture, communication and Media art. Instructional Media can aid and add to the Mass Communication & Media arts. Assessment The student learning ought to be assessed in multiple ways; they should understand that standardized testing alone does not adequately reflect student learning, and should become proficient in creating, implementing, and using formative, summative, formal, and informal assessments of student learning. Research and Theory The major trends in research and theory from both strands Film and Journalism is essential for effective understanding.

Content Knowledge
Media Development

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Tutors view growth in Media as a developmental process related to reading, writing, speaking, listening, observing, and thinking should be treated as interrelated, and social, cultural, and artistic environments. Media Analysis Tutors think of the Media area as dynamic rather than static, and they understand that there are many viable and valid versions of projects. Composition Tutors understand that oral, written, and visual composition requires an understanding of multiple processes, and that verbal and visual Media (code of communication) language influence thought and action. Reading and the relative Literature of the field Tutors think reading as a constructivist and transactional process. The proficient readers are conscious of their own comprehension processes. The effective teaching requires knowledge of relative literature of the field representing multiple worldviews for classroom discussion, and that literature is a source for exploring and interpreting human experience. Instructional Planning Tutors involve both collaborative and independent student learning and using a variety of materials and media to work on interdisciplinary instructional units. Instructional Performance Tutors promote respect for and understanding of academic, cultural, and gender differences in the classroom, stimulate students in active learning processes, use students work as part of instruction, and incorporate technology. Instructional Assessment Tutors promote respect for challenging student discourse, use feedback to teach students, develop ways to communicate assessment results to diverse audiences, and use assessment to improve instruction. Instruction in Oral, Written, and Visual Languages Tutors enrich and expand Media resources for different social and cultural settings, engage learners in discussion, interpretation, and evaluation of ideas, and design instruction that reflects Mass Communication as a dynamic human creation. Instruction in Reading, Literature, and Non print Media Tutors build a reading, listening, and viewing community where students respond, interpret, and think critically to a variety of projects.

10. Quality Enhancement of Learning, Teaching and Assessment During the second year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. This fact enhances the curriculum of the programme as well as the approved changes in the assessment patterns that have been made in some modules. The assessment patterns of the modules try to cover all the parameters and demands of the job market, and as proved by the results of the 2nd year of delivery of the revalidated programme they have been fruitful.

21

The teaching team of the programme are in parallel active professionals and scientific associates of the Greek Public University and as a result they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The programme after its successful completion provides the students with the possibility of continuing their studies in a post-graduate level or being directly absorbed by the job market. Generally the students results showed a well-balanced progress. This fact enhances the curriculum of the programme as well as the approved changes in the assessment patterns that have been made in some modules. The assessment patterns of the modules try to cover all the parameters and demands of the job market, and as proved by the results of the programme they have been fruitful. The teaching team of the programme are in parallel active professionals and scientific associates of the Greek Public University and as a result they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who approach our institution well prepared with updated portfolios so as to meet the demands of the interviews that will grant them entrance to the programme. Firstly, we have taken steps so as to enhance a permanent quality culture as a backbone that can be dynamic at the same time and evolve as our programme advances so as to procure continuous improvement. At the same time, attention has been paid to the personal beliefs and values of our academic, administrative and general staff members. Our basic tools are recruitment strategies, training activities, induction schemes, recognition meetings and promotion towards permanency criteria. We have sought to integrate students as active participants in decisions about how learning and teaching activities are conducted, but also to support their personal value systems. In the 21st Century the most significant challenge for graduates will be to manage their relationships with work and with learning. This requires skills such as negotiating, action planning, management and networking, added to qualities of selfawareness and confidence. These are the skills required to be "self-reliant" in career and personal development. In developing these skills there is a part to be played by the academic team, the students themselves, and employers in the private and public sector. In order to make full use of their skills, graduates need new opportunities to apply them. Traditional graduate jobs will not absorb the growing numbers of graduates. The greatest potential is likely to be in smaller businesses, which have not tended to recruit graduates in the past. But to make this work, small businesses will need to understand the benefits graduates can bring. Graduates will also need to understand the labour market. Towards this direction we have tried to include SelfReliance Skills within the courses and inform potential employers on their availability and the benefits of employing our graduates. In the Greek Job market in the time of general crisis students have to be briefed on

22

the following facts and how to tackle them: there is no job for life, maintaining employability, a major decline of loyalty, the building of a desire for variety, and an expectation of multiple careers, managing an autonomous career with a balanced and comfortable lifestyle. The programme after its successful completion provides the students with the possibility of continuing their studies in a post-graduate level or being directly absorbed by the job market. 11. Good Practice and Innovation Please highlight any examples of good practice or innovation in the past year. he teaching team asks from its students to use in their projects and assessments the most recent developments and innovations that are applied in the Mass Media. In the specialist resources, there have been added three High Definition cameras and the students of the Film & TV Directing become aware of and familiarize themselves with the latest technological advances. Two students films were approved and will officially participate in the competition part of the greatest and most important Greek Short-film Festival in the Greek city Drama. The film of one student titled Piretos (Fever) was awarded the first prize of Greek Short-film Festival in the Greek city Drama. Additionally, the film of the 2007-2008 graduate named Katerina Gioulmichalaki that participated in the Festival of Naousa was awarded the first prize. Students of the Journalism strand in the previous academic year had to create a blog in the Internet, which is a recent technological development relating to their field, and students of the Film & TV Directing strand had to research the new technical means that are applied in filming and in use of camera lenses. During the academic year 2009-2010 the number of distinctions is worth noticing. It s important to be mentined that the graduate Iakovidis Kyriakos QMUMN 09007592 was accepted in the middle of the spring semester to continue his studies on a postgraduate level at Royal Holloway University of London. Therefore, the initial belief of the teaching team that the enhancement in the content of the modules and the assignments would be fruitful, is a conviction. Nevertheless, alterations aiming at further improvement in the curriculum and the incorporation of current technological and scientific developments in the educational procedure remain top priorities for the teaching team. The tutors constantly aim at making teaching attractive. Staff development seminars was organized by the director of CAP of the QMU Dr Roni Bamber, where among others, tutors presented a microteaching session that was videotaped. It is also worth mentioning that AMC College is currently using the method of peer observation; the notes of peer tutors aim at the enhancement of teaching methods, with the exchange of relevant experiences. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who come well prepared with an updated portfolio to the interviews in order to apply for the programme.

23

The External Examiner confirms the balance in the materialisation of the programme which is mirrored in the marking procedure.

Quote : Once again I was impressed by the detailed and constructive feedback and the rigorousness of the internal moderation process. The marking feedback that follows for the structure of positive, negative and points for improvement remains an area of good practice.
Special attention has been paid as to take ongoing care towards quality management through processes such as collecting and interpreting staff data, promoting and sharing good practice. During the fourth year of delivering the programme after its revalidation in 2007, 2010-2011, the number of distinctions is worth noting, along with the success of the graduate Karamanolis Theodoros, QMUMN 10010382 in the continuation of his studies at the University of Edinburgh in MSc in Film in the Public Space programme. The success of our graduate Iakovidis Kyriakos QMUMN 09007592 is also notable: he was accepted in the middle of the spring semester of the academic year 2009 2010 to continue his studies on a postgraduate level at Royal Holloway University of London, and he has enrolled as a PhD student in Coventry University. On a different level of distinctions, Kalamakis Vassilis QMUMN 10010387, film titled Cut damn!, his final project for the module Digital Filmmaking was chosen to participate in the competitive section of the 31st Munich International Festival of Film Schools, November 13 to 19 2011, at the Drama Greek Short Film Festival, and at the Comedy Cluj Festival in Romania. Ariadni Papanastasious QMUMN 10010385 film Half Day of Freedom was awarded a honorary distinction at the 2nd Argo Film Festival in Volos. Screenings of the film projects submitted by the graduates of the course in Greece and in the UK respectively. We propose that films by the Greek graduates which received A should be incorporated into the public screening of the films organized by the QMU for its graduates in the UK. Seminars and lectures of well known professionals taking place in Greece and UK could be attended by the students of the programmes in both countries at the same time, using teleconference and simultaneous interpretation. 2011

The programme tries to be updated concerning the developments and new demands of the Mass Media job market. Consequently, the teaching team asks from its students to use in their projects and assessments the most recent developments and innovations that are applied in the Mass Media. In the specialist resources, there have been added two High Definition cameras and the students of the Film & TV Directing become aware of and familiarize themselves with the latest technological advances. Two students films were approved and will officially participate in the competition part of the greatest and most important Greek Short-film Festival in the Greek city Drama. The film of one student titled Piretos (Fever) was awarded the first prize of Greek Short-film Festival in the Greek city Drama. Additionally, the film of the 2007-2008 graduate named Katerina Gioulmichalaki that participated in the Festival of Naousa was awarded the first prize. Students of the Journalism strand in the previous academic year had to create a blog in the Internet, which is a recent technological development relating to their field, and students of the Film & TV Directing strand had to research the new technical means that are applied in filming and in use of camera lenses.

24

During the third year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. The number of distinctions is worth noticing and the success of our graduate Iakovidis Kyriakos QMUMN 09007592 who was accepted in the middle of the spring semester to continue his studies on a postgraduate level at Royal Holloway University of London. Therefore, the initial belief of the teaching team that the enhancement in the content of the modules and the assignments would be fruitful, is now a conviction. Nevertheless, alterations aiming at further improvement in the curriculum and the incorporation of current technological and scientific developments in the educational procedure remain top priorities for the teaching team. The tutors constantly aim at making teaching attractive. During the academic year 2009-2020, pastoral support with psychologists was available at the AMC counseling centre. Additionally, there is an academic learning centre to support the students in academic writing, apart from the extra tutorials that are included in the students lectures. The teaching team of the programme are in parallel active professionals and scientific associates of the Greek Public University and as a result, they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working closely for the past five academic years therefore they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. A of staff development seminars was organized by the director of CAP of the QMU Dr Roni Bamber, where among others, tutors presented a microteaching session that was videotaped. It is also worth mentioning that AMC College is currently using the method of peer observation; the notes of peer tutors aim at the enhancement of teaching methods, with the exchange of relevant experiences. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who come well prepared with an updated portfolio to the interviews in order to apply for the programme. The External Examiner confirms the balance in the materialisation of the programme which is mirrored in the marking procedure.

Quote : Once again I was impressed by the detailed and constructive feedback and the rigorousness of the internal moderation process. The marking feedback that follows for the structure of positive, negative and points for improvement remains an area of good practice.
1. Screenings of the film projects submitted by the graduates of the course in Greece and in the UK respectively. 2. We propose that films by the Greek graduates which received A should be incorporated into the public screening of the films organized by the QMU for its graduates in the UK.

25

3. Seminars and lectures of well known professionals taking place in Greece and UK could be attended by the students of the programmes in both countries at the same time, using teleconference and simultaneous interpretation. During the fourth year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. The number of distinctions is worth noting, along with the success of the graduate Karamanolis Theodoros, QMUMN 10010382 in the continuation of his studies at the University of Edinburgh in MSc in Film in the Public Space programme. The success of our graduate Iakovidis Kyriakos QMUMN 09007592 is also notable: he was accepted in the middle of the spring semester of the academic year 2009 -2010 to continue his studies on a postgraduate level at Royal Holloway University of London, and he has enrolled as a PhD student in Coventry University. On a different level of distinctions, Kalamakis Vassilis QMUMN 10010387, film titled Cut damn!, his final project for the module Digital Filmmaking was chosen to participate in the competitive section of the 31st Munich International Festival of Film Schools, November 13 to 19 2011, at the Drama Greek Short Film Festival, and at the Comedy Cluj Festival in Romania. Ariadni Papanastasious QMUMN 10010385 film Half Day of Freedom was awarded a honorary distinction at the 2nd Argo Film Festival in Volos. Amendments aiming at the incorporation of further improvements in the curriculum and the integration of current technological and scientific developments in the educational procedure remain the top priorities for the teaching team. The tutors constantly aim at making teaching interactive, stimulating, and effective. The teaching team of the programme are simultaneously active professionals and scientific associates of the Greek University sector and as a result, they are aware of the most current and advanced scientific and technological developments in their field of studies. Consequently, the assessments and formative tasks they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working in unison for the past six academic years; therefore, they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who approach our institution well prepared with updated portfolios so as to meet the demands of the interviews that will grant them entrance to the programme. Firstly, we have taken steps so as to enhance a permanent quality culture as a backbone that can be dynamic at the same time and evolve as our programme advances so as to procure continuous improvement. At the same time, attention has been paid to the personal beliefs and values of our academic, administrative and general staff members. Our basic tools are recruitment strategies, training activities, induction schemes, recognition meetings and promotion towards permanency criteria. We have sought to integrate students as active participants in decisions about how learning and teaching activities are conducted, but also to support their personal value systems. Special attention has been paid as to take ongoing care towards quality management through processes such as collecting and interpreting staff data, promoting and sharing good practice.

26

In the 21st Century the most significant challenge for graduates will be to manage their relationships with work and with learning. This requires skills such as negotiating, action planning, management and networking, added to qualities of selfawareness and confidence. These are the skills required to be "self-reliant" in career and personal development. In developing these skills there is a part to be played by the academic team, the students themselves, and employers in the private and public sector. In order to make full use of their skills, graduates need new opportunities to apply them. Traditional graduate jobs will not absorb the growing numbers of graduates. The greatest potential is likely to be in smaller businesses, which have not tended to recruit graduates in the past. But to make this work, small businesses will need to understand the benefits graduates can bring. Graduates will also need to understand the labour market. Towards this direction we have tried to include SelfReliance Skills within the courses and inform potential employers on their availability and the benefits of employing our graduates. In the Greek Job market in the time of general crisis students have to be briefed on the following facts and how to tackle them: there is no job for life, maintaining employability, a major decline of loyalty, the building of a desire for variety, and an expectation of multiple careers, managing an autonomous career with a balanced and comfortable lifestyle.

6.

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

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

27

AMC has a counseling service and it is based in Maroussi campus that is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nikolaou, Head of Counseling Center and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, and the psychologist Ms Natalia Koutrouli are both available for all AMC students to meet after making an appointment. PATs are in charge of providing students with personalized advice; each PAT is assigned his/her students at the beginning of each academic year. Notice boards are always kept up-to-date with module and timetable information together with information on any kind of academic and/or cultural event. A Student Staff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic and programme issues and/or concerns. All teaching staff is available to the students and accessible through their announced office hours and e-mail addresses to help them in any difficulty. A Students Welfare Centre is based in Maroussi campus for all AMC students. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoudou. A Students Welfare Centre is based in Maroussi campus for all AMC students.Pastoral support with psychologists is available at the AMC counseling centre. AMC has a counseling service and it is based in Maroussi campus that is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nikolaou, Head of Counseling Center and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, and the psychologist Ms Natalia Koutrouli are both available for all AMC students to meet after making an appointment. Additionally, there is an academic learning centre to support the students in academic writing, apart from the extra tutorials that are included in the students lectures. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. Personal Academic Tutors are also assigned to each student. PATs are in charge of providing students with personalized advice; each PAT is assigned his/her students at the beginning of each academic year. Notice boards are always kept up-to-date with module and timetable information together with information on any kind of academic and/or cultural event. A Student Staff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic and programme issues and/or concerns. All teaching staff is available to the students and accessible through their announced office hours and e-mail addresses to help them in any difficulty. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoudou. All members of the teaching staff support and guide students in using campus facilities such as the library and e-resources, and studying within College premises so as to manage effectively their time and submit their assignments on time, thereby avoiding any potential problems that might arise from unforeseen circumstances such as strikes at the mass transportation media. As the programme has been running for 10 years, it has been evident from prior experience that each year, when winter semester is completed, students who were

28

not devoted to their studies have poor performance. On the contrary, spring semester begins with no difficulties for those students who have realized the extent of their responsibilities and the fact that they need to be more diligent, and have paid heed to it. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. Personal Academic Tutors are also assigned to each student. PATs are posted so as to personally advise students and a PAT list is made available in the beginning of the academic year. A big notice board is always kept upto-date with module and timetable information together with any kind of academic and/or cultural event. Student Stuff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic concerns. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. Personal Academic Tutors are also assigned to each student. A Students Welfare Centre is based in Maroussi campus for all AMC students. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoundou. During the academic year 2010-2011, the team worked closely to ensure regular communication about the delivery of the programme in the best possible way. The tutors were initially alerted to the recurrent problems of the students in their initial contact with essay writing, referencing, etc and they were guided to incorporate in their lectures their advice on such matters. The theoretical modules were regarded as difficult and somewhat irrelevant by a minority of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular tv shows that could be employed as ground for semiotic analysis and the elucidation of the function of cinema as one of the Mass Media. All members of the teaching staff support and guide students in using campus facilities such as the library and e-resources, and studying within College premises so as to manage effectively their time and submit their assignments on time, thereby avoiding any potential problems that might arise from unforeseen circumstances such as strikes at the mass transportation media. As the programme has been running for 9 years, it has been evident from prior experience that each year, when winter semester is completed, students who were not devoted to their studies have poor performance. On the contrary, spring semester begins with no difficulties for those students who have realized the extent of their responsibilities and the fact that they need to be more diligent, and have paid heed to it. The module Research Methods with the incorporation of additional formative assessments rendered better results. On the other hand, the minority of students, who did not exhibit the proper diligence and responsibility presented a lower general outcome and restricted progress. The concern of the directing students regarding the timely realization of their film project was resolved thought the organization of their productions via centralized coordination on the part of the course leader and tutor Ms Vally Konstantopoulou.

29

7.

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

During 2009, the tutor Anastasia Veneti was awarded her PhD by the National Kapodistrian University of Athens, Department of Media Communication Studies. Title of thesis: Political advertisement and behaviour: information and manipulation of the citizen. Subtitle: The young voters and the redefinition of the political advertisement. During the academic session 2008-2009, Dr. Veronica Bamber and her team from the QMU Centre of Academic Practice organised and presented two series of seminars to the teaching teams of the programmes run by AKMI Educational Organisation. The first series took place in mid January and the second in early March. The main topics that were discussed during the seminars were: Course Structure Learning UK philosophy, theory, styles, approaches to learning Levels of learning (Bloom, SCQF) Factors which influence learning Student-centred learning Constructive alignment of learning, teaching, assessment L&T: Methods and Approaches (1) Teaching methods to encourage deep learning / student engagement Lecturing for learning L&T: Methods and Approaches (2) Teaching methods to encourage deep learning / student engagement Small group learning Evaluating your teaching and student learning Assessment principles and practices The Assessment Cycle (define, plan, communicate with students, formatively assess, adapt L&T, summatively assess, double mark, record achievements, External Examiner, Exam Board, evaluate) Assessment for learning using formative assessment feedback for learning Criteria-based marking activity

30

On February of the academic year 2009-2010 Dr Veronica Bamber organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented. Roles and Responsibilities of Programme Leaders (PLs) Leading with Responsibility but no Authority Leading and Motivating Staff Managing Difficult Situations Running Meetings Inducting new teaching staff Evaluating L&T on your Programmes Time and crisis management Throughout the academic period 2010-2011 no seminars for the educational development and upgrade of methods of academic staff were held, as the former course of seminars was recent. During the spring semester of the previous year (2009-10), Dr Veronica Bamber director of QMU Centre of Academic Practice organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented. The programme leaders were guided and handed materials regarding their roles and responsibilities, and especially regarding the following strands: Leading with Responsibility but no Authority, Leading and Motivating Staff, Managing Difficult Situations, Running Meetings, Inducting new teaching staff, Evaluating L&T on your Programmes, Time and crisis management. The impact of the recurrent strikes and demonstrations in the centre of Athens in the close vicinity of the college was treated with special measures as a change in the schedule of the classes. Contrary to the crisis, we were able to find internships for all of our students. Additionally, the programme is to undergo the revalidation process in 2012, and as a result it has been deemed more efficient that the relevant seminars be given during the academic year 2011-2012. Dr Veronica Bamber revalidation event, 6& 7 2012. Details of staff development, consultancy and research activities undertaken during the reporting period: During 2009, the tutor Anastasia Veneti was awarded her PhD by the National Kapodistrian University of Athens, Department of Media Communication Studies. Title of thesis: Political advertisement and behaviour: information and manipulation of the citizen. Subtitle: The young voters and the redefinition of the political advertisement. During the academic year 2009-2010 Achilleas Karadimitriou, who this academic year taught the modules E-Journalism and Computer Assisted Research and Reporting after the appointment of the former tutor in the public sector, is currently a PhD candidate at the National and Kapodistrian University of Athens, Faculty of

31

Communication and Media Studies. Title of PhD thesis: Public service television in Europe: the case of Greece The course leader Magdalene Remoundou attended a postgraduate programme of studies at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies, strand Cultural Studies. The duration of this programme was 3 academic semesters and is to be consummated in February 2012. The two PhD candidates, tutors Mr Stamatis Poulakidakos and Mr Achilleas Karademetriou are successfully pursuing their course of studies within the aforementioned department. 8. RESOURCES Discuss briefly whether there have been sufficient resources to support the programme delivery. Where resources have been lacking, discuss why. (These may be institutional issues beyond the immediate control of the programme team.) Highlight any changes over the period of the review. In preparing this section, it is recommended that you consult the Dean of School or other staff with responsibility for resources. If this section highlights any changes to the programme you now wish to make, you should list these recommended changes here. Comments will be passed to the Dean of School for a response.

Staff
The teaching staff consists of (1) Political Scientist, Media Producer and TV Director, (1) Political Communication scientist & Film TV Director and Producer, (1) Public Relation Scientist, (1) Political Scientist (1) Social scientist & Journalist (1), Film & TV Director (2), Film & TV Editor (1) . They all contributed to the delivery of the programme for the academic year 2010-2011. In addition to the teaching staff, the programme enjoys the support of leading professionals in the field of TV broadcasting area that offer seminars on a regular basis.

Library
Students deliver their essays by using guided bibliography that is pointed out to them by the tutors. The students that attend BA in Mass Communication and Media Arts programme have access to the part of library located in the downtown campus of AKMI Metropolitan College, with media titles expanded and updated. Laptops and easy access to the internet are at their disposal. The students also have access to the QMU electronic library resources on line and University of Athens library catalogue. To AMC 2009 e-learning moodle.

Computing
The Department of Journalism has access to laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB,2GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection. OS system: Microsoft Windows XP and 7.

32

The Department of Film & TV directing has access to laboratories that are equipped with i-MAC 5,1 CPU intel core 2 duo, RAM 1GB, HDD 500 GB, VGA card ATI RADEON X 1600, OS SNOW LEOPARD.

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

9.

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

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

33

34

35

APPENDIX AMR

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2008- 2009 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader Magdalene Remoundou 3. Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year: (a) Progress made toward the achievement of objectives outlined in the annual report for the previous academic session: During the academic session 2008 2009 most objectives outlined in the annual report were achieved. The programme ran in both strands (Journalism and Film & TV Directing). The improved programme that was validated in April 2007 ran for second time this academic year. Additionally, this year a change in the assessment pattern of the module Digital Filmmaking II was approved. The decision that was taken during the Joint Board of Studies in 2008 was to replace the existing 3 assignments with one as the external examiner had proposed. It is a 10 credit module and on the one hand three assignments were too much for such a module and on the other hand students were always complaining for the workload. As it was materialized during the academic year 2008-2009, the one assignment proved to be more fruitful to the students of the programme.

36

The assessment criteria of the module Internship were expanded as it was proposed in the Joint Board of Studies in 2008. As a result, students had a more complete idea relating to the demands of the module. According to the new external examiners comments, these assessment criteria need some more improvements especially in the ways students own learning and critical reflection on their work are assessed. The theoretical modules such as Research Methods, in which students faced difficulties, were materialized following the proposals that were made during the Joint Board of Studies in 2008. There were many more formative assessments and exercises, as well as extra tutorials. Despite these amendments, students still encountered problems in the understanding of the module but the teaching team reckons that there was some progress in the students. A fact also noted by the external examiner. According to the decisions made in the Joint Board of Studies in 2008, during academic year 2008-2009 tutors used the full range of marking scale. This fact was pinpointed by the external examiner during the Exam Board of Studies in July 2008 and she noted that she was impressed by the accurate and fair use of wide range of marks. (b) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies: The last academic years and in accordance with the continuous technological developments, students of the Film & TV Directing Strand tend to focus more on the practical side of their studies against the theoretical one. As a result, they do not meet the deadlines given for the theoretical modules assignments and the assignments of the theoretical part of the directing modules. This matter concerns more the students who have studied in a vocational level and have been orientated towards the practical part of the film production process and not the more mature students who have entered the programme after being for a while in the market or have completed similar academic studies. The teaching team has identified the problem and already considers possible solutions which could improve and enhance the academic procedures towards this direction. 4. Response to review/accreditation and/or subject review Action taken in response to review, professional accreditation and/or subject review visits undertaken during the reporting period (i.e. Session 2008-2009), together with summary of further action proposed (if appropriate). This will include action taken in response to conditions and recommendations made by validation and review panels since the most recent event (in some cases this will have taken place before the start of the reporting period): N/A 5. Response to student/staff/External Examiner/employer feedback Action taken in response to feedback received from students (via student staff consultative committees and individual module evaluations), staff, advisory bodies, employers and from External Examiners during the reporting period i.e. 2008-2009, together with a summary of further action proposed:

37

Response to External Examiner Report

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

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

During the academic year 2008-2009, there was constant collaboration with the teaching team in order to materialize the programme and deliver it in the best possible way. 6. Equality and Diversity Action taken or issues identified relating to the enhancement of equality and diversity, whether in relation to recruitment, student support, curriculum content, or methods of learning, teaching and assessment. (For example, adjustments made to promote accessibility for disabled students, or repositioning of module content to reflect issues relating to gender, age, religion, faith, belief, race, ethnicity or sexual orientation.) During the academic year 2008-2009 there were no issues relating to equality and diversity.

38

7. Analysis of performance indicators Commentary on statistical information (as provided in the appendices to the annual monitoring report). Please comment only on significant trends or changes, taking account of previous years statistics. Note that any statements made in this section should be evaluative rather than descriptive, suggesting reasons for changes or trends, backed up with specific reference to the underlying statistics During the academic year 2008-2009, there were: 52 applicants 24 started their studies. 14 in the strand of Journalism 10 in the strand of Film & TV Directing 4 withdrawals (3 in the strand of Journalism + 1 withdrawal from the results of the Exam Board) 0 withdrawals in the strand of Journalism 5 passed with distinction 8. Teaching & Learning (a) Details of staff development, consultancy and research activities undertaken during the reporting period: This year, the tutor Anastasia Veneti was awarded her PhD by the National Kapodistrian University of Athens, Department of Media Communication Studies. Title of thesis: Political advertisement and behaviour: information and manipulation of the citizen. Subtitle: The young voters and the redefinition of the political advertisement. (b) Details of major academic developments, including developments in teaching and learning; programme content and/or delivery; developments in collaboration with external agencies and/or in response to special initiatives e.g. University or SFC/Scottish Executive initiatives: During the academic session 2008-2009, Dr. Veronica Bamber and her team from the QMU Centre of Academic Practice organised and presented two series of seminars to the teaching teams of the programmes run by AKMI Educational Organisation. The first series took place in mid January and the second in early March. The main topics that were discussed during the seminars were: Course Structure Learning UK philosophy, theory, styles, approaches to learning Levels of learning (Bloom, SCQF) Factors which influence learning Student-centred learning

39

 Constructive alignment of learning, teaching, assessment L&T: Methods and Approaches (1) Teaching methods to encourage deep learning / student engagement Lecturing for learning L&T: Methods and Approaches (2) Teaching methods to encourage deep learning / student engagement Small group learning Evaluating your teaching and student learning Assessment principles and practices The Assessment Cycle (define, plan, communicate with students, formatively assess, adapt L&T, summatively assess, double mark, record achievements, External Examiner, Exam Board, evaluate) Assessment for learning using formative assessment feedback for learning Criteria-based marking activity

9. Resourcing Resourcing needs identified (e.g. staffing, accommodation and equipment) during the academic session under review, with suggestions for how these can be realised:
Staff

The teaching staff consists of (1) Political Scientist, Media Producer and Director, (1) Political Communication scientist & TV Director and Producer, (1) Public Relation Scientist, (1) Political Scientist (1) Social scientist & Journalist (1) Film & TV Director, (1) Director, Editor & Visual Digital Arts specialist. They all contributed to the delivery of the programme for the academic year 2008-2009. In addition to the teaching staff, the programme enjoys the support of the leading names in the TV broadcasting area that occasionally give seminars.
Library

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

The Department of Journalism has access to 6 laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection.
Specialist Resources

40

The Department has invested in facilities that are needed for these study specializations, an Internet radio studio that students can use for their recordings and for broadcasting informative programmes. Amongst our resources there are two very well equipped television studios where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETASP and of the latest digital format cameras, High Definition system which are used by students for shooting on location. Finally, the students use the post-production studio as it is equipped with digital technology AVID And FINAL CUT and analogue BETA SP System.
Student Counseling Facilities

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

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

10. Quality Enhancement of Learning, Teaching and Assessment (a) Commentary on action taken to address the QELTA Strategy. Please refer to relevant actions identified in the 2008-2009 implementation plan. During the second year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. This fact enhances the curriculum of the programme as well as the approved changes in the assessment patterns that have been made in some modules. The assessment patterns of the modules try to cover all the parameters and demands of the job market, and as proved by the results of the 2nd year of delivery of the revalidated programme they have been fruitful. The teaching team of the programme are in parallel active professionals and scientific associates of the Greek Public University and as a result they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The programme after its successful completion provides the students with the possibility of continuing their studies in a post-graduate level or being directly absorbed by the job market. (b) Commentary on action taken in relation to Enhancement Themes. Past themes: Assessment, Responding to Student Needs, Employability, Flexible Delivery, Integrative Assessment, The First Year, Research Teaching Linkages.

41

Current themes: Quality Cultures and Systems & Structures for Enhancement, Graduates for the 21st Century Integrating the Enhancement Themes

NOTE: Programme teams are not expected to participate in all themes equally, but to concentrate on those which are of most relevance to their programme. 11. Good Practice and Innovation Please highlight any examples of good practice or innovation in the past year. The programme tries to be updated concerning the developments and new demands of the Mass Media job market. Consequently, the teaching team asks from its students to use in their projects and assessments the most recent developments and innovations that are applied in the Mass Media. In the specialist resources, there have been added two High Definition cameras and the students of the Film & TV Directing become aware of and familiarize themselves with the latest technological advances. Two students films were approved and will officially participate in the competition part of the greatest and most important Greek Short-film Festival in the Greek city Drama. The film of one student titled Piretos (Fever) was awarded the first prize of Greek Short-film Festival in the Greek city Drama. Additionally, the film of the 2007-2008 graduate named Katerina Gioulmichalaki that participated in the Festival of Naousa was awarded the first prize. Students of the Journalism strand in the previous academic year had to create a blog in the Internet, which is a recent technological development relating to their field, and students of the Film & TV Directing strand had to research the new technical means that are applied in filming and in use of camera lenses. 12. Action Plan (a) Prioritised objectives for Session 2009-2010, summarising the key issues arising from the annual report. For each objective, please specify who is responsible for action identified and the timescale by which it should be met. Please also include details of the expected enhancement arising from the action. Action Internship: enhancement of the assessment methods Research Methods Improvement of the teaching methods and proposal of assignments alternative topics Responsible Programme Leader & Staff Committee Module Coordinator & Programme Leader Timescale At the beginning of the academic year At the beginning of the academic year Expected Enhancement Better evaluation of the students progress in the Internship module Improvement of the students progress

42

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

Please attach the following as appendices1 [as appropriate]: Reports from accrediting or other professional/external bodies Evidence of student, staff and employer feedback Statistical information Signature of staff member submitting report:
Date approved by Programme Committee:

Date of submission to QEU: 2nd November 2009

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

43

Appendix 1 Admissions 2008 2009

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

21-24 8

>24 7

Appendix 2 Entry Characteristics

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

Appendix 3 Cohort Monitoring 2007 2008

Lev el Applicati ons Admission s Withdrew Started before the Program start of the me programme 1 23 Withdre w after start of program me 3 Number Number of failing of students students Progressi ng 8 12

Lev el 3

52

24

44

APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS

Level 3 WINTER SEMESTER

RESEARCH METHODS THE LEARNING OBJECTIVES WERE ACHIEVED CLASSES WERE GENERALLY WELLPREPARED AND WELLORGANIZED ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRED WAS FEEDBACK ON PROGRESS WAS RESOURCES WERE IT RESOURCES WERE OVERALL, THE MODULE WAS AGREE

MASS MEDIA & MODERN SOCIETY AGREE

MEDIA POLITICS & PUBLIC SPHERE AGREE

COMPUTER ASSISTED RESEARCH & REPORTING AGREE

EJOURNALISM STRONGLY AGREE

AGREE

AGREE

AGREE

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

AGREE

AGREE

MODERATE MODERATE GOOD

MODERATE MODERATE MODERATE

MODERATE MODERATE MODERATE

MODERATE AGREE MODERATE

MODERATE MODERATE MODERATE

VERY GOOD

VERY GOOD

EXCELLENT

GOOD

VERY GOOD

EXCELLENT EXCELLENT INTERESTING

EXCELLENT EXCELLENT

VERY GOOD VERY GOOD INTERESTING

VERY GOOD VERY GOOD INTERESTING

VERY GOOD EXCELLENT INTERESTING

INTERESTING

45

LEVEL 3 SPRING SEMESTER

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

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

AGREE AGREE

STRONGLY AGREE

AGREE

AGREE

AGREE

STRONGLY AGREE

AGREE

AGREE

AGREE

AGREE

STRONGLY AGREE

AGREE

STRONGLY AGREE

AGREE

VERY GOOD

VERY GOOD

VERY GOOD

VERY GOOD

VERY GOOD

MODERATE

GOOD GOOD

GOOD GOOD

GOOD GOOD

GOOD GOOD

GOOD GOOD

EASY GOOD

VERY GOOD

VERY GOOD

EXCELLENT

GOOD

VERY GOOD

VERY GOOD

VERY GOOD VERY GOOD INTERESTING

VERY GOOD VERY GOOD INTERESTING

EXCELLENT EXCELLENT VERY INTERESTING

VERY GOOD VERY GOOD VERY INTERESTING

VERY GOOD GOOD VERY INTERESTING

GOOD MODERATE INTERESTING

NOTIFICATION OF WITHDRAWALS

NAME

MNQMU

46

GEORGIA NIKOLETOPOULOU KATERINA APTOULIAN EMMANOUIL MALAXIANAKIS ALEXANDROS DESPOTOPOULOS IOANNIS TAKTIKOS

08007327 07007740 08007329 08007321 08007340

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2009- 2010 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader Magdalene Remoundou 3. Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year: (c) Progress made toward the achievement of objectives outlined in the annual report for the previous academic session: During the academic session 2009 2010 most objectives outlined in the annual report were achieved.

47

The programme ran only in the strand of Journalism due to lack of candidates in Film and TV directing strand. One possible reason might be that it is believed that new technologies application in personal computers can provide them with all tools necessary and thus students feel that they can be directors without having full academic studies in directing. The revalidated programme in April 2007 is being delivered for the third academic year 2009-2010. Additionally, the programme was delivered with students from Thessaloniki attending for the first time this academic year. Despite their transport to Athens, the delivery of the programme was unimpeded and smooth. Mr George Michalis has fulfilled the role of the link person so as to support the students in Thessaloniki campus, given that the independent study for their assessments took place there. Moreover, using the eplatform Moodle was very supportive for the overall smooth delivery of the programme. The assessment criteria were enriched, according to the proposal made during the Joint Board of Studies held in 2008. As a result, students were able to have a thorough idea of the demands of the module. According to the comments made by the new external examiner appointed, the self evaluation forms need enhancement. This recommendation was actioned and the self evaluation forms were changed and it was clear that the new template helped the students set up and compose their personal report in a more productive way than before. Students faced difficulties in the theoretical module Research Methods, despite the fact that the proposals made during the Joint Board of Studies held in 2009 were adopted. Furthermore, for the academic year 2009-2010, we followed the practice of formative assessments and exercises, as well as extra tutorials. Despite these amendments, students still encountered difficulties in their progress and in comprehending the module. As a rule, this module is causing difficulties to students progress in all university departments. The teaching staff has reassessed this issue and it has been decided to proceed with some amendments in the forthcoming topics of the assignments. (d) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies: The academic year 2009-10, following the current academic procedure which incorporates recent technological developments, we applied the e- learning method by using the e-platform Moodle with satisfactory results. 4. Response to review/accreditation and/or subject review Action taken in response to review, professional accreditation and/or subject review visits undertaken during the reporting period (i.e. Session 2008-2009), together with summary of further action proposed (if appropriate). This will include action taken in response to conditions and recommendations made by validation and review panels since the most recent event (in some cases this will have taken place before the start of the reporting period):

48

N/A 10. Response to student/staff/External Examiner/employer feedback Action taken in response to feedback received from students (via student staff consultative committees and individual module evaluations), staff, advisory bodies, employers and from External Examiners during the reporting period i.e. 2008-2009, together with a summary of further action proposed:
Response to External Examiner Report

In general, the External Examiners comments are more than satisfactory and really encouraging, regarding the efforts made by the Teaching Committee of the programme. As far as the following comment by the External Examiner is concerned: Like last year, students overall seemed to perform better in more practical and creative modules rather than theoretical and analytical modules. The course team is aware of this challenge and tries to address it on an on-going basis. This differential in strengths should remain an important element for consideration with this kind of course for the future. this particular issue arises by the very nature of the programme, being a topup year based on a previous two-year course on diploma vocational level; therefore students have got used to dealing with their studies in a more practical way. Since this matter is already well known, the interview of the prospective students included in the admission criteria, offers us the ability to assess those that we are called to evaluate as a teaching committee and arrive to the conclusion that they will be able to cope with less difficulty with the academic demands set by the course. For that same reason during the academic year, extra tutorials are being held and there is also a students support office in our College. We sincerely hope that in the academic year 2010-2011 we will make significant progress in this matter, since we have acquired enough experience from previous years.

Response to Student Feedback

Students faced anticipated and common difficulties in their essay writing and the eplatform oodle. At first, students were hesitant to use it although the platform was presented during induction week. The platform was thoroughly presented during the first two months of the winter semester, thus students not only familiarised themselves with it but also realised that this was the only way to advance in their studies. According to the experience of the previous academic years, the teaching team adopted similar strategies. Extra tutorials were scheduled in order to make explicit the assessment regulations, the Harvard system of referencing, the importance of student-led research and the avoidance of plagiarism to the students. The teaching team incorporated the above in their lectures and did not schedule them other days during which students might be absent. The same vein, the students learned how to use the e-platform oodle with a member of the IT department present most of the

49

times, so as to avoid any misconception on the students part which might lead to complaints from their part.
Response to Programme Committee

During the academic year 2009-2010, the team worked closely to ensure regular communication about the delivery of the programme in the best possible way. 11. Equality and Diversity Action taken or issues identified relating to the enhancement of equality and diversity, whether in relation to recruitment, student support, curriculum content, or methods of learning, teaching and assessment. (For example, adjustments made to promote accessibility for disabled students, or repositioning of module content to reflect issues relating to gender, age, religion, faith, belief, race, ethnicity or sexual orientation.) During the academic year 2009-2010 there were no issues relating to equality and diversity. 12. Analysis of performance indicators Commentary on statistical information (as provided in the appendices to the annual monitoring report). Please comment only on significant trends or changes, taking account of previous years statistics. Note that any statements made in this section should be evaluative rather than descriptive, suggesting reasons for changes or trends, backed up with specific reference to the underlying statistics During the academic year 2009-2010, there were: 32 applicants 21 started their studies (10 from Athens & 11 from Thessaloniki-all in the strand of Journalism) 3 resit from previous academic years 2 withdrawals 7 passed with distinction

13. Teaching & Learning (c) Details of staff development, consultancy and research activities undertaken during the reporting period: Achilleas Karadimitriou, who this academic year taught the modules E-Journalism and Computer Assisted Research and Reporting after the appointment of the former tutor in the public sector, is currently a PhD candidate at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies. Title of PhD thesis: Public service television in Europe: the case of Greece

50

(d) Details of major academic developments, including developments in teaching and learning; programme content and/or delivery; developments in collaboration with external agencies and/or in response to special initiatives e.g. University or SFC/Scottish Executive initiatives: During the academic year 2009-10, on mid February, Dr Veronica Bamber director of QMU Centre of Academic Practice organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented. Roles and Responsibilities of Programme Leaders (PLs) Leading with Responsibility but no Authority Leading and Motivating Staff Managing Difficult Situations Running Meetings Inducting new teaching staff Evaluating L&T on your Programmes Time and crisis management 14. Resourcing Resourcing needs identified (e.g. staffing, accommodation and equipment) during the academic session under review, with suggestions for how these can be realised:
Staff

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

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

Computing

The Department of Journalism has access to laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection.
Specialist Resources

51

The Department has invested in facilities that are needed for these study specializations, an Internet radio studio that students can use for their recordings and for broadcasting informative programmes. Amongst our resources there are two very well equipped television studios where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETASP and of the latest digital format cameras, High Definition system which are used by students for shooting on location. Finally, the students use the post-production studio as it is equipped with digital technology AVID And FINAL CUT and analogue BETA SP System.
Student Counselling Facilities

AMC has a counseling service and it is based in Maroussi campus that is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nikolaou, Head of Counseling Center and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, and the psychologist Ms Natalia Koutrouli are both available for all AMC students to meet after making an appointment.

Student Support Student Support PATs are posted so as to personally advise students and a PAT list is made available in the beginning of the academic year. A big notice board is always kept upto-date with module and timetable information together with any kind of academic and/or cultural event. Student Stuff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic concerns. All teaching staff is available to the students and accessible through office hours and e-mails to help them in any problems. Personal Academic Tutors are also assigned to each student. A Students Welfare Centre is based in Maroussi campus for all AMC students. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoudou. 10. Quality Enhancement of Learning, Teaching and Assessment (b) Commentary on action taken to address the QELTA Strategy. Please refer to relevant actions identified in the 2009-2010 implementation plan. During the third year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. The number of distinctions is worth noticing and the success of our graduate Iakovidis Kyriakos QMUMN 09007592 who was accepted in the middle of the spring semester to continue his studies on a postgraduate level at Royal Holloway University of London. Therefore, the initial belief of the teaching team that the enhancement in the content of the modules and the assignments would be fruitful, is now a conviction. Nevertheless, alterations aiming at further improvement in the curriculum and the incorporation of current technological and scientific developments in the educational procedure remain top priorities for the teaching team. The tutors constantly aim at making teaching attractive.

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The teaching team of the programme are in parallel active professionals and scientific associates of the Greek Public University and as a result, they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working closely for the past five academic years therefore they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who come well prepared with an updated portfolio to the interviews in order to apply for the programme. The QMUs new regulation concerning pass an undergraduate module at reassessment.was included in the Student Handbook 2010-2011, in order for the students to be informed. (b) Commentary on action taken in relation to Enhancement Themes. Past themes: Assessment, Responding to Student Needs, Employability, Flexible Delivery, Integrative Assessment, The First Year, Research Teaching Linkages. Current themes: Quality Cultures and Systems & Structures for Enhancement, Graduates for the 21st Century Integrating the Enhancement Themes

NOTE: Programme teams are not expected to participate in all themes equally, but to concentrate on those which are of most relevance to their programme. 11. Good Practice and Innovation Please highlight any examples of good practice or innovation in the past year. The team worked closely to ensure that students incorporated recent developments and innovations applied in Mass Media in their projects and assignments. Future journalists familiarise themselves with creating blogs, from set-up to managing information flow. Furthermore, we focus on the importance of our future journalists to learn how to incorporate and use their own equipment as a Medium i.e. video, photo camera and mic in their mobile phone, at the service of their profession. Thus students adopt the new methods which means that we minimize the tools and spread the news. During the academic year 2009-2010, the students together with their tutors and the programme leader attended a series of lectures on Propaganda held in the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies, during the spring semester.

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12. Action Plan (c) Prioritised objectives for Session 2009-2010, summarising the key issues arising from the annual report. For each objective, please specify who is responsible for action identified and the timescale by which it should be met. Please also include details of the expected enhancement arising from the action. Action Alteration of the assignments topics of the module Research Methods Submission of Digital Filmmaking I Module Alteration form completed with a proposed alteration in the submission date of the first assignment. Responsible The module Coordinator Dr Anastasia Veneti Timescale At the beginning of the academic Year Expected Enhancement Aiming at supporting students in a better way An improvement in students time management regarding the whole coursework of the Winter Semester

The course leader Magdalene Remoundou & module Coordinator Mr Efthimis Hatzis

At the beginning of the academic Year

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

Please attach the following as appendices2 [as appropriate]: Reports from accrediting or other professional/external bodies Evidence of student, staff and employer feedback Statistical information Signature of staff member submitting report:
Date approved by Programme Committee:

Date of submission to QEU:

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

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Appendix 1 Admissions 2009 2010

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

21-24 3

>24 3

Appendix 2 Entry Characteristics

Direct from High Transfer from State University Other School Institute of Students Vocational Training 0 18 2 1

Appendix 3 Cohort Monitoring 2008 2009

Lev el Applicati ons Admission s Withdrew Started before the Program start of the me programme 1 23 Withdre w after start of program me 3 Number Number of failing of students students Progressi ng 8 12

Lev el 3

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24

APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS

Level 3 WINTER SEMESTER

RESEARC MASS H MEDIA & METHODS MODERN SOCIETY

MEDIA POLITICS & PUBLIC SPHERE

COMPUTE R EASSISTED JOURNALI RESEARC SM H& REPORTI NG

55

THE LEARNIN G OBJECTI VES WERE ACHIEVE D CLASSES WERE GENERA LLY WELLPREPAR ED AND WELLORGANIZ ED ADEQUA TE HELP WAS AVAILABL E WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRE D WAS FEEDBAC K ON PROGRE SS WAS RESOUR CES WERE IT RESOUR CES WERE

AGREE

AGREE

AGREE

STRONGL Y AGREE

STRONGL Y AGREE

AGREE

AGREE

AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

MODERAT GOOD E MODERAT GOOD E GOOD

GOOD

GOOD

GOOD

GOOD

AGREE

GOOD

MODERAT MODERAT GOOD E E

GOOD

VERY GOOD EXCELLE NT EXCELLE NT

VERY GOOD EXCELLE NT EXCELLE NT

VERY GOOD VERY GOOD VERY GOOD

EXCELLE NT VERY GOOD VERY GOOD

EXCELLE NT VERY GOOD EXCELLE NT

56

OVERALL , THE MODULE WAS

INTEREST ING

INTEREST ING

INTEREST ING

INTEREST ING

INTEREST ING

LEVEL 3 SPRING SEMESTER MEDIA MANAGEM ENT MEDIA LAW & ETHICS NEW TECHNOLOG IES APPLICATIO N IN MASS MEDIA STRONGLY AGREE INTERNSHI P

THE LEARNIN G OBJECTI VES WERE ACHIEVE D CLASSES WERE GENERA LLY WELLPREPAR ED AND WELLORGANIS ED ADEQUA TE HELP WAS AVAILABL E WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRE D WAS FEEDBAC K ON

AGREE AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

STRONGLY AGREE

AGREE

AGREE

STRONGLY AGREE

STRONGLY AGREE

GOOD

GOOD

VERY GOOD

GOOD

GOOD

GOOD

GOOD

EASY

GOOD

GOOD

GOOD

GOOD

VERY GOOD

VERY GOOD

VERY GOOD

VERY GOOD

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PROGRE SS WAS RESOUR CES WERE IT RESOUR CES WERE OVERALL , THE MODULE WAS

VERY GOOD VERY GOOD INTERESTI NG

VERY GOOD VERY GOOD INTERESTI NG

VERY GOOD VERY GOOD

GOOD GOOD

VERY INTERESTIN G

INTERESTI NG

NOTIFICATION OF WITHDRAWALS NAME JOHN MOUTAFIS ELEFTHERIOS MAVROMMATIS MNQMU 09007582 09007580

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APPENDIX 5

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2009- 2010 SUBMISSION DEADLINE: 30 NOVEMBER 2010 Programme Programme Leader Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year together with a note of progress or repositioning. Indicate in the final column the impact of the action and resulting enhancement of the student experience: BA in Mass Communication & Media Arts Magdalene Remoundou

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Action Action Research Methods Improvement of the teaching methods and proposal of assignments alternative topics Internship: Enhancement of the assessment methods.

Progress After the submission of the first written assignments, the progress of the students was evident. The students completed a self evaluation form in a more analytical template.

Enhancement Gradual increase in Students performance from the academic year 2006-07 to 2009 -2010 50%- 53%-67%- 71% according to the statistics Deeper comprehension of the internships role by the students; according to the external examiners recommendations.

Review or professional accreditation Did the Programme undergo review or accreditation during session 2009-2010? If so, provide a short reflective commentary below, including details of actions taken to address any conditions or recommendations. This space may also be used to include commentary on conditions and recommendations set by validation and review panels prior to 2009-2010.

IVT AKMI Response to Conditions and Recommendations on the Review Event held on Friday 20 April 2007 in IVT AKMI, Athens, Greece The Panel AGREED to recommend approval of the BA in Mass Communications and Media Arts for a period of five years, commencing in September 2007 for a maximum of 40 students. Approval is subject to satisfactory completion of the following conditions: 1.2.1 That the module descriptors are reviewed and revised to ensure module teams are identified, reading lists and additional resources are updated and that learning, teaching and assessment for the Research Methods module are aligned. 1.2.3 That the regulations are updated in line with the latest QMU regulations. IVT AKMI reassures that the above conditions have been met. Firstly, descriptors of all modules have been reviewed and modified so as module teams are identified and reading lists are updated. Research Methods module has been redesigned meaning changes in its content and assessment pattern. All the above modifications can be confirmed in the attached revised validation document. As far as the regulations are concerned, we are expecting the new ones to be approved by QMU Senate in order to incorporate them to our regulations. The Panel of the Review Event also made the following recommendations: 1.3.1 That AKMI provide additional short information sessions for students on postgraduate study opportunities. 60

1.3.3 That a short statement is added to the documentation about how disabled students are supported. IVT AKMI would like to ensure that all the necessary information concerning Postgraduate Study Opportunities at QMU is given to our graduates in the form of seminars after completing their studies in the programme BA in Mass Communication and Media Arts in order to continue their studies in a higher level. There is a statement on page 12 of the attached validation document commenting it. Furthermore, a statement referring to students with disabilities and their support by IVT AKMI has been added to the validation document (p.13).
(The above text is an excerpt of the validation documents submitted in 2007 at QMU). Response to student feedback List below key issues raised by students through the 2009-2010 QMU internal survey of opinion and other channels such as SSCC meetings and module evaluation. Include details of actions taken to address or respond to student concerns. Issue Action

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

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

Tutors had anticipated the students problems with essay writing, referencing, etc and they had incorporated in their lectures the content of the extra tutorials. (extract from Programme Committee Meeting minutes 24/11/2009) The tutors examine the possibility of enhancing the module through altering the assignments, a proposal to submit in the next Joint Board. (extract from Programme Committee Meeting minutes 24/11/2009) All teaching staff support and guide students to use campus facilities such as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time. (extract from Programme Committee Meeting minutes 24/11/2009) The tutor Achilleas Karadimitriou is proactive and supportive, especially when it comes to using the e-platform Moodle.(extract from Programme Committee Meeting minutes 61

24/11/2009) Students need to focus on managing their All teaching staff support and guide time. students to use campus facilities such (extract from SSCC minutes13/11/2009) as the library and e-sources and to study within College premises so as to manage their time in order to submit their assignments on time. (extract from Programme Committee Meeting minutes 24/11/2009)
Feedback from other stakeholders List below feedback from other stakeholders, for example, staff and employers, and include details of actions taken to address or respond to concerns. Include information on action taken in response to External Examiner comments. Issue Students of the programme take up an internship as a compulsory module and are assessed for their performance. The External Examiner suggested another way for the self-evaluation of the students for the academic year 20092010, so that their understanding of the process will be improved. Action Students completed a new selfevaluation template which presents more clearly their internships progress. This template is more analytical and supports the comparison between the external supervisors and markers comments. The External examiner has confirmed that there has been progress in this area.

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

62

List below any notable trends and provide an evaluation of possible reasons for these. Include any actions planned in response to this analysis.

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

Evaluation 50%-53%-67%-71% Gradual increase in Student Performance from 2005 -2010 based on the statistics. Students who do not respond to the procedure usually proceed to withdrawal, while students that are aware of the procedure graduate with merit or distinction. The External Examiner commented favourably on the good rating of the students.

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

QELTA Provide a brief commentary on actions taken to address the QELTA Strategy. This should include details of major academic developments and staff development as well as linkages with the Enhancement Themes. Maximising potential through learning During the third year of delivering the programme after its revalidation in 2007, the students results showed a well-balanced progress. The number of distinctions is worth noticing and the success of our graduate Iakovidis Kyriakos QMUMN 09007592 who was accepted in the middle of the spring semester to continue his studies on a postgraduate level at Royal Holloway University of London. Therefore, the initial belief of the teaching team that the enhancement in the content of the modules and the assignments would be fruitful, is now a conviction. Nevertheless, alterations aiming at further improvement in the curriculum and the incorporation of current technological and scientific developments in the educational procedure remain top priorities for the teaching team. The tutors constantly aim at making teaching attractive. During the academic year 2009-2020, pastoral support with psychologists was available at the AMC counseling centre. Additionally, there is an academic learning centre to support the students in academic writing, apart from the extra tutorials that are included in the students lectures.

QMU as a community of learners The teaching team of the programme are in parallel active professionals and

63

scientific associates of the Greek Public University and as a result, they are aware of the scientific and technological developments in their field of studies. Consequently, the assessments they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working closely for the past five academic years therefore they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. A of staff development seminars was organized by the director of CAP of the QMU Dr Roni Bamber, where among others, tutors presented a microteaching session that was videotaped. It is also worth mentioning that AMC College is currently using the method of peer observation; the notes of peer tutors aim at the enhancement of teaching methods, with the exchange of relevant experiences.

Quality assurance and audit The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who come well prepared with an updated portfolio to the interviews in order to apply for the programme. The External Examiner confirms the balance in the materialisation of the programme which is mirrored in the marking procedure.

Quote : Once again I was impressed by the detailed and constructive feedback and the rigorousness of the internal moderation process. The marking feedback that follows for the structure of positive, negative and points for improvement remains an area of good practice.

Good Practice and innovation Highlight three features of good practice in learning and teaching that could usefully be shared with colleagues across the University. 1. Screenings of the film projects submitted by the graduates of the course in Greece and in the UK respectively. 2. We propose that films by the Greek graduates which received A should be incorporated into the public screening of the films organized by the QMU for its graduates in the UK. 3. Seminars and lectures of well known professionals taking place in Greece and UK could be attended by the students of the programmes in both countries at the same time, using teleconference and simultaneous interpretation. Action Plan 2010-2011 List prioritised objectives for Session 2010-2011, summarising the key issues arising from the annual report. For each objective, please specify who is responsible for

64

action identified and the timescale by which it should be met. Please also include details of the expected enhancement arising from the action.

Action Alteration of the assignments topics of the module Research Methods Submission of Digital Filmmaking I Module Alteration form completed with a proposed alteration in the submission date of the first assignment.

Responsible

Timescale

Expected Enhancement Aiming at supporting students in a better way An improvement in students time management regarding the whole coursework of the Winter Semester

The module Coordinator Dr Anastasia Veneti The course leader Magdalene Remoundou & module Coordinator Mr Efthimis Hatzis

At the beginning of the academic Year

At the beginning of the academic Year

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

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

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

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ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED SESSION 2010- 2011 1. Programme title BA in Mass Communication & Media Arts 2. Programme Leader Magdalene Remoundou 3. Previous annual report and action plan Action taken in response to the annual reporting and planning exercise in the previous year: (e) Progress made toward the achievement of objectives outlined in the annual report for the previous academic session: During the academic session 2010 2011 most objectives outlined in the annual report were achieved. The revalidated programme in April 2007 is being delivered for the fourth academic year (2010-2011). This year, the academic programme ran both strands: Journalism and Film and TV Directing Additionally, the programme was delivered also for students from the Thessaloniki Campus, which was incorporated in the program for second time this academic year. Despite the complication of the students having to get transported to Athens, the delivery of the programme was unimpeded and smooth. Mr George Michalis has fulfilled the role of the link person, so as to support the students in Thessaloniki campus, given that the independent study for their assessments took place there. Moreover, the use of the e-platform Moodle proved very supportive for the overall smooth delivery of the programme. On June 2011, the programme was finally validated for delivery at AMC Thessaloniki campus starting in the academic year 2011-2012. Commencing the academic year 2010-2011, the students faced difficulties in the theoretical modules, which is a common occurrence in the process of the integration in an academic procedure. Every year, students have been known to show resistance to academic writing to a certain point, as they consider themselves to be creative persons and they are reluctant in following academic learning requirements and producing formal, theoretical research and work. The policy of offering additional tutorials and formative assessments, proven successful in the former years, was applied in this year as well, and any difficulty was overcome accordingly. Students

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who resisted and refused to exhibit the proper diligence, did not manage to minimize any difficulties they faced. (f) Any repositioning e.g. of programme aims, objectives, assessment, teaching and learning strategies: For the academic year 2010-11, the electronic platform Moodle was used successfully for a second time by students and academic staff alike. Students were acquainted with the platform Moodle swiftly and promptly, and more smoothly than in the previous year. Moreover, for any students who faced particular difficulties in the application and use of Moodle private tutorials class sessions were organized with representatives from the IT department; this strategy has been proved exceptionally fruitful. For the coming academic year the following changes are going to be effected: A change in the weighting of the assignments of Mass Media & Modern Society: the oral presentation will shift from 60% to 40%, while the essay will account for the 60% and will treat a subject of relevant weight. For the module Media Law & Ethics, the oral presentation will stand for 30% & the Written, Final Exam for the 70% - it will be three hours in duration instead of two. This will lead to a better correlation of the weight and the content of the assessments Students will be assisted to comply more smoothly with the submission deadlines for the assignments, as formulated by the academic team and submitted at the validation event for the programme leading to the materialization of Thessaloniki Campus, June 2011. No multiple (2 or more) tasks will be assigned for the same deadline. The Media Management module will be oriented more towards Media Management instead of public relations 4. Response to review/accreditation and/or subject review Action taken in response to review, professional accreditation and/or subject review visits undertaken during the reporting period (i.e. Session 2010-2011), together with summary of further action proposed (if appropriate). This will include action taken in response to conditions and recommendations made by validation and review panels since the most recent event (in some cases this will have taken place before the start of the reporting period): N/A 15. Response to student/staff/External Examiner/employer feedback Action taken in response to feedback received from students (via student staff consultative committees and individual module evaluations), staff, advisory bodies, employers and from External Examiners during the reporting period i.e. 2010-2011, together with a summary of further action proposed:
Response to External Examiner Report

The external examiners report was laudatory and did not express any concerns. She congratulated the academic team in general (as may be certified from the attached original document). The external examiner suggests that some changes have to be

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carried out regarding the weighting of the oral presentations assessments for the modules Mass Media & Modern Society semester winter & Media Law & Ethics of the Spring Semester, since she considers the duration of the presentation (8 to 10 minutes at the most), are not consistent with the weights of 60% & 50% correspondingly. The tutors of the modules proceeded with the relevant changes in the assessments. In accordance with the University Regulations the appropriate module evaluation form has been completed and submitted, and we are expecting the final confirmation from the University. Regarding the second recommendation of the external examiner for the Media Management module, it is not feasible to effect a change in the content of the module directly. Moreover, the programme has been running for its fifth year, and it is scheduled to go through a revalidation event in 2012. At this occasion, the modules are going to be redefined bearing in mind any current scientific, technical and vocational developments. Dr Anastasia Veneti has taken into account the recommendations and will produce relevant assessment topics.
Response to Student Feedback

The student feedback as may be witnessed by the relevant questionnaires completed by the students has been positive for all modules and the general content and realization of the course. Students faced anticipated and common difficulties in their essay writing and some of them with the e-platform oodle. For the current academic year, students seem to have been facilitated in familiarizing themselves better and more promptly compared to students from the previous year. The only academic practice that students of the programme are still reluctant to exploit fully is the perusal of QMUs academic library. The access procedure was presented and analyzed thoroughly to the students, who were also encouraged by the academic staff, yet they seem to prefer the libraries of AMC and the University of Athens, as well. The decisive factor in this case evidently is that these libraries provide them with materials and bibliography in their native language, Greek. Based on the fruitful experience of the previous academic years, the academic team employed strategies grounded on one to one student to tutor interaction, and personalized problem solving. Extra tutorials were scheduled in order to make explicit the assessment regulations, the Harvard system of referencing, the importance of student-led research and the avoidance of plagiarism to the students. The teaching team incorporated the above in their lectures and did not schedule them on other days during which students might be absent.
Response to Programme Committee

During the academic year 2010-2011, the team worked closely to ensure regular communication about the delivery of the programme in the best possible way. The tutors were initially alerted to the recurrent problems of the students in their initial contact with essay writing, referencing, etc and they were guided to incorporate in their lectures their advice on such matters. The theoretical modules were regarded as difficult and somewhat irrelevant by a minority of the directing students. The teaching team decided to incorporate within the educational materials more projections of films and particular tv shows that could

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be employed as ground for semiotic analysis and the elucidation of the function of cinema as one of the Mass Media. All members of the teaching staff support and guide students in using campus facilities such as the library and e-resources, and studying within College premises so as to manage effectively their time and submit their assignments on time, thereby avoiding any potential problems that might arise from unforeseen circumstances such as strikes at the mass transportation media. As the programme has been running for 9 years, it has been evident from prior experience that each year, when winter semester is completed, students who were not devoted to their studies have poor performance. On the contrary, spring semester begins with no difficulties for those students who have realized the extent of their responsibilities and the fact that they need to be more diligent, and have paid heed to it. The module Research Methods with the incorporation of additional formative assessments rendered better results. On the other hand, the minority of students, who did not exhibit the proper diligence and responsibility presented a lower general outcome and restricted progress. The concern of the directing students regarding the timely realization of their film project was resolved thought the organization of their productions via centralized coordination on the part of the course leader and tutor Ms Vally Konstantopoulou. 16. Equality and Diversity Action taken or issues identified relating to the enhancement of equality and diversity, whether in relation to recruitment, student support, curriculum content, or methods of learning, teaching and assessment. (For example, adjustments made to promote accessibility for disabled students, or repositioning of module content to reflect issues relating to gender, age, religion, faith, belief, race, ethnicity or sexual orientation.) During the academic year 2010-2011 there were no issues relating to equality and diversity. However, new facilities have been added so as to cater for any possible cases of prospective mothers students. 17. Analysis of performance indicators Commentary on statistical information (as provided in the appendices to the annual monitoring report). Please comment only on significant trends or changes, taking account of previous years statistics. Note that any statements made in this section should be evaluative rather than descriptive, suggesting reasons for changes or trends, backed up with specific reference to the underlying statistics During the academic year 2010-2011, there were: 43 applicants 43 started their studies (in the strand of Journalism 12 in Athens 8 in Thessaloniki in the strand of film & TV Directing 19 in Athens 4 in Thessaloniki) 1 resit from previous academic years 4 withdrawals

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12 passed with distinction 20 passed 15 re-sits 1 call for re- attendance Statistics Data from four previous academic years Film & TV Directing strand Entry Year 2006/7 2007/8 2008/9 2010/1 Students 3 7 10 23 Male 2 6 9 15 Female 1 1 1 8 <21 2 2 4 13 21 to 24 1 3 4 7 >24 2 2 3 Fees Home 2 13 EU 1 7 10 10

Comment: During the academic year 2009-2010 the strand Film & TV directing of the programme was not conducted due to the lack of the enrolments. This fact was the cause of a restructuring in the marketing policy. The new goal of the marketing department set was the doubling of the potential enrolments. The intensification of the marketing effort resulted in a considerable rise in the cohort numbers. Journalism strand Entry Year 2006/7 2007/8 2008/9 2009/0 2009/0 2010/1 21 to 24 5 2 3 3 Other >24 2 1 3 1 3 Fees Home 8 16 EU 7 10 14 20 1 4 8 -

Students 15 18 14 20 1 20

Male 6 8 9 9 1 8

Female 9 10 5 11 12

<21 8 15 11 16 1 14

The student numbers variation in the strand journalism is satisfying and always the set goals. 18. Teaching & Learning (e) Details of staff development, consultancy and research activities undertaken during the reporting period: The course leader Magdalene Remoundou attended a postgraduate programme of studies at the National and Kapodistrian University of Athens, Faculty of Communication and Media Studies, strand Cultural Studies. The duration of this programme was 3 academic semesters and is to be consummated in February 2012. The two PhD candidates, tutors Mr Stamatis Poulakidakos and Achilleas Karademetriou are successfully pursuing their course of studies within the aforementioned department.

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(f) Details of major academic developments, including developments in teaching and learning; programme content and/or delivery; developments in collaboration with external agencies and/or in response to special initiatives e.g. University or SFC/Scottish Executive initiatives: Throughout the academic period 2010-2011 no seminars for the educational development and upgrade of methods of academic staff were held, as the former course of seminars was recent. During the spring semester of the previous year (2009-10), Dr Veronica Bamber director of QMU Centre of Academic Practice organized and presented a series of Staff Development Seminars, including microteaching sessions for the teaching teams of the QMU programmes delivered in collaboration with AKMI Metropolitan College. During the second part of these seminars, the following topics for the PLs were presented. The programme leaders were guided and handed materials regarding their roles and responsibilities, and especially regarding the following strands: Leading with Responsibility but no Authority, Leading and Motivating Staff, Managing Difficult Situations, Running Meetings, Inducting new teaching staff, Evaluating L&T on your Programmes, Time and crisis management. The impact of the recurrent strikes and demonstrations in the centre of Athens in the close vicinity of the college was treated with special measures as a change in the schedule of the classes. Contrary to the crisis, we were able to find internships for all of our students. Additionally, the programme is to undergo the revalidation process in 2012, and as a result it has been deemed more efficient that the relevant seminars be given during the academic year 2011-2012. 19. Resourcing Resourcing needs identified (e.g. staffing, accommodation and equipment) during the academic session under review, with suggestions for how these can be realised:
Staff

The teaching staff consists of (1) Political Scientist, Media Producer and TV Director, (1) Political Communication scientist & Film TV Director and Producer, (1) Public Relation Scientist, (1) Political Scientist (1) Social scientist & Journalist (1), Film & TV Director (2), Film & TV Editor (1) . They all contributed to the delivery of the programme for the academic year 2010-2011. In addition to the teaching staff, the programme enjoys the support of leading professionals in the field of TV broadcasting area that offer seminars on a regular basis.
Library

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

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The Department of Journalism has access to laboratories that are equipped with PCs that have a number of the following characteristics: Pentium 4, 2.800 MHz, 3.00 GHz, RAM 512 MB, 1GB,2GB and 80GB, 120 GB, 160GB Hard Discs, DVD-RWs. All labs have online Internet connection. OS system: Microsoft Windows XP and 7. The Department of Film & TV directing has access to laboratories that are equipped with i-MAC 5,1 CPU intel core 2 duo, RAM 1GB, HDD 500 GB, VGA card ATI RADEON X 1600, OS SNOW LEOPARD.
Specialist Resources

The Department has invested in facilities that are needed for the particular study specializations, an Internet radio studio that students can use for their recordings and for broadcasting informative programmes. Amongst our resources there are two very well equipped television studios where students attend their lectures and practice the technique of television-on. The film & TV equipment includes film, BETASP and of the latest digital format cameras, High Definition system which are used by students for shooting on location. Finally, the students use the post-production studio as it is equipped with digital technology AVID And FINAL CUT and analogue BETA SP System.
Student Counselling Facilities

AMC has a counseling service, which is based in Maroussi campus. It is focused on advising students on a personal, social and psychological/emotional level. Dr Marina Nikolaou, Head of the Counseling Center and Course Leader of BSc (Hons) Psychology in collaboration with University of Gloucestershire, conducts the process of the proper operation of the guidance centre through appointments and bookings available to all AMC students.

Student Support Student Support PATs are in charge of providing students with personalized advice; each PAT is assigned his/her students at the beginning of each academic year. Notice boards are always kept up-to-date with module and timetable information together with information on any kind of academic and/or cultural event. A Student Staff Consultative Committee (SSCC) held twice a year provides an additional forum to address academic and programme issues and/or concerns. All teaching staff is available to the students and accessible through their announced office hours and e-mail addresses to help them in any difficulty. A Students Welfare Centre is based in Maroussi campus for all AMC students. The students are supported throughout their studies on an academic level by the Programme Leader Magdalene Remoudou. 10. Quality Enhancement of Learning, Teaching and Assessment (c) Commentary on action taken to address the QELTA Strategy. Please refer to relevant actions identified in the 2010-2011 implementation plan. During the fourth year of delivering the programme after its revalidation in 2007, the

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students results showed a well-balanced progress. The number of distinctions is worth noting, along with the success of the graduate Karamanolis Theodoros, QMUMN 10010382 in the continuation of his studies at the University of Edinburgh in MSc in Film in the Public Space programme. The success of our graduate Iakovidis Kyriakos QMUMN 09007592 is also notable: he was accepted in the middle of the spring semester of the academic year 2009 -2010 to continue his studies on a postgraduate level at Royal Holloway University of London, and he has enrolled as a PhD student in Coventry University. On a different level of distinctions, Kalamakis Vassilis QMUMN 10010387, film titled Cut damn!, his final project for the module Digital Filmmaking was chosen to participate in the competitive section of the 31st Munich International Festival of Film Schools, November 13 to 19 2011, at the Drama Greek Short Film Festival, and at the Comedy Cluj Festival in Romania. Ariadni Papanastasious QMUMN 10010385 film Half Day of Freedom was awarded a honorary distinction at the 2nd Argo Film Festival in Volos. Amendments aiming at the incorporation of further improvements in the curriculum and the integration of current technological and scientific developments in the educational procedure remain the top priorities for the teaching team. The tutors constantly aim at making teaching interactive, stimulating, and effective. The teaching team of the programme are simultaneously active professionals and scientific associates of the Greek University sector and as a result, they are aware of the most current and advanced scientific and technological developments in their field of studies. Consequently, the assessments and formative tasks they provide to students are innovative and harmonized with the current job market demands. The teaching team has been working in unison for the past six academic years; therefore, they have become a cooperative unit able to predict any potential difficulty and to operate in such a way so as to meet the demands of the programme in a productive way. The programme is designed and focused on the demands of the market as regards digital technology so as the graduates would be directly absorbed in the marketplace. The programmes orientation is known to prospective candidates who approach our institution well prepared with updated portfolios so as to meet the demands of the interviews that will grant them entrance to the programme. (b) Commentary on action taken in relation to Enhancement Themes. Past themes: Assessment, Responding to Student Needs, Employability, Flexible Delivery, Integrative Assessment, The First Year, Research Teaching Linkages. Current themes: Quality Cultures and Systems & Structures for Enhancement, Graduates for the 21st Century Integrating the Enhancement Themes

NOTE: Programme teams are not expected to participate in all themes equally, but to concentrate on those which are of most relevance to their programme. Firstly, we have taken steps so as to enhance a permanent quality culture as a backbone that can be dynamic at the same time and evolve as our programme advances so as to procure continuous improvement. At the same time, attention has been paid to the personal beliefs and values of our academic, administrative and general staff members. Our basic tools are recruitment

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strategies, training activities, induction schemes, recognition meetings and promotion towards permanency criteria. We have sought to integrate students as active participants in decisions about how learning and teaching activities are conducted, but also to support their personal value systems. Special attention has been paid as to take ongoing care towards quality management through processes such as collecting and interpreting staff data, promoting and sharing good practice. In the 21st Century the most significant challenge for graduates will be to manage their relationships with work and with learning. This requires skills such as negotiating, action planning, management and networking, added to qualities of selfawareness and confidence. These are the skills required to be "self-reliant" in career and personal development. In developing these skills there is a part to be played by the academic team, the students themselves, and employers in the private and public sector. In order to make full use of their skills, graduates need new opportunities to apply them. Traditional graduate jobs will not absorb the growing numbers of graduates. The greatest potential is likely to be in smaller businesses, which have not tended to recruit graduates in the past. But to make this work, small businesses will need to understand the benefits graduates can bring. Graduates will also need to understand the labour market. Towards this direction we have tried to include SelfReliance Skills within the courses and inform potential employers on their availability and the benefits of employing our graduates. In the Greek Job market in the time of general crisis students have to be briefed on the following facts and how to tackle them: there is no job for life, maintaining employability, a major decline of loyalty, the building of a desire for variety, and an expectation of multiple careers, managing an autonomous career with a balanced and comfortable lifestyle.

11. Good Practice and Innovation Please highlight any examples of good practice or innovation in the past year. The team worked closely to ensure that students incorporated recent developments and innovations applied in Mass Media in their projects and assignments. Future journalists familiarise themselves with creating blogs, from set-up to managing information flow. Furthermore, we focus on the importance of our future journalists to learn how to incorporate and use their own equipment as a Medium i.e. video, photo camera and mic on their mobile phone, at the service of their profession. Thus, students adopt the new methods entailing that we minimize the tools and extend the spreading of the news. The same orientation is applied to the directing strand. Students are instructed to be flexible in the production process, to find low cost solutions which will not prove detrimental to the quality of the artistic product. Market conditions change rapidly and significantly concerning the funding of the films the situation is transformed daily. Students must be prepared and alert to cope with any new shifts in regulations or market data facts.

12. Action Plan

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(e) Prioritised objectives for Session 2010-2011, summarising the key issues arising from the annual report. For each objective, please specify who is responsible for action identified and the timescale by which it should be met. Please also include details of the expected enhancement arising from the action. Action Change in the weights of assignments of Mass Media & Modern Society: oral presentation from 60% to 40% and the essay to 60% on a subject of relevant weight. For Media Law & Ethics an oral presentation for 30% & and a Final Written Exam for 70% of three hour duration instead of two To make the students comply with the submission deadlines for the assignments, as formulated by the academic team and submitted at the validation event for the programme leading to the materialization of Thessaloniki Campus, June 2011. Change of the assignments subject matter for the Media Management module. Review the course in preparation for the forthcoming revalidation event on 2012 Responsible Programme Leader Module Coordinator Timescale Winter Semester Mass Media & Modern Society Spring Semester Media Law & Ethics Better correlation of the weight and the content of the assessments Expected Enhancement

Programme Leader & Programme Committee

At the beginning of the academic year

Smooth and uninterrupted flow in the submission of assignments. No multiple (2 or more) tasks should be assigned with the same deadline. Sounder application of the academic procedure.

Programme Leader & Programme Committee

Spring Semester

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

Course Leader & Programme teaching staff

During the winter semester 2011 -2012 till early spring 2012

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

Please attach the following as appendices3 [as appropriate]: Reports from accrediting or other professional/external bodies Evidence of student, staff and employer feedback Statistical information Signature of staff member submitting report:
Date approved by Programme Committee:

Date of submission to QEU:

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

21-24 13

>24 10

Appendix 2 Entry Characteristics

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

Appendix 3 Cohort Monitoring 2008 2009

Lev el Applicati ons Admission s Withdrew Started before the Program start of the me programme 43 Withdre w after start of program me 4 Number Number of failing of students students Progressi ng 15 20

Lev
3

57

43

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

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el 3 APPENDIX 4 MODULE EVALUATION FORMS STATISTICAL STUDENT RESULTS

Level 3 WINTER SEMESTER

RESEARCH METHODS THE LEARNING OBJECTIVE S WERE ACHIEVED CLASSES WERE GENERALL Y WELLPREPARED AND WELLORGANIZE D ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS MASS MEDIA & MODERN SOCIETY MEDIA POLITICS & PUBLIC SPHERE COMPUTER ASSISTED RESEARCH & REPORTING EJOURNALISM

AGREE

AGREE

AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE SLOW

STRONGL Y AGREE MODERAT E

AGREE

STRONGL Y AGREE GOOD

STRONGL Y AGREE GOOD

MODERAT E MODERAT E MODERAT E

MODERAT MODERAT E E MODERAT MODERAT E E

EASY

GOOD

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

GOOD

GOOD

VERY GOOD VERY GOOD VERY GOOD MODERAT E

VERY GOOD GOOD GOOD INTEREST ING

VERY GOOD VERY GOOD VERY GOOD MODERAT E

EXCELLE NT VERY GOOD VERY GOOD INTEREST ING

EXCELLEN T VERY GOOD VERY GOOD INTERESTI NG

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WAS

LEVEL 3 SPRING SEMESTER

MEDIA MANAGEMEN T THE LEARNING OBJECTIVE S WERE ACHIEVED CLASSES WERE GENERALL Y WELLPREPARED AND WELLORGANISE D ADEQUATE HELP WAS AVAILABLE WHEN NEEDED THE PACE OF MODULE WAS THE COURSE WORK WAS THE AMOUNT OF COURSE WORK REQUIRED WAS FEEDBACK ON PROGRESS WAS RESOURCE S WERE IT RESOURCE S WERE MEDIA LAW & ETHICS NEW TECHNOLOGIE S APPLICATION IN MASS MEDIA INTERNSHIP

AGREE

AGREE

STRONGLY AGREE STRONGLY AGREE

STRONGL Y AGREE STRONGL Y AGREE

STRONGL Y AGREE

STRONGL Y AGREE

AGREE

AGREE

STRONGLY AGREE VERY GOOD GOOD GOOD

STRONGL Y AGREE FAST MODERAT E MUCH

GOOD GOOD GOOD

MODERAT E GOOD MUCH

VERY GOOD VERY GOOD VERY GOOD INTEREST ING

VERY GOOD VERY GOOD VERY GOOD BORING

VERY GOOD VERY GOOD VERY GOOD VERY INTERESTI NG 78

VERY GOOD

OVERALL, THE MODULE WAS

VERY INTERESTI NG

NOTIFICATION OF WITHDRAWALS

NAME DIMITRIOS BACALOUDIS KONSTANTINOS KONTOPOULOS KONSTANTINOS PALAZIS STERGIOS PASCHOS

MNQMU 10010405 10010561 10010558 10010565

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APPENDIX 5 MODULE ALTERATION FORMS

MODULE ALTERATION FORM

Please refer to the Quality Assurance Handbook: Programme Development, Modification, Monitoring and Review http://www.qmu.ac.uk/quality/qa

Nature of change: (delete as applicable)

(A) Change to existing module

Module Title(s): DIGITAL FILMMAKING I Module Code(s): I3141 Programme(s) accessing this module: (state whether core or elective) Please Attach the Following Information and Tick as Attached Rationale for this proposal All relevant module descriptors Evidence of support from affected students and/or external examiner(s) if appropriate Evidence of consultation with other affected programmes (if applicable)
Additional information to be provided: A. Change to existing module: Description of change and rationale. If the change is to learning outcomes confirm whether this has any impact on meeting the programme outcomes If the change is to the assessment specify the exact format and weightings. Attach original and revised module descriptors marking clear which is which.

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B. Addition of new module Reason for adding module. Confirm whether it will be core or elective. If the module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptor. C. Swapping modules Reason for change. Confirm that all programme learning outcomes will still be met. If the replacing module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the replacing module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptors for the original module and that which is replacing it. D. Withdrawing a module Reason for change. Confirm that all programme learning outcomes will still be met. Confirm that any other programmes accessing the module have been consulted and can find alternatives.

RATIONALE FOR PROPOSED CHANGE Complete For ALL Proposals Based on our discussions with our students and our teaching experience we realised that the submission date of the first assignment of the module would be more useful to change, so as to reflect an even more analytical approach of the preparation in the development of a digital film project. The proposal is that along with the ever changing digital medium and the assets and use of this medium, the module will be enhanced towards an in depth narrative and directorial structure of a project. Furthermore, there will be additional formative assignments leading to the final scripting of the projects aiming at the development of a scenario/script in parallel to the preparation of the construction of a digital project. Attention will be placed on the methods of developing and preparing digital projects step by step. The learning out comes and the content of the module has been enhanced to reflect this need. The formative assignments are meant to develop and support the final two assignments. The additional formative assignments are: 1. Treatment (1-2 pages): week 4 2. Step outline (3-4 pages): Week 7

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The assessment pattern will bring the final draft of scenario to week 10 and the final scenario which will be added and included in the second assignment at the end of semester .

Date of Programme Committee approval Date from which changes will take effect Please enter for all modules so entries can be updated on ISIS SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

82

APPENDIX 2

Module Descriptor Title

DIGITAL FILMMAKING I
Semester & Mode of Study WINTER / FT

Code I 3141 Credit Rating 10

SHE Level 3 SCQF Level Module Co-ordinator Module Team Pre-requisites Co-requisites Prohibited Combinations
Aims

Mr Efthimios Hatzis

Directing I, II, III Computer Skills for the Media I, II

To operate both the hardware and the software of the cutting edge technology of digital film production and sound, as regards development, pre-production and post-production.

Learning Outcomes On successful completion of the module the student will be able to: L1 Students will demonstrate in-depth knowledge of the digital medium in order to yield personal expression of the technology. Students will apply advanced skill of

Assessed in this module YES

A B * *

C D *

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developing a script for a digital film project and to prepare a directors micro dramatic analysis of the structure of the L2 project Students will be able to collect various formats in YES production in the digital environment. Students will analyse advanced rehearsal techniques and casting methods, in order to design cinematic directorial schemes and to implement the interpretation of the script and the super objective. L3 Students will be in position to schedule a sound plan of YES advanced effects and organise the digital image in production and post-production. Students will demonstrate knowledge of developing, creating and directing the appropriate aesthetics of a film project underlining the narrative. L4 Students will design a technically and artistically full film YES project in digital medium designing the narrative use of space and location. L5 Students will be able to prepare complete products by using YES cutting edge technology in their field of interest Students will be able to identify dramatic beats, objectives and dramatic actions as narrative building blocks. L6 Students will be able estimate the medium and YES compose professional broadcast quality material. * * * * * * * * * * * * * *

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A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills Learning Experiences The module will engage the student in the following types of learning experiences: 12 hours Lectures 24 hours Labs and workshops 64 hours Work on assignments

Assessment Pattern Assignment (60%): Each student will produce his/her own final draft of scenario and a storyboard for a short-length project (5-30 minutes) of his/her choice: fiction, documentary, experimental or educational. Submission: Week 10 Final Project (40%): Each student is required to submit the final scenario and to present his/her own pre-production notebook in which they will describe the processes they have followed to find the location, to casting and rehearsals, and anything concerning the stage of pre-production. This notebook should be accompanied by a DVD in which they have to shoot all the above procedure (duration 10-20 minutes). Submission: End of semester Can this Module be Anonymously marked? Yes/No If No please provide an explanation. Students are required to present a pre-production notebook, which is accompanied by a DVD showing the procedure they followed in their short film. For the above reason, this module cannot be anonymously marked. Content Evaluating business model, in terms of anticipated benefits versus cost factors such as review and long-term maintenance Techniques of digital development Digital cameras formats for production Lighting and special effects in lighting for digital format Techniques of developing a directors approach for a digital project

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Techniques of developing a plot structure of project Casting and auditioning tools Techniques of location scouting.

Main Texts Nicholas T. Proferes, Film Directing Fundamentals, Focal Press (2008 2nd edition) . Sidney Lumet, Making Movies, Vintage (2004). William Ball, A Sense of Direction, Drama Book Publishers. Judith Weston, The Film Directors intuition: Script Analysis and Rehearsal Techniques, Michael Wiese Productions. David Mamet, On Directing Film, Viking. Long Ben, Schenk Sonja (2000) The Digital Filmmaking Handbook (with CD-ROM). Charles River Media. Newton Dale, Gaspard John (2001) Digital Filmmaking 101: An Essential Guide to Producing LowBudget Movies. Edmond H. Weiss Ohanian Thomas A., Phillips Michael E. (1996) Digital Filmmaking: The Changing Art and Craft of Making Motion Pictures. Focal Press John Farrell (2002) Digital Movies With Quicktime (Filmmaking Series). Charles River Media Ben Long, Sonja Schenk. (2000). Digital Filmmaking Handbook. USA. Charles River Media, Inc. Sotiris Pliakos (1999). Cine (Cine paradise and nostalgia). Athens. Proskinio Vally Konstantopoulou (2003). (Introduction to the cinema aesthetics). Athens. Aigokeros Herbert Zettl (1999). : , , (Sight sound motion, applied media aesthetics). Athens. Ellin Peter Wollen (1981). (Signs and meaning in the cinema). Athens. Kalvos Nikos Kolovos (1988). (Sociology of the Cinema). Athens. Aigokeros Kira Kitsopanidou (2000). marketing ( The marketing of the European cinema). Athens. Papazisis

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Matteo Tassinari (2004). Quentin Tarantino, ( Quentin Tarantino, the hyena of Hollywood) Athens. Lector

Other relevant details Covers subject benchmarks: L1 3.3.5, 4.3.3, 4.3.2 L2 4.4.2, 4.3.3 L3 4.3.3, 5.4 L4 5.1,5.6, 5.7 L5 4.4.2, 5.1, 5.4 L6 4.3.1, 4.3.2, 4.3.5 Signed

Date

MODULE ALTERATION FORM

Please refer to the Quality Assurance Handbook: Programme Development, Modification, Monitoring and Review http://www.qmu.ac.uk/quality/qa

Nature of change: (delete as applicable)

(B) Change to existing module

Module Title(s): DIGITAL FILMMAKING I Module Code(s): Programme(s) accessing this module: (state whether core or elective) Please Attach the Following Information and Tick as Attached Rationale for this proposal All relevant module descriptors Evidence of support from affected students and/or external examiner(s) if appropriate 87

Evidence of consultation with other affected programmes (if applicable)

Additional information to be provided: A. Change to existing module: Description of change and rationale. If the change is to learning outcomes confirm whether this has any impact on meeting the programme outcomes If the change is to the assessment specify the exact format and weightings. Attach original and revised module descriptors marking clear which is which. B. Addition of new module Reason for adding module. Confirm whether it will be core or elective. If the module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptor. C. Swapping modules Reason for change. Confirm that all programme learning outcomes will still be met. If the replacing module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the replacing module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptors for the original module and that which is replacing it. D. Withdrawing a module Reason for change. Confirm that all programme learning outcomes will still be met. Confirm that any other programmes accessing the module have been consulted and can find alternatives.

RATIONALE FOR PROPOSED CHANGE Complete For ALL Proposals Based on our discussions with our students and our experience teaching this module arose a need for a more in depth approach to the directorial preparation in the development of a digital film project. The suggestion was that along with the ever changing digital medium and the assets and use of this medium, the module should also focus on the proper narrative and directorial structure of a project. The learning out come and the content of the module has been enhanced to reflect this need.

88

Furthermore, there will be additional formative assignments leading to the final scripting of the projects. With aim the development of a script in parallel to the preparation of the construction of a digital project. The additional formative assignments are: 3. Treatment (1-2 pages): week 4 4. Step outline (3-4 pages): Week 7

Attention will be place on the methods of developing and preparing digital projects step by step. The assessment pattern will bring the first assignment to week 10 and the final assignment the final week. The formative assignments and the course work is based to develop the final two assignments in a more in depth and methodological fashion.

Date of Programme Committee approval Date from which changes will take effect Please enter for all modules so entries can be updated on ISIS SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

89

MODULE ALTERATION FORM

Please refer to the Quality Assurance Handbook: Programme Development, Modification, Monitoring and Review http://www.qmu.ac.uk/quality/qa

Nature of change: (delete as applicable)

(C) Change to existing module (D) Addition of new module (E) Swapping one module for another (F) Withdrawing a module

Module Title(s): Research Methods Module Code(s): I 3135 Programme(s) accessing this module: (state whether core or elective) Please Attach the Following Information and Tick as Attached Rationale for this proposal All relevant module descriptors Evidence of support from affected students and/or external examiner(s) if appropriate Evidence of consultation with other affected programmes (if applicable)
Additional information to be provided: A. Change to existing module: Description of change and rationale. If the change is to learning outcomes confirm whether this has any impact on meeting the programme outcomes If the change is to the assessment specify the exact format and weightings. Attach original and revised module descriptors marking clear which is which. B. Addition of new module Reason for adding module. Confirm whether it will be core or elective. If the module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptor. C. Swapping modules Reason for change. Confirm that all programme learning outcomes will still be met.

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If the replacing module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the replacing module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptors for the original module and that which is replacing it.

D. Withdrawing a module Reason for change. Confirm that all programme learning outcomes will still be met. Confirm that any other programmes accessing the module have been consulted and can find alternatives.

RATIONALE FOR PROPOSED CHANGE Complete For ALL Proposals We propose the following books for the module. This bibliography is in addition to the existing one and it serves the development of the current module. Most of the books are translated in Greek, taking into consideration that many students are not fluent with the English language. Moreover the updating of the bibliography has been made in order to serve the developments in strand Film & TV directing as well. Proposed additional bibliography: Mason, J. Conducting Qualitative Research, Athens: Ellinika Grammata, 2003. Gefou-Madianou, D. (ed), Anthropological Theory and Ethnography, Athens: Ellinika Grammata, 1998.
Iosifidis, Th., Spiridakis, M., (ed), Qualitative Social Research, Athens: Kritiki, 2006. Papaioanou, S., Theoretical and Methodological Questions for Social Sciences, Athens:Kritiki, 2007. Labiri- Dimaki, I., (ed.), Sociology and its Methodology, Athens: Sakoulas, 2003. Lidaki, A., (ed), Qualitative Methods in Social Research, Athens: Kastaniotis, 2001.

Tsiolis, G., Life stories and biografical naration. The biographical approach in the sociological qualitative research, Athens:Kritiki, 2006. Ballantyne, Jim (ed.), The Researcher's Guide: Film, Television and Related Documentation Collections in the UK (British Universities Film and Video Council, London, 2001. Fischer, M.M. J (1994), Ethnographic film and cultural critique in the late 20th century in Les Friedman (ed), Multiculturalism and media in the classroom, Indiana:Indiana University Press. Fischer, M.M. J (1995), Filming Polland: The ethnographic (Documentary, Narrative) Films of Maria Zmarz-Koczanowicz, Late Editions, vol. .

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Slavoi, Z, Looking awry: an introduction to Jacques Lacan through popular cinema, Cambridge:MIT Press, 1991. Jensen, Klaus Bruhn (ed.), Handbook of Media and Communication Research: Qualitative and Quantitative Methodologies, Routledge, London, 2002. Silverman D.,( ed.),Qualitative Research, Theory Method and Practice, Sage Publication, London, 1997. Date of Programme Committee approval Date from which changes will take effect Please enter for all modules so entries can be updated on ISIS SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

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Title

Module Descriptor RESEARCH METHODS

Code (if known) I3135 Credit Rating 10

SHE 3 Level SCQF 9 Level Module Co-ordinator Module Team Pre-requisites Co-requisites Prohibited Combinations
Aims

Semester & Mode of Study

WINTER / FT

Research & Reporting

To provide students with the knowledge of the way research is conducted in social sciences in general and in the field of mass communication in particular.

Learning Outcomes On successful completion of the module the student will be able to: L1 Students will be able to explain the appropriateness of a research method

Assessed in this module YES

A B

C D * *

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L2

Students will be in a position to apply different research techniques Students will appraise reported research findings on the basis of their validity and reliability Students will be able to compose research techniques used in the area of communications. Students will be able to organise the appropriate methods in order to estimate results in Mass Media

YES

* *

L3

YES

* *

L4

YES

* *

L5

YES

* *

A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills Learning Experiences The module will engage the student in the following types of learning experiences: Lectures/Demonstration 24 hours Labs and workshops Independent study 16 hours 60 hours

Assessment Pattern Assignment (50%): An essay in a given topic relevant to the subject of research methods. In the content of the topic there must be elements of research (statistic tables, diagrams etc) Length : 1500 2000 words Submission : week 8 Final examination (50%): Students will be required to answer a set of questions on issues in research methodology, such as levels of measurement, types of survey, experimental methodology, error and ethical considerations with respect to research work. They will also be given an actual report to identify and discuss strengths and weaknesses. Submission : End of Semester Can this Module be Anonymously marked? explanation. Content Yes/No If No please provide an

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The philosophy of scientific methodology Measurement reliability and validity Content analysis Semiotic analysis Media effects designs Survey research and questionnaire designs Focus group discussions Interviewing Audience measurement Case studies Participant observation Ethics in research

Main Texts
Jensen, K.B. and Jankowski, N.W. (Eds.) , 1991A Handbook of Qualitative Methodologies for Mass Communication Research. London: Routledge

Reinard, J. C., 1998. Introduction to Communication Research (2nd ed). NY: McGraw-Hill Weber, R. P., 1995. Basic Content Analysis. Beverly Hills: Sage Peter Wollen, 1981. (Signs and meaning in the cinema). Athens. Kalvos Kiriazi, . 2001. . (Social research. Critical review of methods and techniques). Athens: Ellinika Grammata Barthes, R. 1998. - (Picture-Music-Text). Athens: Plethron Iosifidid, Th. 2003. (Analysis of qualitative data in Social Sciences). Athens: Kritiki Other relevant details Covers subject benchmarks: L1 4.2.1, 4.3.3 L2 4.2.2, 4.3.3 L3 4.1.4, 4.2.4 L4 4.2.3, 4.3.3 L5 4.1.3, 4.1.5

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Signed

Date

MODULE ALTERATION FORM

Please refer to the Quality Assurance Handbook: Programme Development, Modification, Monitoring and Review http://www.qmu.ac.uk/quality/qa

Nature of change: (delete as applicable)

(G) Change to existing module (H) Addition of new module (I) Swapping one module for another (J) Withdrawing a module

Module Title(s): Digital Filmmaking II Module Code(s): I 3162 Programme(s) accessing this module: BA in Mass Communication & Media Arts Please Attach the Following Information and Tick as Attached Rationale for this proposal All relevant module descriptors Evidence of support from affected students and/or external examiner(s) if appropriate Evidence of consultation with other affected programmes (if applicable)
Additional information to be provided: A. Change to existing module: Description of change and rationale. If the change is to learning outcomes confirm whether this has any impact on meeting the programme outcomes If the change is to the assessment specify the exact format and weightings. Attach original and revised module descriptors marking clear which is which.

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B. Addition of new module Reason for adding module. Confirm whether it will be core or elective. If the module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptor. C. Swapping modules Reason for change. Confirm that all programme learning outcomes will still be met. If the replacing module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the replacing module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptors for the original module and that which is replacing it. D. Withdrawing a module Reason for change. Confirm that all programme learning outcomes will still be met. Confirm that any other programmes accessing the module have been consulted and can find alternatives.

RATIONALE FOR PROPOSED CHANGE Complete For ALL Proposals The proposal is to change the assessment pattern of the programme and make it from a three-element assessment into one-element assessment which will comprise the previous three. Digital Filmmaking II is a 10-credit module. In the current assessment pattern, there are three assignments, something which usually happens in modules with more than 10 credits. Moreover, these three components have different weightings. The main and most important assessment of this module is the creation of a short-length film, the weighting of which is 60%, while the other two components weight (20%+20% each). As a result, in cases when a student fails in one of the two components which weight 20% and has to be reassessed as a second diet, the total mark of the module will have to be reduced, even if the short-length film deserves a better grade. This issue was discussed during the Joint Board of Studies in October 2008 and teaching staff, external examiner and students agreed with the suggested change, which is a journal of 1000-1500 words that will accompany the final project, i.e. the short-length film (100%).

Date of Programme Committee approval

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Date from which changes will take effect Please enter for all modules so entries can be updated on ISIS SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

MODULE ALTERATION FORM

Please refer to the Quality Assurance Handbook: Programme Development, Modification, Monitoring and Review http://www.qmu.ac.uk/quality/qa

Nature of change: (delete as applicable)

(K) Change to existing module (L) Addition of new module (M) Swapping one module for another (N) Withdrawing a module

Module Title(s): Media Law and Ethics Module Code(s): I 3164 Programme(s) accessing this module: (state whether core or elective) Please Attach the Following Information and Tick as Attached Rationale for this proposal All relevant module descriptors Evidence of support from affected students and/or external examiner(s) if appropriate Evidence of consultation with other affected programmes (if applicable)
Additional information to be provided: A. Change to existing module: Description of change and rationale. If the change is to learning outcomes confirm whether this has any impact on meeting the programme outcomes If the change is to the assessment specify the exact format and weightings. Attach original and revised module descriptors marking clear which is which. B. Addition of new module

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Reason for adding module. Confirm whether it will be core or elective. If the module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptor.

C. Swapping modules Reason for change. Confirm that all programme learning outcomes will still be met. If the replacing module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the replacing module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptors for the original module and that which is replacing it. D. Withdrawing a module Reason for change. Confirm that all programme learning outcomes will still be met. Confirm that any other programmes accessing the module have been consulted and can find alternatives.

RATIONALE FOR PROPOSED CHANGE The Media Law and Ethics modules student assessment is divided in two assignments- that used to contribute equally to the final mark of the module i.e. by 50% each. The two assignments are: A) an eight (8) to ten (10) minute oral presentation on a TV broadcast or commercial commenting on ethical and legal issues arising from the specific broadcast, and B) a final written exam. The current proposal suggests the alteration of the balance of weight of the two abovementioned assignments, by increasing the percentage of the final written exam to 70% of the final mark and by decreasing at the same time the percentage of the oral presentation to 30%. This alteration was raised as a result of a comment by the external examiner that a ten minute oral presentation cannot contribute the half of the final mark of the module. The written exam will be further enhanced by the increase of the number of the questions posed to the students and the prolongation of the time available for the exam, from two to three hours. In addition, students for their presentations deal in most cases with a specific aspect of the media legislation, due to the fact that each of the media texts examined belongs to a specific category (either broadcasts or advertisements). To the contrary, the variety of the questions that will be posed in the exams, will contribute to the review on behalf of the students of the overall content of the module and the formation of an assessment pattern including as many of the modules sections as possible. This will allow the marker to get an overall picture of the abilities and knowledge obtained by each student. Date of Programme Committee approval Date from which changes will take effect

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Please enter for all modules so entries can be updated on ISIS SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

Title

Module Descriptor MEDIA LAW & ETHICS

Semester & Mode of Study SPRING/ FT

Code I3164 Credit Rating 10

SHE 3 Level SCQF 9 Level Module Co-ordinator Module Team Pre-requisites Co-requisites Prohibited Combinations
Aims

Stamatis Poulakidakos

Mass Media & Modern Society/Journalism & Ethics

To review the new legislation and codes that are related to the development of media technologies and to explore the market structure and performance of mass communication industries. Assessed in this module YES A B C D

L1

Students will be aware of the nuances of the law as it relates to their profession.

* * * *

100

L2

L3

Students will be able to assess the motives of industry processes and their effects on both market structure and the consumer-citizen Students will be able to critically evaluate current economic and political debates surrounding each media technology

YES

* * * *

YES

* *

A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills

Learning Experiences The module will engage the student in the following types of learning experiences: Lectures 24 hours Tutorials Independent study Assessment Pattern Formative Assignment: Rehearsal of the oral presentation. Submission Date: Week 7 Oral Presentation (50%): Students are required to analyse an extract of 30 sec 1 minute / 500-600 words long by an internet news website/newspaper/TV news broadcast/ film/TV series/commercial according to its ethics. Duration 12-15 minutes. Submission date: Week 8 Final examination (50%): Students will be required to answer a set of questions on issues such as the concept of Information Society, models of communications policy, media ethics, the media market structure, the role of consumer-citizen e.t.c. Submission date: End of Semester Can this Module be Anonymously marked? explanation. Yes/No If No please provide an 10 hours 46 hours Work on assignments 20 hours

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Content Culture, communications and political economy Market trends: concentration and globalisation. The media moguls Greek and European media law Diversity of access and audience choice: Market model or Public Policy Model? The EU Audiovisual Policy Exclusion and Inclusion: From the Telegraph to the Information Super Highway Internet and e-commerce Issues of privacy, security and copyright Public persons and their treatment by the media- media ethics Virtual communities and the electronic games

Main Texts

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Adam T, Dyson S, OBrien S (2001). Digital broadcasting Revolution. London: Informa Media, 4th Edition Bagdikian B.H. (2000). The Media Monopoly. Boston: Beacon Press Bennet L.W., Entmann R.M. (eds) (2001). Mediated politics: communication in the future of democracy. Cambridge: Cambridge University press Bourdieu P. (1998). (For the Television). Athens: Patakis Cox, R. (2004). Free For All? Public service television in the digital age. London: Demos. Curran, J. (2002). Media and Powe. London: Routledge. Davis, R. (2003). European Television. London: Informa Media. Seventh Edition. Dagtoglou P.D. (1989). (Radiotelevision and Constitution). Athens: Sakkoulas Deligianni E. (2004). (Mass Media Ethics). Athens: Sideris Karakostas, I., Tsevas, . (2000). (The legislation of Mass Media). Athens: Sakkoulas Kelly M, Mazzoleni G, McQuail D (eds.) (2004). The Media in Europe, The Euromedia Handbook . London: Sage Pember, D., (2000). Mass Media Law NY: McGraw Hill Tsevas A (ed.) (2007). (Securing pluralism and concentration control in the media). Athens: Nomiki Bibliothiki Other relevant details Covers subject benchmarks: L1 3.3.6 L2 4.5.2, 3.3.4 L3 4.1.4, 3.1.2

Signed

Date

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MODULE ALTERATION FORM

Please refer to the Quality Assurance Handbook: Programme Development, Modification, Monitoring and Review http://www.qmu.ac.uk/quality/qa

Nature of change: (delete as applicable)

(O) Change to existing module (P) Addition of new module (Q) Swapping one module for another (R) Withdrawing a module

Module Title(s): Mass Media and Modern Society Module Code(s): I3136 Programme(s) accessing this module: (state whether core or elective) Please Attach the Following Information and Tick as Attached Rationale for this proposal All relevant module descriptors Evidence of support from affected students and/or external examiner(s) if appropriate Evidence of consultation with other affected programmes (if applicable)
Additional information to be provided: A. Change to existing module: Description of change and rationale. If the change is to learning outcomes confirm whether this has any impact on meeting the programme outcomes If the change is to the assessment specify the exact format and weightings. Attach original and revised module descriptors marking clear which is which. B. Addition of new module Reason for adding module. Confirm whether it will be core or elective. If the module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptor. C. Swapping modules Reason for change. Confirm that all programme learning outcomes will still be met. If the replacing module is not offered within the same Subject Area as the programme, state where it comes form and confirm it will be made available. If the replacing module is completely new, state which Board of Examiners and External Examiner will be responsible for it. Attach the module descriptors for the original module and that which is replacing it.

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D. Withdrawing a module Reason for change. Confirm that all programme learning outcomes will still be met. Confirm that any other programmes accessing the module have been consulted and can find alternatives.

RATIONALE FOR PROPOSED CHANGE Complete For ALL Proposals The Mass Media and Modern Society module assessment pattern is currently divided in two assignments. On one hand, a written assignment of 1500-2000 words which counts for 40% and an oral presentation which counts for 60%. The assessment pattern needs to be changed in regard to the weight of the assignments. This alteration was raised as a result of a comment by the external examiner that a ten minute oral presentation cannot contribute the half of the final mark of the module. Taking into consideration the above mentioned suggestion, I propose that the written assignment should count for the 60% of the total module mark. In this case, the word limit of the written assignment should be increased to 2000-2500 words. The oral presentation will be limited to 40% of the total mark. The format of the oral presentation will remain the same (duration 5-8 min.). With the more extended written assignment, students will be given the chance to develop a more detailed and critical analysis on the subject matter. Moreover, the oral presentation will permit the students to continue with the understanding of media theories and the decoding of media messages by focusing on a case study of their choice and at the same time enhance the students communication and presentation techniques and skills.

Date of Programme Committee approval Date from which changes will take effect Please enter for all modules so entries can be updated on ISIS SUBMIT COMPLETED FORM AND ATTACHMENTS TO THE SECRETARY TO THE SCHOOL ACADEMIC BOARD

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Title

Module Descriptor MASS MEDIA & MODERN SOCIETY

Semester & Mode of Study WINTER / FT

Code I 3136 Credit Rating 10

SHE Level 3 SCQF 9 Level Module Co-ordinator Module Team Pre-requisites Co-requisites Prohibited Combinations
Aims

Dr Anastasia Veneti

Introduction to Communication Theory / Introduction to Journalism

To identify the role of the mass media in contemporary society so that students can acquire a critical stance on public communication

Learning Outcomes On successful completion of the module the student will be able to: L1 To review the modernist and postmodernist theories in order to demonstrate their effect on culture and society. L2 To criticise the media as critical factors in the creation of subculture. Students will be sensitised to the messages of the mass media with respect to decoding and analysing them

Assessed in this module YES

A B * *

C D

YES

L3

YES

* * *

106

L4

Students will be provided with insight into the impact of the media on society and the extent to which they are capable of shaping social consciences

YES

* *

L5

Students will be able to manage media content critically by YES treating media in general and news production in particular in relation to the various discourses operating in our society Students will evaluate the way mass media operate within social frameworks and give rise to new cultures or subcultures, or corrode national cultures on the way to establishing a globalised cultural reality YES

* *

L6

* *

A Knowledge and Understanding B Intellectual Skills C Practical Skills D Transferable Skills Learning Experiences The module will engage the student in the following types of learning experiences: Lectures 24 hours Tutorials Independent study 10 hours 46 hours Work on assignments 20 hours

Assessment Pattern Formative Assignment: Presentation to the class of the gathered data and the structure of the essay Submission Date: Week 4 Assignment (40%): Students will have to conduct a focus group or other qualitative analysis on a popular reality show and measure opinions. Subsequently, they will have to produce a paper on their results, supported by substantial literature review. Length: 1,500 - 2,000 words Submission: Week 7

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Formative Assignment: Rehearsal of the oral presentation Submission Date: Week 10 Final Examination : (60%) A final exam in the format of oral presentation of a given subject (duration 5-8 min.) and it has to be recorded in a video format
Submission Date: End of semester

Can this Module be Anonymously marked? explanation. Content Mass media and society

Yes/No

If No please provide an

Sociologically-oriented traditions and debates in mass communication, Mass communication processes and effects; mass media and social problems Media economy The audience of mass communication Culture Processes of signification Realism and naturalism in media representations Representations of gender and feminist accounts Marxist and radical accounts of mass media Mass media and cultural theory Media, culture and identity Media, modernism and postmodernism

Main Texts

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Curran, J., and Gurevitch, M. (2001) (.) . (Mass Media and society) Athens:Patakis, Heretakis, M. (2001). 2001/3. , (Political Communication Etiquettes 20001/3. Private and Public TV & Radio mediums, Public Opinion and Universal Social Participation). Athens: Sakoulas Hodkinson, P.( 2011). Media, Culture and Society, London: Sage MacCombs, M, et.al, (1996), , (Mass Media and the formation of Public Opinion) Athens: Kastaniotis Papathanasopoulos, S. 2005 21 . (TV in the 21st century) Athens: Kastaniotis Ramone, . (2001). . , , (Silent Propaganda. Masses, TV, Cinema). Athens: Polis Veneti, A. (2009) : ; (Political Advertisement and behavior: information or manipulation of the citizen? Young voters and the redefinition of TV political advertisement.) Athens: Nisos. Walker, A., J. (2010). , (Art in the era of Mass Media) Thessaloniki: University Studio Press. Journals: European Journal of Communication Global Media and Communication Journal of Communication Inquiry Theory, Culture & Society Journal of Advertising Other relevant details Covers subject benchmarks: L1 3.1.2 L2 4.1.1, 4.1.2 L3 4.1.4, 4.5.2 L4 3.5.4, 4.1.3 L5 3.5.3, 3.5.6, 4.1.3, 4.3.5 L6 5.3, 5.9 Date

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