The University of Central Lancashire has an extensive modular programme
(called MODCATS) and there are significant net in-flows and out-flows of
students between departments. We have recognised for many years that the
'home' department has a substantial administrative, academic advice,
pastoral and coordination role for a student, that would not be recognised
if we used pure module loads.
Currently our system gives about one seventh (c14.3%) of the weight of a
full time student to the home department and distributes the balance (c
85.7%) based on module load. For part time students the home department
weight varies but can be as high as 33%.
The way it works sounds a little complex to explain at first, but once
you've seen it in practice it's reasonably easy to see what's happening.
Our full time students typically take six of our modules a year (ie each
module = 20 CNAA/National CATS points - there are some half and some double
modules).
We have two elements to our resource model - 'S' & 'M' (all jokes about
famous chain stores, little round sweeties and dubious sexual practices are
banned!). For each student, S is allocated according to the 'home'
department, M is allocated to the department teaching the module (pro rata
if it is a half or double). The two are totalled for each department, added
together and pro rata'd (normalised) for the total FTE calculated
traditionally.
To give an example, a full time student studying six modules equally across
two departments, 'gives' one S to the 'home' department, three M's also to
the home department and three M's to the other department, ie a load of
four-sevenths and three-sevenths respectively. Hence the statement that one
seventh is the 'administrative allowance'. For part time students, however,
the S is a higher proportion, eg a PT student taking four modules equally
across two departments typically gives one S to the home department, two Ms
to the home department and two Ms to the other department. So in this
instance one fifth of the load is distributed in 'administrative allowance'.
This is a simplified description, there are many other nuances to take
account of sandwich year outs, students studying in partner colleges, extra
costs of overseas students, shared modules, etc.
The principle is that it shouldn't matter how many modules the student is
doing or whether they are full or part time, the load they create on the
home department in terms of maintaining records, keeping in touch, providing
academic advice, processing assessment boards, notifying the student of
results etc, is the same. This method also has the added advantage of
providing an incentive to departments to recruit more part time students,
which is important to our mission (40% of our students are part time).
Under this methodology a department composed entirely of part time students
will benefit in the resource model compared to one composed entirely of full
time students, even if their module load FTEs are identical. (Not that we
have either sort of department of course - this is notional stuff!)
This system has served us well for some years, however in 2001-02 we will be
moving towards a more 'income-led' model based on HEFCE and the other
funding bodies rules and on the fees collected. We will be looking in the
near future at how we can continue to recognise the administrative load in
the new model.
Mike Milne-Picken
Head of Planning & Performance Review
University of Central Lancashire
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From: Fiona Robertson
To: [log in to unmask]
Subject: Calculation of student load
Date: 07 September 2000 10:47
This is an enquiry about practice at other institutions in apportioning
student load and I should be grateful for any help members of the list can
give.
In calculating student load for departments ( the first stage in resource
allocation calculations) at Bradford we have traditionally had the practice
of a 10% administrative allowance. This means that 10% of each student
FTE is attributed to the 'home' department for the administration involved
in admitting, registering and supporting students. The remaining 90% is
distributed to departments according to the teaching on modules.
As a consequence of organisational changes we are reviewing the student
load calculation mechanism. What I am interested in knowing is
do other institutions have a similar ' administrative allowance' ?
and, if so
at what level is it set?
higher or lower than 10%?
Fiona Robertson
Assistant Registrar
Planning Office
University of Bradford
BD7 1DP
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phone - 01274 235080
fax 01274 235740
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