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3.1 Entry requirements are determined and approved as part of the NZQA process.
-We ensure that the entry requirements are met through the letter of intent, their NZQA results, their strength and weaknesses .
-The letter of intent talk about their strengths and weaknesses.
3.2 Employers feedback:
- Industry trends survey (Mei) for ICT and Animation.
- Industry to work closely with the the two departments with industry to "attach" themselves to companies in order to create a pathway for student into industry.
- MONITOR visits to ensure relevancy.
- Assessment results - how do they influence the program design.
- Assessments feedback as reports/face to face (formative and summative).
Feedback from graduates: Mei collated information - important for design of new courses.

-Learner achievement information: Surveys.
Respond to students feedback by making changes in the way we teach.

3.3 Barriers and Challenges: Age, hardware and software, no remote access, transport, struggle to pay for transport, financial issues - housing, no place to stay, no food.
How we deal with it: We can grant students extensions, student rep meeting, where students bring their concerns and challenges to our attention. Face to face meetings in class with lecturers and HOD.
- Complains process in place.
- Documenting through Wisenet for attendance - referal to staff/HoD/Dean or counselling services.

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- Example: for BoA, in the 2015 industry panel, feedback was given that there needed to be more focus on shot composition. This was implemented into the second iteration of the 1st year.
-This industry night included a mixture of those who were very experienced and students who had only recently graduated. It was good to get feedback from the younger guys because we could ask them directly what they thought about the course they did (DAA) with the results they were seeing from the new course (BoA).
- Entry requirements: the enrolment process for ICT and Animation needs to align a bit more. A useful part of the process is getting applicants to write a letter of intent.
- Staff members (e.g. Lena) are part of organisations like NZGDA to help keep relevant and get direct input from industry.
- Suggestion: all school surveys run by Niamh is good, but lecturers could also run individual surveys to get feedback on their specific courses/lessons as well.
-Exhibition feedback: This could be made a more formal process (e.g. an online form they can fill out)
-Online exhibition for AMES
- AMES: Interest form, interview process to get an idea of what they'd be interested in. Animation College: Letter of intent gets an idea of what programme to put them in.
- If students aren't happy with the course, they can change within 8 days. With the big vocational cluster we're in now, we can possibly pass students onto another programme they'd be more happy with .
-We'd like to build in electives for both the BoA and the BCS
-Post Assessment analysis: look at how the grades are spread out and judge whether the assessment needs adjustment. Feedback from students during the assessment. Moderation meetings also gets feedback on the assessments

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-WIP internship program
-industry guests/nights.
-student rep meetings/feedback cycle
-portfolio requirements for student application
-letter of intent/interviews to find out if better suited to BOA or DAA.
-pilot idea to get feedback from employers for live brief jobs.
-feedback to assignments given via Forums on Moodle throughout the assignment.
-interview with alumni and graduates twice a year.
-program committee meeting, as a means of recording program changes.

3.2/3.3 Barriers
-improve student social life
-counsilor by appointment/ Rie APA
-student feedback/student rep meetings
-operational lab room for students. in response to student feedback.
-offering work experience through live jobs and smaller briefs
-three papers involve soft skills embedded within
-workshops by Niamh help lecturers understand student behaviors.
-financial issues, timetable changes to make students available to work a part time job.

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Discussion points-

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Relevant sets of Tertiary Evaluation Indicators

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Relevant sets of Tertiary Evaluation Indicators

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Minimising barriers to learning

Assessment supports learning

Engaging with communities

Providing relevant programmes

Managing change strategically

Organisational purpose and direction

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• Results of analysis of stakeholder feedback
Entry requirements for course and programmes
• Employer feedback on graduates
• Feedback from graduates in employment
• Student achievement information (trends over time)