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Nicky Coghlan - RTE Radio Producer. The fink...
Will Farrell - Sound Designer, Screen Scene
Alex Somethingorother - Sound Engineer, Windmill Lane
Stu Boyle - Content Producer

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Holly Woods – Location Produce, Angel Eye Media

Jill Walshe – Self Employed TV Producer

Fiona Bonnie – Production Coordinator, Deadpan Pictures

Fíona Ní Bhroin – Casting Associate, Kenyon Wells Casting

Lauren Kelly – Partner Marketing Coordinator, Asavie

Alison O’Reilly – Journalist, Writer

Aidan Crawley – Press Photographer

John O’Hanlon – Commercial Photographer

Ian Murphy – Director, Owner deStudio

Jessica Ruxton – Image Editor, EVOKE.ie

Adam Cahill – Filmmaker

Steven McKenna – DRVN Pictures

Ciara Leddy – Marketing Manager, Sabio

Sarah Dempsey – AV/VC Tech, Milestone Tech

Alan Weldon – Audio Tech

Evan O’Reilly – MSc Digital Marketing DCU

Graham Dillon – Freelance Video Professional
Karl Bradshaw - Content Marketing Manager, Greenlife Tours

Eimer Daly – Customer Support Specialist, HubSpot

Maggie Fagan – Archive Researcher, Underground Films

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Feedback from students on the quality of their experience with us- beyond the grade they receive or career path they choose.

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Many students who are in need of learner supports do not receive them.

Staff could be supported and trained further to help accommodate the students needs.

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We are encountering more high demand students with complex needs where the most basic of tasks require increased instruction.  This alongside challenging behaviours means that the pace and depth of what we teach is affected.  There is an increased variation in our student profile which provides a challenge.  Trying to cater for both mainstream and more needy students is a challenge. The concern is that more mainstream students may choose alternative options / routes into industry and third level.

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We are encountering more high demand students with complex needs where the most basic of tasks require increased instruction.  This alongside challenging behaviours means that the pace and depth of what we teach is affected.  There is an increased variation in our student profile which provides a challenge.  Trying to cater for both mainstream and more needy students is a challenge. The concern is that more mainstream students may choose alternative options / routes into industry and third level.

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Karen Kennedy - Production Manager Room to Improve

Karl Spain - Comedian

Lottie Ryan - Radio Presenter

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Having a workable easy access platform for staff on each course where we can upload updates on college life - excursions, student work, interesting events, news,  etc
When we have key speakers visit such as Keyframe we record and post these online.

Continuing encourage students enter competitions.
When they win again a strong online presence highlights this.

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As stated earlier - integrating  learner outcomes where relevant to cut down on number of assignments and improve quality.

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Being supported and encouraged to undertake interesting and relevant training programmes.

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Being passionate about what you teach and being creative outside of work.  The successes and challenges I encounter when making work outside enrich and inform what I do in class.

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Very good - regular meetings are happening and are well attended.  I do think that we could have more cross over of learning outcomes and this could be discussed more at meetings .....

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Very good - regular meetings are happening and are well attended.  I do think that we could have more cross over of learning outcomes and this could be discussed more at meetings .....

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Relevant to media students - Music theory /recording, song writing / performance, radio production, Darkroom printing in Photography, Printmaking, 

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Relevant to media students - Music theory /recording, song writing / performance, radio production, Darkroom printing in Photography, Printmaking, 

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Or I did

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Given that much of the media industry can't successfully respond to change, we need to focus on the basic key skills that don't and haven't changed in the passed many decades (content, style, formats, structure, lighting, sound, editing, photography) and not get so caught up in latest technologies, platforms and delivery formats.

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A module-based course is really supposed to allow students to choose the modules that interest them. Some of these modules would be pre or co-requisites to other modular paths they'd like to undertake, but within some constraints, it is the student that chooses the path they take.
Clearly, such a system is very expensive to deliver and not at all a suitable fit to our college/system with its many budgetary and staffing constraints. Because of this, I feel we should downplay the individual module and emphasise the course as a whole. For this to be successful, it requires a coherent and integrated strategy and I'm not sure this is easily achieved. But that's not saying it's impossible...

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I used to teach cameras & lighting, relevant elements of Sound Engineering, Television Engineering, including measurements and instrumentation. These appear less important now, though my pals in broadcasting seem to disagree!
I have skills in DTP and graphic design and have in the past taught soldering and cable-making/repair (which I think is less important now). I also have skills in electrics, audio electronic-design & modification and other nerdy/geeky skills, including loudspeaker design. Please see:
https://www.youtube.com/watch?v=Dx6HojLBsnw
...which I didn't find funny.

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Within the constraints of the modules we deliver, I think we do everything well.

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Staff need much more input to timetabling. For example, Ray and myself used to be timetabled back-to-back for TV and Sound practical classes. This allowed for easy cross-discipline joint projects. It also allowed us to deliver useful shared classes when we lost a day due to interviews, in-services etc.
I know timetabling is very difficult, but it should be there to serve staff, students and delivery, not merely matching up who's available at a particular slot. We also seem to have become enslaved to three-hour slots. Some subjects need a bit more time, some less.

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Many years ago, our website had profiles of our staff. Many of our staff have considerable professional experience (both past and on-going) and this adds credibility to what we offer. I've no idea why this was removed.
The video on our website is nearly very good, but far too long-winded and sloppy. It represents us very poorly and such material should be approved by staff before being uploaded. Like Ray, I'm happy to recut it.

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Many years ago, our course moved from being a flexible, enthusiast-led programme to a rigid, qualification-led progamme. Whilst I know there's not much that can be done about this, I think it was a catastrophic step, delivering standardisation and uniformity instead of choice and local strength. In a world where market-forces were supposed to deliver choice and flexibility, we ended up with the worst aspects of a command-economy!

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I generally find student communication skills to be very poor indeed. It's quite rare for them to acknowledge receipt of an email, they rarely thank you for favours granted and expect me to be reading excuses for absence within minutes of class starting!
Generally, students seem to take little advantage of material put in place for them on Moodle or google.

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2 modules

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From my experience the Staff here are the main selling point for any course. Professional dedicated and informed.

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All students should have he right to a well delivered education, a safe zone to learn and personal development. A more progressive approach to creating a balance between students with higher needs assistance and those with a stronger academic attributes. A healthy learning environment for all students is essential.

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Funding in a growing and changing area like media cant be  piece meal. It must be targeted and specific.

There is amazing work been done across all of the media departments, this should be highlighted extensively

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So much more work needs to go into advertising, social media, specific targeting, thinking outside the box and be centralised. Its a large market out there and we should be dominating due to the quality of work been produced and its exceptional staff student care.

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Showcasing the students work (online or exhibitions) needs to be pushed more

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Regarding Theory RQF is quite good at Level 6. The core modules are quite generic and not always what the industry wants.

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Course coordinators can set a date any Wednesday to meet with fellow tutors. Big department meetings are not always inclusive  to every tutor (issues discussed can keep some staff quiet or slightly alienated, smaller course meetings work better for some tutors - feedback I got ) and I recommend a more streamlined approach to meetings with the aim of having specific goals at the end of each meeting. Raise Issues,- Discuss solutions, - assign duties - done!

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Do we market the course for a different standard of student or do we take on a more manageable, industry relevant certification?

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Largely based on the good employment opportunities out there for part-time jobs.
Also based on the RQF certification not being suitable for F.E. students.

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Would have to update knowledge though. (Adobe Training possibility)

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Scope and ability to buy industry relevant equipment and software licenses.

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I've been motivated by visiting other colleges to see their structures.
Also the rare introduction of interesting new key equipment to classes.  Very relevant to industry.

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Course meetings are sparse. I think as tutors we need to have a better idea of what each other are doing on the courses so as to avoid overlap or to give support.

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This is useful particularly at the start of the year for notes, slides, etc. I find it helps them when they are starting their written assignments.

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Knowledgeable staff.
Good knowledge of student's strengths & weaknesses.

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It's my first year teaching on Media and not fully up to date on everything. I'll need to research it more

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It's my first year teaching on Media and not fully up to date on everything. I'll need to research it more

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Engage with the relevant Guilds when designing course content. This could result in a change of qualification.

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Doing adobe certified training would be good for many staff members who use that software.

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Funding for further training. Proper equipment budgets.

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More CPD around Learner Supports, student disabilities, editing classes beside the radio room as in a computer room with audition.

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More CPD around Learner Supports, student disabilities, editing classes beside the radio room as in a computer room with audition.

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Good, response to emails use of moodle being approachable .........

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Good, response to emails use of moodle being approachable .........

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I think the loss of Leticia, Nicky, Lorraine, and Frank has had a huge impact on quality of our course.

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Having a radio studio that works as close to industry requirements. 

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Having a radio studio that works as close to industry requirements. 

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Continued marketing with links to the media industry.
Continue Keyframe etc.
Develop a graduate programme where we keep in touch with graduates who are working in the industry etc.

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Structure.

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More engagement with new modes of technology and software assistance that is more relevant to the students. Maybe once a year a demonstration can be given of what new apps, sites and software that is available to staff.

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We communicate very well...doing this padlet is a pure example of how dedicated the staff are to this programme review

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We communicate very well...doing this padlet is a pure example of how dedicated the staff are to this programme review

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The current video that is on the CDCFE site & Facebook can be cut down to fit several
platforms. I have the original files.
Very willing to work on it.

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Entering films into competitions.
Promoting them on our own social media pages/college website.
Most of the stuff we produce doesn't leave the building.

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More integrated assignments that, as the years progress, get more complex and grander.
Year 1 should be a general media studies year with students then choosing their course in year 2 and a specialism in year 3.

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100%, emails, Moodle, make time to talk on corridor etc...

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100%, emails, Moodle, make time to talk on corridor etc...

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Continued support for CPD.
Timetable that relates to my key areas of expertise and knowledge.

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When I',m excited by relevant experiences outside my teaching I bring that excitement to the classes I teach.

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Good, knowledgeable staff who take care of their students.

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Some new modules have become available that are more specific and cover a wider range of interest. This has helped me to expand and deliver on my experiences and knowledge.

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It's not F.E. student friendly.
Look at other certification.
QQI 4,5 & 6?
If keeping RQF we need to reinvent the structure.
Also see comments under Q.4

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A balanced timetable that features my key areas.
Students who are willing to engage with the modules and relevant related areas.
Use of Chrome book.

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Being assigned to modules that match my skill set and are consistent from year to year (teaching the 2nd year of a course I coordinated).

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Being assigned to modules that match my skill set and are consistent from year to year (teaching the 2nd year of a course I coordinated).

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I believe the staff have an excellent way of internal communication. Very professional

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When I do online courses I teach better.
When I create media I teach better.
When I have a motivated class I teach better.
The CPD course helped improve my teaching.

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Introducing new ways of delivering material in terms of student interaction, bringing in speakers, showing videos, doing more workshop-style formats.

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It's simple - keep up to date and make the changes as they occur as best as we can. 

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It's simple - keep up to date and make the changes as they occur as best as we can. 

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Communicate with industry from the management point of view, as tutors we invite guest lectures in, but if we're the only one hearing about the change its another issue or 'ask' coming from a tutor. Management need to be involved too. (Not sure if this happens as this is my first year teaching on Media)

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One way to do this could be to become an Adobe Authorised Training Centre. We could specialise in Adobe Photoshop, Premier, Audition & Aftereffects.  This would require staff training.
This could be very useful to graduate students.

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Very Good. I use various forms of communication, from group emails, Moodle, Drive Folders and contact with class reps. The onus is on individual students to engage with tutor contact.

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Better facilities/equipment.
A media department, located in the one area, rather than spread out across the campuses to create more cross course engagement.

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Do industry have a check list that they would like job applicants to fulfill? As in certain software skills, camera skills, audio recording skills, soft skills, etc. If we could sign off on some of those we could be more relevant to industry.

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As a staff, we communicate extremely well but attendance from students has decreased over the last few years, making it difficult to convey messages to our students. 

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As a staff, we communicate extremely well but attendance from students has decreased over the last few years, making it difficult to convey messages to our students. 

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We need to look at the low attendance figures and if there is a bigger picture.

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Not sure how effective it is.

Certainly it could be improved across the three years from coordinator to coordinator.

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How can we get more people to speak at meetings?
We also need more course meetings.

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The bigger problem is that the courses are a tough sell to people who don't know us. We have big problems to overcome in getting people to chose us.
It's never been easier to get your first choice college place and we are asking them to chose us when the college doesn't look or feel like a college. It doesn't feel like it's a step up from where they've come from. It feels like they're going in to 7th year.
The schools they're coming from are probably nicer, better equipped buildings.
Also, going to a college in Coolock at this time is not that appealing to people. There are fundamental challenges to getting people to see CD as a viable option.

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Increase in social media posts; smaller, quicker projects that can be uploaded to social media.
Student channels?

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The media industry is constantly changing and evolving, its very hard to keep up without specific investment

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Dismantle the RQF in years 2 & 3 and try to put together a more student friendly, useful, practical course with the RQF modules we have to work with. Or scrap the RQF altogether and run with QQI or college certification. QQI levels 5&6?

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Communication is done through Google Classroom, class reps and emails. Where the students are not willing to engage, communication becomes very difficult. 

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Communication is done through Google Classroom, class reps and emails. Where the students are not willing to engage, communication becomes very difficult. 

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Classroom attendance paramount for communication.

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The units are not necessarily what is needed by the industry.

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I put my classes up on moodle. I respond to students emails when they tell me they're going to be late or miss a class etc. Other than that i deliberately minimise my contact outside of class time, except for class I co-ordinate.

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Classroom attendance is essential as the key form of communication. I also use email but students often use email as a way of letting me know they can't come in, can't complete assignments etc.

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We are not promoting our courses/college in the way other colleges are. Management never consider tv or cinema advertising. We have three cinemas within a ten mile radius and never advertise there.

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I try to incorporate all relevant knowledge into the delivery of a module. Experience of the industry and more contact with working professionals

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Make the split so that year one is a foundation year only that can also be used to feed the film/photography/journalism courses. Maybe there is a QQI level 4 that would be suitable? If not keep the level 5.

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Yes, it's difficult to teach radio to large classes without having a computer room close by to allow them to edit their work.

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Yes, it's difficult to teach radio to large classes without having a computer room close by to allow them to edit their work.

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Currently, Media has based in the radio room on 3rd floor, but if they want to edit, they need to go back up to the 4th floor, it's difficult for classroom management and to keep them engaged.

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More time teaching relevant modules.

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CPD
Working outside of the college.

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Integrating assignments  briefs further across modules where there are certain tasks we get students to do that meet multiple assessment criteria.  This will cut down on number submissions for students.   

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Integrating assignments  briefs further across modules where there are certain tasks we get students to do that meet multiple assessment criteria.  This will cut down on number submissions for students.   

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Maintain guest lectures, keyframe etc.
Provide funding for staff to update their skills and CPD
Organise outings and talks by industry professionals in their workplaces.

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We have great links with industry but perhaps to expand the Erasmus programme so students benefit from experience abroad.

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We have great links with industry but perhaps to expand the Erasmus programme so students benefit from experience abroad.

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Up skill staff.
Keyframe promotion and integration  with modules.

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I'd question the need for BTEC at this point. It was initially brought in to bolster our connection with Wolverhampton and now exists for the degree top up year. Most of our students don't go on to do the degree and the BTEC modules are very restrictive in terms of what we can offer, particularly in relation to sound.

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This year the journalism students asked key questions about what skills students should be graduating with that the industry needs. Collating these responses in a cheat sheet for all media students would be worth doing.

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Timetables better suited to your teaching abilities.

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Good staff, pastoral care.

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Students can email and receive responses and feedback during working hours.

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Scriptwriting, Creative Writing, Film Studies

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Scriptwriting, Creative Writing, Film Studies