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non concern
The main Programme Handbook formatting is fine with exception the the prog specs .
concern

The late inclusion of late information (MDXAPP & progession and Support team).
caused additional to wokrload and and organsition of.

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The format on these were terrible instead of a straight copy and paste, turned into a reformatting job that could take up an 1:30 min to comlpete. and was easier to sart again.

Programme Leaders unaware the changes to these need to go throughan official process

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Programme Leaders unaware the changes to these need to go throughan official process

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Many DOP's & PL do not a this time of a clear date just what week they should be held.

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My concern is that the Validation process is not very clear. As Administrators the information does not seem to be fed through to us once Validation has been completed, so whilst we are trying to complete handbooks, we do not have information for new modules, programme specs or assessment diagrams.
Our academics do not even seem to be able to support us in this process either. It's not good enough that we should be placed under so much pressure with looming deadlines if we don't have the correct information to work with. If our academics do not know what the information is - then we don't stand a chance!

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many programme specs saved to the shared drive were copies taken from the previous years handbooks and had incorrect information (including module codes that no longer run). Also had specs that had corrupted information where they clearly had not been checked prior to being saved to shared drive. 

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many programme specs saved to the shared drive were copies taken from the previous years handbooks and had incorrect information (including module codes that no longer run). Also had specs that had corrupted information where they clearly had not been checked prior to being saved to shared drive. 

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complaints received from academics about the handbook template changing every year.

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complaints received from academics about the handbook template changing every year.

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Takes a lot of time to transfer information over from the previous years handbooks to the new template thereby increasing the delay with sending it on to the academic to review and update further.

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Takes a lot of time to transfer information over from the previous years handbooks to the new template thereby increasing the delay with sending it on to the academic to review and update further.

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Not easy to cross reference specs to the capp report as the modules are listed per academic year (i.e. if a programme structure had changed then the modules being studied in Year 3 could differ for the different cohorts/admit terms).

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PVG training confirmed that dates should be entered even if we know they would change. Not sure I agree with putting potentially incorrect information into a handbook!

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There are cases where myLearning pages have not been set up for new programmes from the point of validation. There is then a delay of adding the programme handbook to the VLE for students to access.

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Changes received late in the year resulting in handbooks having to be updated at late stage.

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Narratives received are too long for PIP. Have to go back to ML/DoP to ask for a summarised version to add.
Should there not be a word count impletmented at the point of review/validation

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Programme Specs were not up to date and were saved as PDF files making it harder to transfer the information to handbooks and increasing drastically the time spent doing this

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Programme Specs were not up to date and were saved as PDF files making it harder to transfer the information to handbooks and increasing drastically the time spent doing this

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I advocate for the idea of creating moodles templates (specific for different schools/ programmes)  in which content would need to be simply copied and pasted in. If not possible, PL's should be instructed on how to create their tables (in several cases tables are a mix of table + text box, inside of a text box + a picture, inside of a table, within a text box, etc) and also to and to respect the template's recommendations...

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I advocate for the idea of creating moodles templates (specific for different schools/ programmes)  in which content would need to be simply copied and pasted in. If not possible, PL's should be instructed on how to create their tables (in several cases tables are a mix of table + text box, inside of a text box + a picture, inside of a table, within a text box, etc) and also to and to respect the template's recommendations...

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Word training for programme leaders OR total formating responsibility for quality officers (PLs send the content, quality upload it exactly the same way to a official format). There should also be great scrutiny cause they were uploaded with a lot of mistakes to the shared drive. Silly ones as lacking modules, wrong modules, no Curriculum Map (on this one the copied the first 10 items of the ProgSpecs).  Also one (or maybe 2) wasn't there all together.

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Word training for programme leaders OR total formating responsibility for quality officers (PLs send the content, quality upload it exactly the same way to a official format). There should also be great scrutiny cause they were uploaded with a lot of mistakes to the shared drive. Silly ones as lacking modules, wrong modules, no Curriculum Map (on this one the copied the first 10 items of the ProgSpecs).  Also one (or maybe 2) wasn't there all together.

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we should ideally start this job earlier so they're all ready by the end of June - before all PLs disappear until September. For that to happen, work programmes should - again ideally - be ready by April.

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we should ideally start this job earlier so they're all ready by the end of June - before all PLs disappear until September. For that to happen, work programmes should - again ideally - be ready by April.

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To all of our new validated  programmes with top-up (and then later added the direct entry to the second year as well) we were asked by the DoPs (and later confirmed by our quality officer business partner) to use the previous year's specs and erase the non relevant information. This job ended up taking 2 weeks to finish (6 books) cause we saw a lot of mistakes with this strategy. Cutting a long story short, I ended up (hold your seats) designing the strategy myself - with the approval of the DoP - modifying the text of three of the ProG Spec items (9, 12 and 15) for all of those programmes.

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To all of our new validated  programmes with top-up (and then later added the direct entry to the second year as well) we were asked by the DoPs (and later confirmed by our quality officer business partner) to use the previous year's specs and erase the non relevant information. This job ended up taking 2 weeks to finish (6 books) cause we saw a lot of mistakes with this strategy. Cutting a long story short, I ended up (hold your seats) designing the strategy myself - with the approval of the DoP - modifying the text of three of the ProG Spec items (9, 12 and 15) for all of those programmes.

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e-learning: not all programmes had a mylearning page. 

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e-learning: not all programmes had a mylearning page. 

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not all shells were created by the students records to be added as new modules on PIP. 

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not all shells were created by the students records to be added as new modules on PIP. 

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Programme Spec Formatting is a nightmare - when you paste the spec into the main document the formatting is completely thrown out and it takes hours to tidy up.   When you are working on 30+ handbooks this becomes a major problem and production of handbooks is severely delayed. Main issue with this seems to be images and text boxes within tables.

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Programme Spec Formatting is a nightmare - when you paste the spec into the main document the formatting is completely thrown out and it takes hours to tidy up.   When you are working on 30+ handbooks this becomes a major problem and production of handbooks is severely delayed. Main issue with this seems to be images and text boxes within tables.

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Foundation students did not get the information via the app re additional programme session for their group only despite info being on SWAPROG

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Foundation students did not get the information via the app re additional programme session for their group only despite info being on SWAPROG

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Programme Leaders were unaware of their final schedule - as a DPA I sent them an overall timetable but many still seemed unaware of their own sessions - who is responsible for sending individual schedules to PLs?

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Programme Leaders were unaware of their final schedule - as a DPA I sent them an overall timetable but many still seemed unaware of their own sessions - who is responsible for sending individual schedules to PLs?

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Some PLs were not aware that they were responsible for foundation groups as of this year and did not know about the additional foundation year sessions

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Some PLs were not aware that they were responsible for foundation groups as of this year and did not know about the additional foundation year sessions

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Inputting all information on SWAPROG, linking all the different programme codes for induction was a huge and complex task

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Inputting all information on SWAPROG, linking all the different programme codes for induction was a huge and complex task

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Found it impossible to get student numbers from tableau - many programmes where there should be 200+ students registered were showing numbers like 4 or 7 - it was clearly incorrect - where do we go for this information?

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Found it impossible to get student numbers from tableau - many programmes where there should be 200+ students registered were showing numbers like 4 or 7 - it was clearly incorrect - where do we go for this information?

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It has become a  2 meeting process and is very difficult to organise. Should have the dates and times fixed as soon as timetabling is set. Do students agree with the 2 - in some cases long - meetings ? Planning, given rooms are not available and there timing and resourcing issues has become more difficult. 

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It has become a  2 meeting process and is very difficult to organise. Should have the dates and times fixed as soon as timetabling is set. Do students agree with the 2 - in some cases long - meetings ? Planning, given rooms are not available and there timing and resourcing issues has become more difficult. 

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Either we have a long Luns and adequate space to enter the info, or word count at point of validation. No point in validating one version and summarising for PIP. 

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Either we have a long Luns and adequate space to enter the info, or word count at point of validation. No point in validating one version and summarising for PIP. 

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Just a link to the one version of programme spec. Programme spec changes - only at validation, review.

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Just a link to the one version of programme spec. Programme spec changes - only at validation, review.

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How about one section for all department blurp? One section link to programme spec and luns (not to be updated at programme handbook stage). One section link to services, unihub etc. All updates are done online to have one format for all. It has been difficult to do all updates and then once formatting was done, insert last minute changes. What do students want to see in their handbook? How soon would they like to have it? Would maybe like to have a copy at the point of application? 

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How about one section for all department blurp? One section link to programme spec and luns (not to be updated at programme handbook stage). One section link to services, unihub etc. All updates are done online to have one format for all. It has been difficult to do all updates and then once formatting was done, insert last minute changes. What do students want to see in their handbook? How soon would they like to have it? Would maybe like to have a copy at the point of application? 

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Templates were very late this year, early June, when we are dealing with assessment boards etc so by the time we start work on them programme leaders were already starting to go on leave and did not review them until their return in September - when you have 25+ handbooks to prepare this is too short a timescale to finalise handbooks

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Templates were very late this year, early June, when we are dealing with assessment boards etc so by the time we start work on them programme leaders were already starting to go on leave and did not review them until their return in September - when you have 25+ handbooks to prepare this is too short a timescale to finalise handbooks

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PLs often do not review red guidance notes

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PLs often do not review red guidance notes

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Students receive module handbooks - why do we need to put module narratives in the programme handbooks?

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Students receive module handbooks - why do we need to put module narratives in the programme handbooks?

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Is there any training over the coming weeks for Tableau? My immediate colleagues and myself do not know how to use it

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Students not receiving any communications causing a delay in enrolment, payment of fees and access to online resources etc The evidence I have is emails from students detailing their difficulties

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I agree with the above - formatting a nightmare/large sections of generic information not relevant to certain programmes/constant updates and changes.  

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I agree with the above - formatting a nightmare/large sections of generic information not relevant to certain programmes/constant updates and changes.  

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Very late coming out, when you have early start programmes this leaves very little time as academics go on leave etc

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Very late coming out, when you have early start programmes this leaves very little time as academics go on leave etc

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why do they have to change every year. It's such a time consuming process when actually not much has changed

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why do they have to change every year. It's such a time consuming process when actually not much has changed

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Instead of the all the Uni bumpf being in the handbook - MDX app, well being services etc, can't this be in a separate info booklet and then the programme hanbook is just about the programme and not Uni life. The documents are so long that students don't read them

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Instead of the all the Uni bumpf being in the handbook - MDX app, well being services etc, can't this be in a separate info booklet and then the programme hanbook is just about the programme and not Uni life. The documents are so long that students don't read them

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Very late with amendments, PH are already on MyLearning and we get updates. Updates should come out in April/May, not September. The academic calendar can't really be a surprise - we know the new academic year is coming, updates should come in a timely manner

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New PVG system just really doesn't seem to work. And when constructive feedback has been given to the department that have set up this new system it is just ignored. Taking on feedback from the people (DPAs) who actually do PVGs would probably be sensible!

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New PVG system just really doesn't seem to work. And when constructive feedback has been given to the department that have set up this new system it is just ignored. Taking on feedback from the people (DPAs) who actually do PVGs would probably be sensible!

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Does a new programme handbook come out every year just for the sake of it? Surely if it aint broke don't fix it ...

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Does a new programme handbook come out every year just for the sake of it? Surely if it aint broke don't fix it ...

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Welcome went very well and I found the divide in the ID checking to run smoothly.

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Welcome went very well and I found the divide in the ID checking to run smoothly.

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Only doing domestics or simple T4 Visa also took pressure of with no complicated cases - still want superv. close by though!

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PVG works fine for us and with the student chairing has given a new control.  I think the DPA role has become minute taker to Mock Chair guiding the SVL Chair, and I think a clear ideology of what the SVL goals should be should be clear.  To champion, to find fault, to change, to something different?  The pre and actual board is fine, it is done approximately 2 weeks apart.  Works fine.  The minute table could be made little easier to complete.  Tables fine, but little overly designed. 

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PVG works fine for us and with the student chairing has given a new control.  I think the DPA role has become minute taker to Mock Chair guiding the SVL Chair, and I think a clear ideology of what the SVL goals should be should be clear.  To champion, to find fault, to change, to something different?  The pre and actual board is fine, it is done approximately 2 weeks apart.  Works fine.  The minute table could be made little easier to complete.  Tables fine, but little overly designed. 

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Welcome happens through out the year but if your induction does not happen in Week 0 you seem to get less support opportunities.  Such as just getting Student Amb.  ID checking and Admissions become little more difficult to run.

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Welcome happens through out the year but if your induction does not happen in Week 0 you seem to get less support opportunities.  Such as just getting Student Amb.  ID checking and Admissions become little more difficult to run.

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Proposed Champions in charge of each area on rotation.  So perhaps A is in charge of confirming for 2018  all PVG Minutes are recorded in a folder.  Then in 2019 move over to be responsible for HB is confirmed by set date in a certain area.  I don't mean responsible to upload, just to check and send out reminder. And rotate so everyone does it, gets to see information and what is stored where over the years...Some jobs little bigger than other jobs...Its knowledge awareness and staff interaction and needs management support so we don't get bullying or a member feeling over whelmed.   reading this over perhaps just by school not whole uni.

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Proposed Champions in charge of each area on rotation.  So perhaps A is in charge of confirming for 2018  all PVG Minutes are recorded in a folder.  Then in 2019 move over to be responsible for HB is confirmed by set date in a certain area.  I don't mean responsible to upload, just to check and send out reminder. And rotate so everyone does it, gets to see information and what is stored where over the years...Some jobs little bigger than other jobs...Its knowledge awareness and staff interaction and needs management support so we don't get bullying or a member feeling over whelmed.   reading this over perhaps just by school not whole uni.

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PHB should be discarded completely.  The information should be in manageable areas on the programme page. Only two people read the PHB.  The DOP and DPA.  Maybe a PL too!  When it goes wrong you call on the section needed - hence manageable online areas.  

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PHB should be discarded completely.  The information should be in manageable areas on the programme page. Only two people read the PHB.  The DOP and DPA.  Maybe a PL too!  When it goes wrong you call on the section needed - hence manageable online areas.  

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MHB should be free range.  Stop managing this, let the ML do what they want in accordance with the DOP leadership.  If you do not let them put it in the MHB it simply goes on the Module page somewhere and email to direct them to it via a link.  

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MHB should be free range.  Stop managing this, let the ML do what they want in accordance with the DOP leadership.  If you do not let them put it in the MHB it simply goes on the Module page somewhere and email to direct them to it via a link.  

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How do other people keep track of a change to a Module Leader?  It happens in an office down the corridor.  How am I supposed to know?  It is not emailed out to the dept confirming this appointments.  I manage it by sending out a list and getting a lot of emails back - some people are sad, some are happy, and some still don't tell me!  

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How do other people keep track of a change to a Module Leader?  It happens in an office down the corridor.  How am I supposed to know?  It is not emailed out to the dept confirming this appointments.  I manage it by sending out a list and getting a lot of emails back - some people are sad, some are happy, and some still don't tell me!  

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I don't understand why there is a new template each year. If we were just given the new additional information that is needed and where it needs to be slotted in, it would save a huge amount of time as we wouldn't have to start afresh each time.

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Even when the templates are circulated, there are still always additional added changes to the template. All the information needed for the handbooks should be ready in advance & late changes should be considered for the next cycle.

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Copy/pasting from a PDF was a nightmare and took absolutely ages. Ended up copy/pasting the information in sections as when trying to do it as a whole document, some text seemed to be missing. There was a lack consistency with the format within each of specs e.g. where there were diagrams historically, these were made into text but not for all fields. There was still references to Level 1. The template itself should be re-visited as why isn't the whole spec as one document instead of different sections? This causes problems with the look of the spec in the handbook whereby there are big gaps. (I couldn't find a way to make it look better in the handbook).

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On the basis from some of the comments under the programme spec section, are the same specs in the CAPP just going to be carried forward for next year? If so, we're going to be experiencing issues again. As myself in particular have formatted/amended mine within the handbook now. What is the reason why they have to pulled from this report each year? Back in the day, no changes were made to these in the handbooks unless they had changed, and therefore less time doing the handbook.

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The majority of admin staff have fed back at the workshops that the minute template does not work but this has not been taken on board. If the action table has to be circulated ideally within 48 hours then surely a table at the end of the document is easier to circulate? What was wrong with the template we were using before this new one was introduced?

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Students don't know where their classes are

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Students don't know where their classes are

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We've had a number of enquiries where students have been given information via e-mail that they have a class but the room number information is missing? We've resorted to scrolling down the room booking calendar to try to find the class they should be in but is there somewhere where we should be able to find this information instantly in the absence of academic colleagues?

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Every year we have to reformat to programme handbook templates and cross reference them to the previous year to understand what they are asking for. It takes days to do. There was some unnecessary repetition of information this year as well. 

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Every year we have to reformat to programme handbook templates and cross reference them to the previous year to understand what they are asking for. It takes days to do. There was some unnecessary repetition of information this year as well. 

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We asked Programme Leaders to review the welcome schedules from last year and state whether they wanted to make any changes months in advance. We had PLs still making changes a week before the welcome. Some PLs claimed they weren't informed of the schedule until the week before. 

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We asked Programme Leaders to review the welcome schedules from last year and state whether they wanted to make any changes months in advance. We had PLs still making changes a week before the welcome. Some PLs claimed they weren't informed of the schedule until the week before. 

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Maybe the workbook on tableau for the Welcome Schedules on Tableau could be under the main heading of Welcome as opposed to DPAMS. 

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Maybe the workbook on tableau for the Welcome Schedules on Tableau could be under the main heading of Welcome as opposed to DPAMS. 

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I was still receiving new narratives a few weeks before the welcome. 

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I was still receiving new narratives a few weeks before the welcome. 

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Do students actually read these handbooks! - all the information is duplication and can be found elsewhere. Eg module information - can be found in module handbook