24-review document media 24-4-2012 last draft(sa) (2)

7/28/2019 24-Review Document Media 24-4-2012 Last Draft(SA) (2)

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AKMI METROPOLITAN COLLEGE (AMC)

in collaboration with

QUEEN MARGARET UNIVERSITY (QMU)

SCHOOL OF ARTS, SOCIAL SCIENCES AND MANAGEMENT

PROGRAMME REVIEW

BA in Mass Communication & Media Arts

28-05-2012


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BA in Mass Communication & Media ArtsREVIEW DOCUMENT

Contents

Page No

1. Introduction 22. Response to previous validation of 2007 23. Extent to which the programme has achieved its objectives 4

3.1 Aims and purposes 43.2 Review of student/ employer experience 53.3 Review of feedback from external examiners 5

4 Developments during period of review 74.1 Changes 7

4.2 Student statistics 104.3 Programme operation 125. Teaching and learning 13

5.1 Strategies and Methods 135.2 Quality Enhancement of Learning, Teaching, Assessment 145.3 Good Practice and Innovation 16

6. Student support 187. Staff development 188. Resources 219. Conclusions and recommendations 21

References

List of Tables and Figures

Appendices

Appendix One: Previous two years annual monitoring reports andExternals Examiner Reports 24

Appendix Two: Previous Revalidation Report of 2007 50Appendix Three: Accreditation of British Accreditation Council 74

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1. INTRODUCTION

The BA in Mass Communication & Media Arts has been running for ten consecutiveyears, including the current academic year 2011-2012. The programme commencedin the academic year 2002 -2003 as a three year course and proceeded as a top upyear. In 2007, it was revalidated for a period of five additional years ending in thecurrent year 2012.

BA Mass Communication & Media Arts is a full time (FT) programme comprising twostrands of studies: Film & TV Directing and Journalism. All the modules aremandatory, either core or specialization modules, with a mandatory internship forboth strands. The programme is provided by the Faculty of Culture & Communicationof AKMI Metropolitan College (AMC) in collaboration with the School of Arts, SocialSciences and Management of Queen Margaret University (QMU).

According to Greek legislature, no external professional bodies exist controlling either

of the fields of expertise associated with the programme.The programme is provided in exclusive collaboration with Queen MargaretUniversity (QMU).

BA in Mass Communication & Media Arts is a modular programme suitable forjournalists and film & television directors wishing to develop their knowledge and toenhance their practice and skills which they have obtained either as students duringtheir two previous years of studies in the Institute of Vocational Training (IVT), anequivalent to HND level studies, or as professional practitioners. The programme isoffered either in one academic year (FT) or two academic years (PT).

2. RESPONSE TO PREVIOUS VALIDATION OF FRIDAY 20 APRIL 2007

The Panel of the former review event held on Friday, April 20 th 2007, agreed torecommend approval of the BA in Mass Communications and Media Arts for a periodof five years, commencing in September 2007 for a maximum of 40 students peryear. Approval was subject to satisfactory completion of the following conditions:

1.2.1 That the module descriptors are reviewed and revised to ensure moduleteams are identified, reading lists and additional resources are updated and thatlearning, 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 were met as follows:

1.2.1 Descriptors of all modules were reviewed and modified so as to identify moduleteams. All reading lists and resources were updated on a recurrent basis. Themodule Research Methods was redesigned to ensure the strategic alignment of itslearning outcomes, content and assessment pattern.All the above modifications can be observed in the attached revised validationdocument.

1.2.2 AKMI updated the programme regulations to match those at QMU as soon asthey were approved by the QMU Senate.The Panel of the Review Event also made the following recommendations:

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1.3.1 That AKMI provide additional short information sessions for students onpostgraduate study opportunities.

1.3.2 That a short statement is added to the documentation about how disabledstudents are supported.

These recommendations were met as follows:

1.3.1 IVT AKMI ensures that all the necessary information concerning PostgraduateStudy Opportunities at QMU and other academic environments is presented to ourgraduates in the form of seminars after the completion of their studies in theprogramme BA in Mass Communication and Media Arts, so as to assist them inadvancing their studies on a higher level. There is a relevant statement on page 12 ofthe attached validation document commenting on this process.

1.3.2 A statement referring to students with disabilities and their support by IVT AKMIwas added to the validation document (p.13).

Regarding developmental recommendations, i.e. recommendations that have to beaddressed over a period of time, the following course of action was implementedover the period currently under review

The students handbook was updated each academic year so as to include the latestregulations of the university. Module bibliographies are updated every year, as well.

During the past three years, changes in the modules have been effected, inaccordance to the meetings of the academic team, after thorough study of studentfeedback forms, their in-class and placement performance, and the

recommendations of the external examiner. Another factor that is always taken inaccount is our research into the demands of the market and the employability of ourstudents. All the changes in modules were considered and approved by the annualJoint Boards of Study and validated by the appropriate QMU committees; they arepresented in section 4.1.

The success of the informative tutorials/ seminars on Postgraduate StudyOpportunities is evident through the progress that has been noted in the steadyincrease in the number of students wishing to advance their studies on apostgraduate level. Moreover, the particular academic programme, throughout itsdecade long continuous successful operation, has become acclaimed in the Greekmarket 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 arescrupulously advised and briefed on the benefits and the advantages of theprogramme and the potential of their continuing their studies on a higher level, a factthat has provided us significant advantage over our competitors in the job market. Inthe past three years, our graduates have been accepted on relevant postgraduateprogrammes at UK HEIs such as the Royal Holloway University and the University ofEdinburgh.

AKMI Metropolitan College (AMC) is supporting in all its new premises structures thatallow for the use by all individuals with disabilities. It is also improving all itsstructures so as to accommodate users with special needs. The Maroussi campuswhich houses all the collaborative programmes with universities from the UnitedKingdom is fully accessible by people with disabilities. The Athens centre campus isalso accessible to people with disabilities, e.g. wheelchair access, special lavatories;

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this pertains in particular to all the buildings that house top-up programmes ofstudies, such as Patision 60 and the basement of the Kodrigtonos 16 buildings. Allthe central buildings are connected directly with the material and technical structuresof the IVT. AKMI Metropolitan College (AMC) has passed all annual building and firesafety checks, according to the regulations of the Greek Ministry of Education, andhas been granted a certificate of suitability from the British Accreditation Council(BAC).(see appendix 3).

3. EXTENT TO WHICH THE PROGRAMME HAS ACHIEVED ITS OBJECTIVES

3.1 AIMS AND PURPOSES

The aim of the course is to offer students a BA in Mass Communication and MediaArts, a high quality academic and vocational qualification in either Journalism or Filmand Television Directing, with a particular focus on industry relevant newtechnologies , to meet the needs and challenges of the profession in Greece and the

Europe in general. This is delivered through extensive tuition and practical application,professional placement, and 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 newtechnologies of their professions.

To offer students the opportunity to study film and 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 theirparticular 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 learning 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 filmdirecting.

Evidence of the ability to think critically, based on an in-depth rather than surfaceapproach to learning.

Application of the assimilated theory in the critical analysis of a diverse array of

data and research in journalism and film directing, and of the relevant problemsarising as well as of 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.

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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 fromconventional to more cutting edge media and the general acquisition of transferableskills.

Top-up year: BA in Mass Communication and Media ArtsHalf of each programme comprises shared core modules on the multi-disciplinaryaspects of mass communication, i. e. mass communication in relation to other fieldslike media arts, the society, politics, law and management. In addition, students willbe familiarised with the research methods pertaining to the discipline of masscommunication. In the two profession specific strands that comprise the other half ofeach programme students attend labs and workshops according to theirspecialisation and work as interns in a TV production company/TV channel or

newspaper/broadcaster. Lately, the market has oriented itself towards internetcommunication; students are therefore trained in internet media and technologies.Students are also offered the possibility of participating in extra-curricular workshopsand seminars.

3.2 REVIEW OF STUDENT/EMPLOYER EXPERIENCE

The placement supervisors from the professional environments where students areallocated for their internship module remain in frequent communication with the course

leader, who has the coordination of the internship process; they keep her informed onthe general conduct and progress of the students. Comments and recommendationsincluded in the relevant assessment feedback sheets are based on the formalcommunication of the course leader with employers, and on the course leadersunexpected visits to the work environments. An integral part of the module are thestudent self evaluation reports which are delivered on specific forms, and cover theirplacement experience, their expectations and their own assessment of the overallperformance.

The programme after its decade long materialization has become widely known in themarket and employers, as a result, often ask for students of our programme forinternships. For

. the pst years, we collabortg iemetors, ot eee of t pogramme and lookforward to our students. Employers, in general, are satisfied by the presence and the progress of the students.The good overall image of our students in the placements is due also to the fact thatthe students are eager to participate in the lad hoeploen pwvirnmpletio heir studies; therefore, theydo their best to show more diligence, reliability, and punctuality i . Epn uch a prd o s to boosirnces . Obvy, no ntspossess the same abilities or outlook to work ethics and this is reason why emplo theverybg of ou labrar ormene general profile of e students hoing to cpa

, so as to pay the appropriate attention to any difficult points

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tcomplicae th nts, astn thsand enhancing the applicaion of their leang .cai wihhe ents is following the samee for thepat i , i.e.ough contractualgreed continuousconiction with the internal supervisors and the courseleader, and its operation is smooth . Certain employers happen o e teacat the IVT as well, ane theefore ar of the ntial of theprticular students, having ben their tutors in e past .The adherf the employers to the e internship has been facilitated throuthirsice inrocess . Thepisorhe amme hen acoperatioess

he available data pertaining to the internship process are the following:

Employers reports on the presence, participation and progress of the students in

the placement.

Self evaluation report forms following the latest recommendations of the external

examiner. Assessment feedback sheets including the grades of the internal &external

supervisors.All these documents are available only in Greek, but can be translated upon

request.

3.3 REVIEW OF FEEDBACK FROM EXTERNAL EXAMINERS

The external examiner, Dr Maria Michalis, has been satisfied with the programme ingeneral, characterizing it as well-thought and well-structured, designed to meet itsstated aims and relating well with other programmes in this field at this level at otherHigher Education institutions.

The assessments worked well, the stated learning outcomes corresponded to them,and the grading was deemed fair, sound, accurate, diverse, and consistent. In terms ofgood practice, the experienced and qualified staff always provides detailed andconstructive 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 ofthe subject matter)

access to material and communication with the course leader. The externalexaminer was sent well in advance of the June and re-sit Boards samples ofmaterials from all semesters, covering a range of classifications for each ofthe 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 Methodsmodule. Therefore this constitutes an area requiring attention and needs to bedealt with by the academic team. The tutor in charge of the moduleincorporated more formative exercises using inquiry based learning to agreater extent. This has led to a major change is the module, which has beenre-titled as Research Project. More details can be found on the relevantportion of the revalidation document.

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the assessment criteria for the Internship module ought to be reconsidered,

as it appeared that the assessment is external only (i.e., conducted by theemployers); the course team may consider ways to assess the students ownlearning and critical reflection on their work, such as submitting a learning logand/or a written evaluation, while always taking into consideration the overall

workload of students. In the next years report (2009-2010) it was remarkedthat the point was tackled, and students have to write a Self-Evaluation reportas part of their Internship. This amendment seems to work well, as it hasallowed students to critically reflect upon their own learning and work. Theexternal examiner was especially pleased from the realization of the changeand its results as may be confirmed by her report.

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 associatedstudent effort) across all courses of the programme. This concerns only acouple of modules and their assessment methods, and especially oral

presentations: their weightings were changed, as it was estimated that anoral presentation of 8 -10 minutes cannot count for the 50% of a grade of acourse. As a result, the module Media Law & Ethics has now twoassignments, the oral presentation weighting for 30% and the writtenassignment for 70%, whereas the assessments of the module Mass Media &Modern Society count as follows: 60% for the essay and 40% for the oralpresentation.

the module Media Management (which was considered an impressive asset

to the course) should change its focus on public relations to mediamanagement. Conversely, the module ought to be re-titled into PublicRelations. It is suggested that the essay questions should be reconsidered(i.e. made more clearly about media management). It is recognized thatMedia management is a new academic area and good academic material ishard to find, all the more so in Greek. Moreover, an extra challenge exists asany decision taken has to satisfy students from all pathways.

As this remark of the external was noted in the current years report, it hasbeen taken in mind in the general upgrading of the module, which is beingsubmitted with the current revalidation documentation.

4. DEVELOPMENTS OVER PERIOD OF REVIEW

4.1 CHANGES

Any modular changes or modifications that occurred in the course of the threeprevious years of conducting the academic programme were an outcome of themeetings of the academic team after thorough study of the student feedback, theirperformance in the whole range of the modules, practical or theoretical, and thecomments and suggestions of the external examiner. The changes arranged by theJoint Boards and validated by University Committee have been the following:

Digital Filmmaking I: the submission date of the 1st assignment (scenario)

changed initially from week 6 to week 10, then returned to week 6.

Digital Filmmaking II : The two assignments were merged into one.

Research Methods: bibliography was added supporting the Film Directing

strand.

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Mass Media & Modern Society: change in the weightings of the assignments

to 40% for the oral presentation and 60% for the essay.

Media Law & Ethics: change in the weightings of the assignments to 30% for

the oral presentation and 70% for the written final exam.

During the academic period 2008-2011, the most basic changes that took placewere:

Based on External examiner recommendations- Change in the Internship module: the assessment methods were enhanced

through the inclusion of a Self-evaluation report.- The Research Methods module was improved, the teaching methods were

enriched and alternative topics for the assignments were proposed.- The assignments topics for the module Research Methods were altered so

as to provide for more consistent assessment and support students in a betterway.

- Digital Filmmaking I Module Alteration was submitted by the course leader

Magdalene Remoundou & module Co-ordinator Mr Efthimis Hatzis with aproposed alteration in the submission date of the first assignment in order toassist students in their time management for the Winter Semester.

- Change in the weights of assignments of Mass Media & Modern Society: oralpresentation from 60% to 40% and the essay to 60% on a subject of relevantweight. For Media Law & Ethics an oral presentation for 30% & and a FinalWritten Exam for 70% of three hour duration instead of two. ProgrammeLeader Module Co-ordinator Winter Semester.Mass Media & Modern SocietySpring Semester Media Law & Ethics. Better correlation of the weight and thecontent of the assessments

- The students were facilitated in complying with the submission deadlines forthe assignments, as formulated by the academic team and submitted at the

validation event for the programme leading to the materialization ofThessaloniki Campus, June 2011.

- The assignments were managed so as to secure the smooth anduninterrupted flow in their submission. It was suggested that no multiple (2 ormore) tasks should be assigned with the same deadline.

- The assignments subject matter for the Media Management module waschanged so as to make the module be oriented towards Media Managementand not public relations.

Based on issues discussed in SSCC and Programme Committee Meetings

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 Harvard referencing system.

Instead of arranging extra tutorials, which could not be appealing for the students theacademic team decided to expand the duration of the lectures in order to incorporatespecial guidelines. Consequently, the issue was resolved and students wereintroduce to the particulars of academic writing. The tutors of both strands have beeninstructed to provide particular advice in their PAT sessions and general guidelines inthe classroom environment. The results have been more than encouraging and agreat portion of students anxiety has been released.

An additional general difficulty was the students familiarization with the e-platform

Moodle.

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The tutors offer thorough and constant advice on the efficient use of the learningplatform Moodle to each cohort and place an emphasis on explaining the waysCollege facilities are focused on student needs. The guidelines were incorporated inthe lectures following the same method as for the introduction to the academicwriting. The particulars ofMoodle access and operation are elucidated, and studentsare alerted to its importance, as all significant information for the course is uploadedin it immediately when it becomes available (guidelines, handbooks, notes,assessments, etc).

The directing students were initially especially reluctant to participate actively in anytheoretical module, as they failed to comprehend their use in the creation of a film ormedia project.

Steps have been taken to introduce each year the directing students to the rationalebehind theoretical knowledge, and its value for the artistic process.

In all theoretic modules formative assessments were added. Also more projections of

films and particular TV shows that can be employed as a ground for semiotic analysiswere included in the educational material. Care was taken in all stages to present ina lucid manner how cinema functions as one of the Mass Media. After theirintroduction to the rationale behind these modules they realized their value for theartistic process and collaborated quite enthusiastically in the process, a fact furtherproven by the quality of the final written projects and their grades..The students representatives expressed their fellow students worries about thedeadlines and their difficulty in managing their final projects and their time in general;moreover, they doubted whether the administration of the programme adheres to therules in all cases (Winter 2008).

First, all doubts were eradicated through the demonstration of objective data. At thebeginning of the second meeting (Spring 2008) student representatives stated thatthey have realized that QMU regulations are strictly followed by the administration ofthe programme and that they will fully comply to the rules themselves. The lessdiligent students have always been the source of more complaints which are beingtreated with strictness as they are considered to be a result of their irresponsibility.The particular students realize that they have to be more diligent and the greatestpercentage of them manages to resolve their issues in time for the exam or re-examboards. The teaching team of the programme felt that the doubts expressed by thestudents aimed at an indirect demand for an extension in the deadlines. The tutorsEfthimis Hatzis, Dimitris Koutsiabasakos and Electra Venaki assist students in theirshootings preparation and time management. Extra tutorials were organized with the

contribution of the tutor Vally Konstantopoulou bearing in mind the specific needs oftheir craft. As a result, the students of the Film & TV Directing Strand have achievedin submitting their scenarios and final projects on time in all three years. Theexpertise that the academic team had gained through their past years experience iscrucial in assisting students in the organization of their time. As an additionalmeasure, all the deadlines of assignment submission have been reexamined andredefined thoroughly so as to prevent 2- 3 assignment submission deadlines fromcoinciding.

Some directing students asked to discuss the possibility of changing the script theyhad initially submitted due to unforeseen factors, such as insurmountable difficultieswith the actors during the shooting.

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The issue of script changes has been an ongoing matter that is faced by the facultyof this programme. Taking into consideration all the relevant conditions, theacademic team concluded that the module should become year long, allowing for theproper handling of any unanticipated problems that the students might face in thecreative realization of the media project.

The tutor Maria Fotinea had to move abroad for professional reasons and thereforewas unable to continue her engagement with the programme.

The programme committee decided that Mr. Stamatis Poulakidakos will teach themodule E-journalism and Mrs. Anastasia Veneti will teach the module ComputerAssisted Research & Reporting under Mrs. Foteineas guidance and supervision.In the academic year 2009-2010, a newly appointed tutor, Achilleas Karadimitriou,replaced Maria Fotinea in the modules of the Journalism strand; he appreciated thepositive environment within the cohort and through the educational procedure.Students find the way he teaches the modules interesting: Mr Karadimitriou isproactive and supportive, especially when it comes to using the e-platform Moodle.

Unpredictable circumstances and various adverse conditions such as recurrentstrikes in public transport and uprisings keep occurring, obstructing the properdelivery of the course and the adherence to deadlines.

The students showed their willingness to supersede obstacles and finally managed tomeet the deadlines properly. The academic and administrative team is instructed tohelp students in each situation that arises according to its particulars. In case ofstrikes the classes are moved to other days. Also, studying and projects withinCollege premises is encouraged so as to minimize transport needs in case of strikes.

In some cases some absences have been noted in the placements, due to

personal/family issues.

The Course Leader has liaised with the Counseling Centre and the placementsupervisors so as to address this matter. Dates and hours were modified so as toaccommodate the students, who also made an appointment with the counsellingservice. From what they stated, this process helped them enormously.

4.2 STUDENT STATISTICS

Admissions 2008 2010

Year Admissions By Gender By Age

Male Female 18-21 21-24 >24

2008 24 18 6 9 8 7

2009 21 11 10 15 3 3

2010 43 25 18 20 13 10

Entry Characteristics

Year Direct fromHigh School

Transfer fromInstitute of

State UniversityStudents

Other

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VocationalTraining

2008 0 19 4 1

2009 0 18 2 1

2010 0 39 1 3

Cohort Monitoring 2008 2010

Statistics Data from four previous academic years

Film & TV Directing strand

EntryYear Students Male Female 24

FeesHome EU

2006/7 3 2 1 2 1 2 1

2007/8 7 6 1 2 3 2 - 7

2008/9 10 9 1 4 4 2 - 10

2010/1 23 15 8 13 7 3 13 10

Comment: During the academic year 2009-2010 the Film & TV Directing strand of theprogramme did not run due to the lack of enrolments. This caused a restructuring inthe marketing policy. The new goal set by the marketing department was thedoubling of the potential enrolments. The intensification of the marketing effortresulted in a considerable rise in the cohort numbers.

Journalism strand

EntryYear Students Male Female 24 FeesHome EU

Other

2006/7 15 6 9 8 5 2 8 7 -

2007/8 18 8 10 15 2 1 - 10 8

2008/9 14 9 5 11 - 3 - 14 -

2009/0 20 9 11 16 3 1 - 20 -

2009/0 1 1 - 1 - - - 1 -

2010/1 20 8 12 14 3 3 16 4 -

The increase in student numbers in the journalism strand is satisfying and alwayswithin the set goals.

Students joining the course come from various backgrounds. After a process ofspecific evaluation the following are recognized as prior learning for the programme:

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Year Level

Applications

Admissions

Withdrewbefore thestart of theprogramme

StartedProgramme

Withdrew afterstart ofprogramme

Numberof failingstudents

TotalNumberofWithdrawals

NumberofstudentsProgressing

2008 3 52 24 2 23 3 8 5 12

2009 3 32 21 0 21 2 2 19

2010 3 43 0 43 4 16 4 20


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professional experience in journalism, film directing, film editing; degrees from GreekPublic Universities, such as the Department of Political Science of PanteionUniversity, Mass Media Department of the University of Athens, the Department ofMultimedia Technologies of the University of Aegean, Departments of Greek orEnglish Literature, Humanities Departments, but also the School of Economics, theDepartment of Physical Sciences, and the graduates of the IVT in Journalism or FilmDirecting.

Information on graduate employment.

Graduates of the last three years of the programme have found employment in thefields of cinema and television as assistant directors, editors, and directors. Theyhave also created short films in addition to their mandatory final project; they haveparticipated and excelled in local, national, and international short film festivals. Aexample of such achievements and a first rate success can be considered the firstaward in film direction of the most significant Greek short film Festival, the DramaInternational 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 attractedprofessionals from the fields of Film Directing and Journalism wishing to upgradetheir professional profile with an academic degree. An instance of this trend would bethe Director of the Press Office of the International Film Festival of Thessaloniki, aprofessional journalist for the past decade, which is attending the current yearsprogramme. This student is only an instance of professional directors and journalistswith relevant experience (in some cases of many years) are attending theprogramme every year. Among our graduates have been renowned, respectedjournalists with long experience in the field and anchormen, specializing in areassuch as political journalism.

The new factors pertinent to the world financial crisis have formulated new

circumstances in the work environment of Mass Media in general, including filmdirecting and journalism. The resulting trend is the pursuit of new job opportunitiesthrough the internet, the creation of news reports sites, web radio & TV channelse.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 theirproductions with digital media, handling the greatest part of the production processon their own, with the lowest possible costs, and fewer people in the productionteam. The creation of digital channels has contributed to the expansion of interesttowards television production, multi-camera setups and live stream connections.During the current academic period, the department participated along with studentsfrom other specializations in Media Arts of Educational Organisation in theproduction 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 bepresented on line at the web TV channel Livestream.com, with live links with Athens(AMC), China, India, and, naturally, London.

4.3 PROGRAMME OPERATION

The proper operation of the course is managed by the administration team at AKMI,the course leader, and the academic team.

Amendments aiming at the incorporation of further enhancements in the curriculumand the integration of current technological and pedagogic developments in theeducational procedure remain the top priorities for the teaching team. The tutorsconstantly aim at making teaching interactive, stimulating, and effective. The

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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 tooperate in such a way so as to meet the demands of the programme in a productiveway.

The teaching team work closely to ensure regular communication about the deliveryof the programme in the best possible way. The tutors are alerted to the recurrentproblems of the students in their initial contact with essay writing, referencing, etcand guided to incorporate in their lectures their advice on such matters.

The concern of the directing students regarding the timely realization of their filmproject was resolved thought the organization of their productions via centralizedcoordination on the part of the course leader and tutor Ms Vally Konstantopoulou.The current operational structure towards the realization of the film projects followsclosely similar production methodologies applied by professional film productioncompanies with multiple projects running concurrently; students are guided on theformation of time schedules and production charts for the production stages of their

film projects and the satisfaction of their needs. The overall aim is the timelyrealization of their project, through a rational process that they will be able to apply intheir professional careers as well. The results have proven that the majority of thestudents has grasped the particulars of successful time organization.

Finally, the academic team anticipating possible delays in the delivery ofassessments in particular deadlines and aiming at the smooth operation of thegeneral assessment procedure gradually shifted the deadlines for certainassessments, assisting students with their punctuality.

Students of various levels and from various departments of the performing arts andfashion sectors of the IVT have expressed throughout these three years their wish to

participate in the film projects, providing an invaluable depository of experience,enthusiasm and exchange of opinions, ideas, and creativity. Furthermore, the BAstudents themselves have been assisting each other in more than one of their fellowstudents projects-films, creating a sense of professional solidarity.

5. TEACHING AND LEARNING STRATEGIES

5.1 Strategies and Methods

General attitudeTutors should recognize that all students can learn, desire to promote social diversitythrough curriculum, believe in the need to align student needs with teacher objectives,encourage students to respond critically to different kinds of projects, commit tocontinuing professional growth, develop habits of critical thinking, recognize the valueof diverse opinions, desire to promote media and the arts to the general public, andencourage the public to respond critically to their work.

AssessmentStudent learning ought to be assessed in multiple ways; tutors are guided tounderstand that standardized testing alone does not adequately reflect student

learning, and to become proficient in creating, implementing, and using formative,summative, formal, and informal assessments of student learning.

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Content Knowledge

Media DevelopmentTutors view growth in Media as a developmental process: reading, writing, speaking,listening, observing, and thinking should be treated as interrelated, and social, cultural,and artistic environments.

Media AnalysisTutors think of the Media area as dynamic rather than static, and they understandthat there are many viable and valid versions of projects.

CompositionTutors understand that oral, written, and visual composition requires anunderstanding of multiple processes, and that verbal and visual Media (code ofcommunication) language influence thought and action.

Reading and the relative Literature of the field

Tutors think reading as a constructivist and transactional process. The proficientreaders are conscious of their own comprehension processes. The effective teachingrequires knowledge of relative literature of the field representing multiple worldviewsfor classroom discussion, and that literature is a source for exploring and interpretinghuman experience.

Instructional PlanningTutors involve both collaborative and independent student learning and using avariety of materials and media to work on interdisciplinary instructional units.

Instructional PerformanceTutors promote respect for and understanding of academic, cultural, and gender

differences in the classroom, stimulate students in active learning processes, usestudents work as part of instruction, and incorporate technology.

Instructional AssessmentTutors promote respect for challenging student discourse, use feedback to teachstudents, develop ways to communicate assessment results to diverse audiences,and use assessment to improve instruction.

Instruction in Oral, Written, and Visual LanguagesTutors enrich and expand Media resources for different social and cultural settings,engage learners in discussion, interpretation, and evaluation of ideas, and designinstruction that reflects Mass Communication as a dynamic human creation.

Instruction in Reading, Literature, and Non print MediaTutors build a reading, listening, and viewing community where students respond,interpret, and think critically to a variety of projects.

Apart from the teaching methods employed by the programme up to the currentacademic period, i.e. participation of students in in-and-out of class projects, lecturesand seminars, film projections, conferences, academic presentations, whiledeveloping their academic writing skills through special tutorials, it was decided thatinquiry-based learning should be employed to a greater extent. The method will lendto the teaching process greater interactivity, implicating the students and theircreativity more widely and in greater depth, and will build up the student interest formore theoretical modules such as Research Methods, which tend to be approachedunwillingly by the majority of students. This module in particular during the previous

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period of application of the programme has become the subject for extensivedialogue and speculation among the academic team in order to attract the interest ofthe cohort for this particular module and minimize the margin of failure. Based uponthe feedback of the previous three years, we proceed to the aforementioned changethrough employing the particular teaching method.

5.2 Quality Enhancement of Learning, Teaching and Assessment

During the second year of delivering the programme after its revalidation in 2007, thestudents results displayed a well-balanced progress. This fact supports thecurriculum of the programme as well as the approved changes in the assessmentpatterns that have been made in some modules. The assessment patterns of themodules seek to cover all the parameters and demands of the job market, and asproved by the results of the 2nd year of delivery of the revalidated programme theyhave been fruitful.

The teaching team of the programme are at once active professionals and scientificassociates of the Greek National University, and as a result they are aware of thescientific and technological advances in their field of studies. Consequently, theassessments they provide to students are innovative and harmonized with thecurrent job market demands.

Throughout the whole of the previous academic period, we have been constantly intouch with QELTA and its current themes, and taken special care to incorporate themin our discussions and actions.

Firstly, we have taken steps so as to maximise the potential of our academic and

professional communities of learners, working together locally, regionally, nationallyand internationally.AKMI Metropolitan College considers that academic collaborations are a keyparameter of academic strategy, and strongly believes that the benefits of suchcollaborations are fundamental both to the institution and to its students..Partnerships with UK based institutions will facilitate AMC to introduce anddisseminate cutting edge research cultures and create highly competitive graduatessuitable for the Greek job market. AMC also always seeks to enhance studentmobility to other countries fostering healthy cultural and academic diversity.

Secondly, we have sought to enhance the student experience through thedevelopment of learner-centred educational provision, and scholarship.

We offer intellectually challenging taught programmes informed by our educationaland professional. Our curricula are structured so as to be dynamic, flexible andinternationally relevant, embracing innovation, and delivered and assessed using themost appropriate methods and technologies. We encourage students to participateas active partners in their own educational experience and to become self-confidentindependent learners. We support our excelling students to expand further theirstudies on a postgraduate research level, while also encouraging them to becomeindependent researchers in their professional fields. We provide academic supportfor our students through the provision of academic personal tutors and otherspecialist support for learning, as required by individual students. AMC also enhancea permanent quality culture as a backbone that can be dynamic at the same timeand evolve as our programme advances so as to procure continuous development.

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Attention has been paid to the personal beliefs and values of our academic,administrative and general staff members. Our basic tools are training activities,induction schemes, recognition and regular staff committee meetings. We havesought to integrate students as active participants in decisions about how learningand teaching activities are conducted, but also to support their personal valuesystems.

In the 21st Century the most significant challenge for graduates will be to managetheir relationships with work and with learning. This requires skills such asnegotiating, action planning, management and networking, added to qualities of self-awareness and confidence. These are the skills required to be "self-reliant" in careerand personal development. In developing these skills there is a part to be played bythe educational team, the students themselves, and employers in the private andpublic sector. In order to make full use of their skills, graduates need newopportunities to apply them. Traditional graduate jobs will not absorb the growingnumbers 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 willalso need to understand the labour market. Towards this direction we have tried toinclude Self-Reliance Skills within the courses and inform potential employers ontheir availability and the benefits of employing our graduates.In the Greek Job market in the time of general crisis students have to be briefed onthe following facts and how to tackle them: there is no job for life, maintainingemployability, a major decline of loyalty, the building of a desire for variety, and anexpectation of multiple careers, managing an autonomous career with a balancedand comfortable lifestyle.The programme is designed and focused on the demands of the market as regardsdigital and new technology so as the graduates would be directly absorbed in themarketplace. The programmes orientation is well-known to prospective candidates

who approach our institution prepared with updated portfolios so as to meet thedemands of the interviews that will grant them entrance to the programme.Consequently, the programme after its successful completion provides the studentswith the possibility of continuing their studies in a post-graduate level or being directlyabsorbed by the job market.

5.3 Good Practice and Innovation

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 difficultyand to operate in such a way so as to meet the demands of the programme in aproductive way.

he teaching team asks from its students to use in their projects and assessmentsthe most recent developments and innovations that are applied in the Mass Media.Concerning specialist resources, there have been added three High Definitioncameras and the students of the Film & TV Directing become aware of andfamiliarize themselves with the latest technological advances. Also students of theJournalism strand had to create blogs in the Internet, following the recenttechnological developments relating to their field.

The films of two of our students were approved and officially participated in thecompetition part of the greatest and most important Greek Short-film Festival in theGreek city Drama. The film of one of them titled Piretos (Fever) BougioukosGeorge was awarded with the first prize of Greek Short-film Festival in the Greek cityDrama. Additionally, the film of the 2007-2008 graduate Katerina Gioulmichalaki that

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participated in the Festival of Naousa was awarded with the first prize. During theacademic year 2010-2011, Kalamakis Vassilis, with his film titled Cut damn!, thefinal project for the module Digital Filmmaking was chosen to participate in thecompetitive section of the 31st Munich International Festival of Film Schools,November 13 to 19 2011, at the Drama Greek Short Film Festival, and at theComedy Cluj Festival in Romania. Ariadni Papanastasious film Half Day ofFreedom 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 are carriedin Greece and in the UK respectively. We proposed that films by the Greekgraduates which received an A should be incorporated into the public screeningprogramme of the films organized by the QMU for its graduates in the UK.

During the academic year 2009-2010 the number of distinctions is worthy of note. Itis also significant that our graduate Iakovidis Kyriakos was accepted in the middle ofthe spring semester to continue his studies on apostgraduate level at Royal Holloway, University of London.

In the fourth year of delivering the programme 2010-11, once more the number ofdistinctions is worthy of note noting, along with the success of the graduateKaramanolis Theodoros, in the continuation of his studies at the University ofEdinburgh in MSc in Film in the Public Space programme. Iakovidis Kyriakos hasmoved on from a MASTERS degree at Royal Holloway University to a PhD inCoventry University.

Therefore, the initial belief of the teaching team that the enhancement in the contentof the modules and the assignments would be fruitful, has become an establishedfact. Nevertheless, alterations aiming at further improvement in the curriculum andthe incorporation of the most current technological and scientific developments in theeducational procedure remain top priorities for the teaching team. The tutors

constantly aim at making teaching interactive, stimulating, updated, student centered,and effective.

One of the most innovative features and assets for the course is considered by themarket to be the creation of a network in collaboration with state authorities andpublic offices that support our students in the realization of their projects. Oneexample is the supply of traffic permits by the Traffic Police of Athens for Filmshootings that take place in roads and require the obstruction of traffic.Seminars and lectures of well known professionals taking place in Greece and theUK could be open for attendance to all the students of the programmes in bothcountries at the same time, through teleconference and simultaneous interpretation.

The world renowned film director Bella Tar was invited to Greece to give a lecture asa visiting professor on May 2011 for the Media students of the educationalorganization AKMI.

Contrary to the major economic crisis, the course leader and the academic teamwere able to find internships for all of our students.

Staff development seminars have been organized by the director of CAP of the QMUDr Roni Bamber, where among others, tutors presented microteaching sessions thatwere videotaped. It is also worth noting that AMC College is currently using themethod of peer observation; the notes of peer tutors aim at the enhancement ofteaching methods, with the exchange of relevant experiences.

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The External Examiner has repeatedly confirmed in the report how balanced is thematerialization of the programme, a fact also reflected in the marking procedure. Herverbatim quote was: Once again I was impressed by the detailed and constructivefeedback and the rigorousness of the internal moderation process. The markingfeedback that follows for the structure of positive, negative and points forimprovement remains an area of good practice.

Special attention has been paid as to take ongoing care towards quality managementthrough processes such as collecting and interpreting staff data, promoting andsharing good practice.

From the academic year 2009-2010 onwards, pastoral support with psychologistshas been available at the AMC counseling centre. Additionally, an academic learningcentre supports students in academic writing, building up the extra tutorials that areincorporated in the students lectures.

6. STUDENT SUPPORT

The students are supported throughout their studies on an academic level by theProgramme Leader Magdalene Remoundou and their assigned PATs. PATs are incharge of providing students with personalized advice; each PAT is assigned his/herstudents at the beginning of each academic year. As the programme has beenrunning for 10 years, it has been evident from prior experience that each year, whenwinter semester is completed, students not devoted to their studies have poorperformance. On the contrary, spring semester begins with no difficulties for thosestudents who have realized the extent of their responsibilities and have paid heed tothem, along with the fact that they need to be more diligent and organized. The

support for these students is more specialized and focused on preparing them for thechallenges of postgraduate studies. The directing students face the multidimensionalchallenge of having to realize in a timely fashion their film project; they are assistedvia centralized coordination on the part of the course leader Ms MagdaleneRemoundou, and the tutor Ms Vally Konstantopoulou.

The practice applied by the academic team of the programme is mentioned as anexample of acts of development and advancement of the programme on the frontpage of the QMNEWS brochure and on the QMU site QMU. The relevant extractstands as follows:Every year, students have been known to show resistance to academic writing to acertain point, as they consider themselves to be creative persons and they arereluctant in following academic learning requirements and producing formal,theoretical research and work. Based on the fruitful experience of the previousacademic years, the academic team employed strategies grounded on one to onestudent to tutor interaction, and personalized problem solving. Extra tutorials werescheduled in order to make explicit the assessment regulations, the Harvard systemof referencing, the importance of student-led research and the avoidance ofplagiarism to the students. The teaching team incorporated the above in theirlectures and did not schedule them on other days during which students might beabsent. (BA Mass Communication and Media Arts, AKMI Metropolitan College)

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.

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A Student Staff Consultative Committee (SSCC) held twice a year provides anadditional forum to address academic and programme issues and/or concerns.

All teaching staff is available to the students and accessible through their announcedoffice hours and e-mail addresses and ready to assist them in any difficulty. Theysupport and guide students in using campus facilities such as the library and e-resources, and studying within College premises so as to help them manageeffectively their time and submit their assignments on time, thereby avoiding anypotential problems that might arise from unforeseen circumstances such as strikes atthe mass transportation media, cancellations in shootings due to severe weatherconditions e.t.c.

A counseling centre based at the Maroussi campus is operating at AMC for thesupport of students; it is focused on advising students on a personal, social andpsychological/emotional level. Dr Marina Nicolaou, a psychologist and CourseLeader of BSc (Hons) Psychology in collaboration with University ofGloucestershire, is in charge of its proper function; along with psychologist Ms

Natalia Koutrouli and a team of Psychologists- Professors, they assist anyrelevant case that may present itself on campus. They are available for all AMCstudents after booking an appointment. BA in Mass Communication & MediaArts students make use of this service.

7. STAFF DEVELOPMENT

During 2009, the tutor Anastasia Veneti was awarded her PhD by the NationalKapodistrian University of Athens, Department of Media Communication Studies.

Title of thesis: Political Advertisement and Behaviour: Information and Manipulationof the Citizen. Subtitle: The Young Voters and the Redefinition of the PoliticalAdvertisement.

During the academic year 2009-2010 Achilleas Karadimitriou, who has been teachingthe modules E-Journalism and Computer Assisted Research and Reporting, iscurrently a PhD candidate at the National and Kapodistrian University of Athens,Faculty of Communication and Media Studies. Title of PhD thesis: Public ServiceTelevision in Europe: the Case of Greece. Mr Poulakidakos title of PhD thesis, in thesame University Department is: Propaganda and Contemporary PoliticalCommunication: the Case of the Presentation of the MoU between Greece and theEU through the TV and the Internet.

The course leader Magdalene Remoundou attended a postgraduate programme ofstudies at the National and Kapodistrian University of Athens, Faculty ofCommunication and Media Studies, strand Cultural Studies. The duration of thisprogramme was 3 academic semesters and is to be consummated in February 2012.

During the academic session 2008-2009, Dr. Veronica Bamber and her team fromthe QMU Centre of Academic Practice organised and presented two series ofseminars to the teaching teams of the programmes run by AKMI EducationalOrganisation. The first series took place in mid January and the second in earlyMarch. The main topics that were discussed during the seminars were:

Course Structure

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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

On February of the academic year 2009-2010 Dr Veronica Bamber organized andpresented a series of Staff Development Seminars, including microteaching sessionsfor the teaching teams of the QMU programmes delivered in collaboration with AKMIMetropolitan College. During the second part of these seminars, the following topicsfor 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 formercourse of seminars was recent. Additionally, the programme is to undergo therevalidation process in 2012, and as a result it has been deemed more efficient thatthe relevant seminars be given during the academic year 2011-2012.

Dr Veronica Bamber also organized and presented a day long seminar preparing theacademic team for the revalidation event on the 6th and 7th of March 2012.

The tutors Mr Poulakidakos, Ms Veneti, and Mr Karadimitriou have been participatingin a series of international conferences with presentations and publications. Someindicative titles from their activities are:

Mr Poulakidakos - 5th

Phd Candidates Symposium of the Hellenic Observatory ofLondon School of Economics: Political Elites, propagandization and the presentation

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of the MoU in Greece, London, 2-3 June 2011; 2nd International Conference onConflict, Terrorism and Society: Reporting terrorism in Northern and SouthernEurope: The case of online newspapers in Germany, UK, Greece and Turkey,Istanbul 2-4 November 2010; Global Media and the War on Terror: Online viewson terrorism across Europe, London13-14 September 2010; Workshop of UniversitLibre de Bruxelles, Institute for European Studies, Propaganda approaches in the20th century, Brussels, 23 October 2009Publications: Stamatis Poulakidakos, The Internet and the Democratization of

Propaganda , Ethnos (newspaper), 15/10/2011; George Pleios, Stamatis

Poulakidakos, Korina Kalpaki, Aliki Marinaki, Grigoris Kappas, The Greek crisis

and the future of the EU through the Greek Press, Communication Issues vol.

12-13, September 2011; Anastasia Phoka, Ioanna Roumeliotou, Panagiota

Sourtzi, George Pleios, Stamatis Poulakidakos Health Promotion and the

Media, Nursery and Research, issue 27, May- August 2010; Veneti, A.,

Poulakidakos, S. (2010) Elections, media and the minorities: A case study of

the Greek pre-electoral television coverage of Muslim minority candidates for the

2007 Greek general elections, in Theologou K. (ed.), Humanitarian and SocialSciences in the Greek National Technical University: Enriching Trajectories,

Athens, NTUA Publications (under publication); Anastasia Foka, Ioanna

Roumeliotou, Panagiota Sourtzi, George Pleios, Stamatis Poulakidakos Health

Promotion and Mass Media, Nursing Care and Research, issue 27, May-

August 2010; Veneti,A., Poulakidakos, S., The Rhetoric of Greek Political

Advertisement in The Romanian Journal of Journalism & Communication, Anul

V, nr 1 (30), 2010, Serie Noua, ISSN 1842-256X, pp. 27-38.; George Pleios,

Stamatis Poulakidakos, Maria-Eleni Manatou, Kornilia Kalpaki, Maria- Eleni

Papaharalampous, Grigoris Kappas Publicity and private Life within the Greek

Blogosphere, International Journal of Electronic governance (IJEG), vol. 3,issue 1, 2010, pp. 48-71.; Stamatis Poulakidakos Propaganda Media and the

War: A brief overview of the conflict between Isreal and Hamash, Presscode

magazine, issue 12.

8. RESOURCES

Staff

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

Library

Students deliver their essays by using guided bibliography that is pointed out to themby 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 ofAKMI Metropolitan College, with media titles expanded and updated. Laptops and

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easy access to the internet are at their disposal. The students also have access tothe QMU electronic library resources on line and University of Athens librarycatalogue. AMC has been using extensively with success from 2009 e-learningplatform Moodle.

Computing

The Department of Journalism has access to laboratories that are equipped with PCsthat 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 labshave online Internet connection. OS system: Microsoft Windows XP and 7.

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

Specialist Resources

The Department has invested in facilities that are needed for these studyspecializations, an Internet radio studio that students can use for their recordings andfor broadcasting informative programmes.

Amongst our resources there are two very well equipped television studios wherestudents attend their lectures and practice the technique of television-on. The film &TV equipment includes film, BETASP and of the latest digital format cameras, HighDefinition system which are used by students for shooting on location.

Finally, the students use our post-production studio as it is equipped with digitaltechnology AVID And FINAL CUT and analogue BETA SP System.

9. CONCLUSIONS AND RECOMMENDATIONS

The application of the programme for the past decade of its operation has beenconsidered successful to the greatest extent from the two external examiners. Theacademic team in collaboration with the course leader have been constantly updatingand advancing the programme with changes designed to secure its proper function.The central goal is to maintain a programme that is pioneering and innovative incontent, so that its graduates can manage to be competitive in the job market andproperly trained candidates for postgraduate studies.Taking into consideration the external examiners recommendations, the student

feedback throughout the period of the realization of the programme and theaccumulated experience, along with the advancements in technology and in thescience of Mass Media, the teaching team proceed to propose the followingalterations, enhancements, and updates in the modules:

The module Research Methods is modified into Research Project, orientedtowards the practical application of research methods regarding Film & TV Directingand Journalism. Its focus is shifted to the process of the production of a projectbased on research conducted with qualitative methods. The alterations in the moduleare in direct response to the difficulties faced formerly by the students in assimilatingthe theoretical dimension of the module, as well as to the questions raised by thedirecting strand students regarding the benefits and the practical applications of themodule for film and TV directing studies. The creation of a project following inquirybased learning methodology will assist students coming from the IVT practice

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oriented educational environment, who are not familiar with academic processes, inemploying creatively research practices and cultures and assimilating them in theirwork procedures. Simultaneously, the students are going to be introduced to basicprinciples of research methods which are incorporated in the teaching process. Themodule is moved to the first semester (Winter), so as to allow the students more timeto get familiarized with the academic procedure.

Mass Media & Modern Society is modified to Media Culture & Society. Themodule does not change principle; it expands so as to incorporate all new digitalplatforms which are included now in the field of communication studies.

Media Law & Ethics is modified to Regulation Schemes in Film & Media Market,aiming at enhancing its content so as to cover all recent Media market alterations,especially as regarding the internet, along with the developments in the ethics anddeontology regarding new technologies.

Media Management is modified into Media Planning, allowing for the module to be

coordinated with the other modules in serving the educational goals of theprogramme. Media products promotion strategies may be combined ideally with therest of the core modules, so as to be interesting and beneficent for the students ofboth strands, as they will be assisted in the design of the marketing campaign of theirfinal Media project.

Journalism strand Modules

The modules E- Journalism and Computer Assisted Research & Reporting fromthe Journalism strand, along with the modules from the Film & TVdirecting strand are enhanced and updated on the basis of the

developments in technology and the demands of the market. Themodule E- Journalism is modified to On line Journalism, so as toincorporate all the developments of journalism on the internet.

The new format of the module Online Journalism places more emphasis on thelatest theoretical approaches in the field of internet journalism andcorrelates theory with practice in a more direct way through a seriesof relevant assignments. Students are given the chance to test theirabilities on news writing on the internet identifying and using thelatest tools of web journalism.

The module Computer Assisted Research & Reporting is modified to Computer

Assisted Information Management. New digital technologies havechanged the way we perceive reporting. Mainly due to the expansionof internet applications, it has been transformed into a process opento the general public resulting in a wide range of formats. As a result,it is essential that the module place more emphasis on the latestdigital tools of reporting as well as on the platforms of informationmanagement (such as social networking platforms and sites ofinformation management). Moreover, students feedback indicatesthat there is a need for more orientation to the analysis of theresearch process output and the cultivation of the writing skills. Thenew format of the module provides students with the chance tocultivate not only their research skills with the aid of new computer

tools but also their writing/reporting skills through the analysis of thewide range of reports found in the digital platforms.

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Film& Media Directing Module

The module Digital filmmaking 1&2 is modified to the year long Film & MediaProduction. The change was considered essential by the academic team in order todeal with the difficulties arising in the production of the final media project. A portionof the cohort, due to unforeseen factors, were obstructed in their proper delivery oftheir final project. Moreover, the module may have been divided into two parts, yet,due to its nature, it has to follow the stages of the production of a media project,which are completed only with the final delivery or screening of the project.

The module New Technologies n the et & in the Post Production 1&2 ischanged into the year long New Technologies in the Post Production, as it isinextricably connected with the module Film & Media Production examining thedesign of the treatment of the audiovisual material for the media project and the finalprocessing stage. Consequently, the module is completed only upon the completionof the final, which constitutes the material students are being assessed upon.

Appendices

Appendix One: Previous two years annual monitoring reports 25Appendix Two: Previous validation report of 2007 51Appendix Three: Accreditation of British Accreditation Council 75

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APPENDIX 1

AMR 2009-2010 & 2010-2011and Externals Examiner Reports

ANNUAL MONITORING REPORT FOR PROGRAMMES DELIVERED

SESSION 2009- 2010

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1. Programme titleBA in Mass Communication & Media Arts

2. Programme LeaderMagdalene Remoundou

3. Previous annual report and action plan

Action taken in response to the annual reporting and planning exercise in theprevious year:

(a) Progress made toward the achievement of objectives outlined in the annualreport for the previous academic session:

During the academic session 2009 2010 most objectives outlined in the annualreport were achieved.

The programme ran only in the strand of Journalism due to lack of candidates in Filmand TV directing strand. One possible reason might be that it is believed that newtechnologies application in personal computers can provide them with all toolsnecessary and thus students feel that they can be directors without having fullacademic studies in directing.

The revalidated programme in April 2007 is being delivered for the third academicyear 2009-2010.

Additionally, the programme was delivered with students from Thessaloniki attendingfor 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 roleof the link person so as to support the students in Thessaloniki campus, given thatthe independent study for their assessments took place there. Moreover, using the e-platform Moodle was very supportive for the overall smooth delivery of theprogramme.The assessment criteria were enriched, according to the proposal made during theJoint Board of Studies held in 2008. As a result, students were able to have athorough idea of the demands of the module. According to the comments made bythe new external examiner appointed, the self evaluation forms need enhancement.This recommendation was actioned and the self evaluation forms were changed andit 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 thefact that the proposals made during the Joint Board of Studies held in 2009 wereadopted. Furthermore, for the academic year 2009-2010, we followed the practice offormative assessments and exercises, as well as extra tutorials. Despite theseamendments, students still encountered difficulties in their progress and incomprehending the module.

As a rule, this module is causing difficulties to students progress in all universitydepartments. The teaching staff has reassessed this issue and it has been decidedto proceed with some amendments in the forthcoming topics of the assignments.

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(b) Any repositioning e.g. of programme aims, objectives, assessment, teaching andlearning strategies:

The academic year 2009-10, following the current academic procedure whichincorporates recent technological developments, we applied the e- learning methodby 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 reviewvisits undertaken during the reporting period (i.e. Session 2008-2009), together withsummary of further action proposed (if appropriate).This will include action taken in response to conditions and recommendations madeby validation and review panels since the most recent event (in some cases this willhave 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 staffconsultative 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 ofthe programme.

As far as the following comment by the External Examiner is concerned:

Like last year, students overall seemed to perform better in more practicaland creative modules rather than theoretical and analytical modules. Thecourse team is aware of this challenge and tries to address it on an on-goingbasis. This differential in strengths should remain an important element forconsideration with this kind of course for the future.

his particular issue arises by the very nature of the programme, being a top-

up year based on a previous two-year course on diploma vocational level;therefore students have got used to dealing with their studies in a morepractical way. Since this matter is already well known, the interview of theprospective students included in the admission criteria, offers us the ability toassess those that we are called to evaluate as a teaching committee andarrive to the conclusion that they will be able to cope with less difficulty withthe academic demands set by the course. For that same reason during theacademic year, extra tutorials are being held and there is also a studentssupport office in our College. We sincerely hope that in the academic year2010-2011 we will make significant progress in this matter, since we haveacquired enough experience from previous years.

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Response to Student Feedback

Students faced anticipated and common difficulties in their essay writing and the e-platform oodle. At first, students were hesitant to use it although the platform waspresented during induction week. The platform was thoroughly presented during thefirst two months of the winter semester, thus students not only familiarisedthemselves with it but also realised that this was the only way to advance in theirstudies.According to the experience of the previous academic years, the teaching teamadopted similar strategies. Extra tutorials were scheduled in order to make explicitthe assessment regulations, the Harvard system of referencing, the importance ofstudent-led research and the avoidance of plagiarism to the students. The teachingteam incorporated the above in their lectures and did not schedule them other daysduring which students might be absent. The same vein, the students learned how touse the e-platform oodle with a member of the IT department present most of thetimes, so as to avoid any misconception on the students part which might lead to

complaints from their part.

Response to Programme CommitteeDuring the academic year 2009-2010, the team worked closely to ensure regularcommunication about the delivery of the programme 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 oflearning, teaching and assessment. (For example, adjustments made to promote

accessibility for disabled students, or repositioning of module content to reflect issuesrelating to gender, age, religion, faith, belief, race, ethnicity or sexual orientation.)

During the academic year 2009-2010 there were no issues relating to equality anddiversity.

7. Analysis of performance indicators

Commentary on statistical information (as provided in the appendices to the annualmonitoring report). Please comment only on significant trends or changes, takingaccount of previous years statistics. Note that any statements made in this sectionshould be evaluative rather than descriptive, suggesting reasons for changes ortrends, 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 ofJournalism)

3 resit from previous academic years

2 withdrawals

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7 passed with distinction

8. Teaching & Learning

(a) Details of staff development, consultancy and research activities undertakenduring the reporting period:

Achilleas Karadimitriou, who this academic year taught the modules E-Journalismand Computer Assisted Research and Reporting after the appointment of the formertutor in the public sector, is currently a PhD candidate at the National andKapodistrian University of Athens, Faculty of Communication and Media Studies.Title of PhD thesis: Public service television in Europe: the case of Greece

(b) Details of major academic developments, including developments in teaching andlearning; programme content and/or delivery; developments in collaboration with

external agencies and/or in response to special initiatives e.g. University orSFC/Scottish Executive initiatives:

During the academic year 2009-10, on mid February, Dr Veronica Bamber director ofQMU Centre of Academic Practice organized and presented a series of StaffDevelopment Seminars, including microteaching sessions for the teaching teams ofthe QMU programmes delivered in collaboration with AKMI Metropolitan College.During the second part of these seminars, the following topics for the PLs werepresented.

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

9. Resourcing

Resourcing needs identified (e.g. staffing, accommodation and equipment) during theacademic 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 RelationScientist, (1) Political Scientist (1) Social scientist & Journalist. They all contributed tothe delivery of the programme for the academic year 2009-2010. In addition to theteaching staff, the programme enjoys the support of the leading names in the TVbroadcasting area that occasionally give seminars.

LibraryStudents 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 Artsprogramme have access to the part of library located in the downtown campus of

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AKMI Metropolitan College, with media titles expanded and updated. Laptops andeasy access to the internet are at their disposal. The students also have access tothe QMU electronic library resources on line.

Computing

The Department of Journalism has access to laboratories that are equipped with PCsthat 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 haveonline Internet connection.

Specialist Resources

The Department has invested in facilities that are needed for these studyspecializations, an Internet radio studio that students can use for their recordings and

for broadcasting informative programmes. Amongst our resources there are two verywell equipped television studios where students attend their lectures and practice thetechnique of television-on. The film & TV equipment includes film, BETASP and ofthe latest digital format cameras, High Definition system which are used by studentsfor shooting on location. Finally, the students use the post-production studio as it isequipped with digital technology AVID And FINAL CUT and analogue BETA SPSystem.

Student Counselling Facilities

AMC has a counseling service and it is based in Maroussi campus that is focused onadvising students on a personal, social and psychological/emotional level. Dr MarinaNikolaou, Head of Counseling Center and Course Leader of BSc (Hons) Psychologyin collaboration with University of Gloucestershire, and the psychologist Ms NataliaKoutrouli are both available for all AMC students to meet after making anappointment.

Student Support

Student SupportPATs are posted so as to personally advise students and a PAT list is madeavailable in the beginning of the academic year. A big notice board is always kept up-

to-date with module and timetable information together with any kind of academicand/or cultural event. Student Stuff Consultative Committee (SSCC) held twice ayear provides an additional forum to address academic concerns.

All teaching staff is available to the students and accessible through office hours ande-mails to help them in any problems. Personal Academic Tutors are also assignedto each student. A Students Welfare Centre is based in Maroussi campus for allAMC students. The students are supported throughout their studies on an academiclevel by the Programme Leader Magdalene Remoundou.

10.Quality Enhancement of Learning, Teaching and Assessment

(a) Commentary on action taken to address the QELTA Strategy. Please refer torelevant actions identified in the 2009-2010 implementation plan.

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During the third year of delivering the programme after its revalidation in 2007, thestudents results showed a well-balanced progress. The number of distinctions isworth noticing and the success of our graduate Iakovidis Kyriakos QMUMN09007592 who was accepted in the middle of the spring semester to continue hisstudies on a postgraduate level at Royal Holloway University of London.

Therefore, the initial belief of the teaching team that the enhancement in the contentof the modules and the assignments would be fruitful, is now a conviction.Nevertheless, alterations aiming at further improvement in the curriculum and theincorporation of current technological and scientific developments in the educationalprocedure remain top priorities for the teaching team. The tutors constantly aim atmaking teaching attractive.

The teaching team of the programme are in parallel active professionals andscientific 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 thecurrent job market demands.

The teaching team has been working closely for the past five academic yearstherefore they have become a cooperative unit able to predict any potential difficultyand to operate in such a way so as to meet the demands of the programme in aproductive way.

The programme is designed and focused on the demands of the market as regardsdigital 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 theprogramme.

The QMUs new regulation concerning pass an undergraduate module atreassessment.was included in the Student Handbook 2010-2011, in order for t

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