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Student administration

Student Survey

Student Surveys give you the opportunity to tell us about your experience and us the chance to act on your feedback.

Listening to your views and opinions is vital to how we enhance student life and student satisfaction. With your help, we are working together to ensure that your time here is successful and rewarding.

The Student Surveys consist of Your Voice 1 and 2 for first and second year students, the National Student Survey (NSS) for final year students, the Postgraduate Taught Experience Survey (PTES) for Taught postgraduate students and the Postgraduate Research Experience Survey (PRES) for research students.

Below are improvements we have made based on student feedback in order to enhance your student experience.

How your feedback has informed change throughout City

City, University of London

"Last year in 2015 we were ranked as the top Higher Education institution in London for student satisfaction in the National Student Survey. A very big factor in our success was the pride we take in our partnership with our students here at City. This partnership relies on your feedback and active participation in the quality assurance and enhancement of your programmes through the student representation system and feedback mechanisms including our student surveys. Thank you for your contributions as student representatives, student ambassadors, student buddies, volunteers and members of the City community."

Professor David Bolton, Deputy President

In 2015/16 we:

  • Started construction on the new Main Entrance.The primary objectives of the project are to improve the entrance experience, functionality and visual appearance of the institution, to enhance access and circulation, and to provide a space to meet and share ideas
  • Joined the University of London federation on 1st September 2016 and changed its official name to City, University of London. See University of London FAQs for more information  www.city.ac.uk/university-of-london/faqs
  • Completed new Optometry and Speech and Language Therapy clinics in the Tait building providing more opportunities and resources for learning
  • Were awarded Institution of Customer Service reaccreditation, recognising the continued high-level service for students provided by the Student Centre
  • Increased Professional Mentoring provision to 4,080 voluntary hours, providing more opportunities for students to develop relationships with individuals in industry
  • Launched Direction for Sport to increase non-competitive participation in sport with a focus on improving student wellbeing and opportunities
  • Piloted micro-placements and developed employability modules to increase student employability
  • Worked with University of London to provide City students with access to 20,000 bed spaces in private accommodation. See University of London FAQs for more information www.city.ac.uk/university-of-london/faqs
  • Introduced printing capabilities, including Email to print, Follow me printing and Print cancellation, making it easier for students to manage their printing
  • Worked with Action on Hearing Loss (formally the Royal National Institute For The Deaf) to implement an improved service to our students with hearing loss
  • Encouraged the Careers Team and the Student Development team to work collaboratively on setting up a new Employability Award initiative
  • Went into prescription partnership with Clerkenwell Medical Practice to allow students to receive prescriptions via City
  • Introduced Skype appointments with careers consultants making it easier to access services.

In 2014/15 we:

  • Opened CitySport, our brand new sports and fitness centre in February 2015
  • Launched the student portal, a new web development that provides easy access to key student information and City systems
  • Constructed new lecture theatres, computer rooms and study spaces across campus
  • Improved catering across campus with our new catering company, introducing more healthy food options and Kosher products
  • Created an IT Service Desk in Northampton Square library, for quick and easy access to IT support
  • Expanded our CityBuddies scheme so undergraduate students in all Schools have the opportunity to be involved in the programme
  • Applied and were accepted to join the University of London. For our students, membership will improve their student experience. They will gain access to a larger student community, numerous student societies, additional sports facilities, accommodation provision and libraries.

Students' Union

"City Students' Union strives to be at the heart of your student experience, supporting your personal and professional development as well as creating opportunities to socialise with fellow students. As a student, you are a partner of City. We would like your feedback to help us identify how we can improve your student experience and continue to focus on areas in which we already perform well. The Students' Union uses the survey results to secure institutional change so we really would love to hear from you."

Yusuf Ahmad, Students' Union President 2016/17

In 2015/16 we:

  • Increased the number and variety of student societies, helping them to organise bigger events and promote themselves on campus
  • Moved our Freshers' Fair to the Barbican Centre, meaning an increase in the number of people who attended and a greater number of stalls available
  • Provided a large RAG Week and hosted many campus-based and external events
  • Continued to work with the institution to support Friday prayer on campus, winning the NUS Campaign of the Year Award
  • Launched our new brand and strategic plan – with community and impact at the heart of what we do
  • Continued to expand the Student Voice, trained and developed Programme Representatives and ran events across all Schools
  • Worked with City to reduce the membership fees for competitive sports team members at CitySport.

In 2014/15 we:

  • Increased the number and variety of student societies and supported them in hosting more events
  • Delivered the biggest ever Freshers' Fair at City which was visited by over 5000 students
  • Provided more campus-based and external events for City students throughout the year
  • Worked with the institution and students to bring Islamic Friday prayers back onto campus
  • Improved our communications with students, including redesigning and developing a more accessible Students' Union website.

Library Services

"Your feedback is instrumental in designing, delivering and developing your Library Service. We've made lots of improvements over the past two years, much of which has been as a direct result of student feedback. So please keep the feedback coming, it really does make a difference."

Louise Doolan, Director of Library Services

In 2016 we:

  • Opened the Northampton Square Library 24/7 during exam periods and between Christmas and the New Year
  • Ran 24/7 exam period opening for the Cass Learning Resource Centre
  • Refreshed our audio-visual collections and moved them to a self-contained area at the Northampton Square Library
  • Provided additional seating at Northampton Square Library
  • Expanded our Library Essentials programme across all sites and introduced our new Library Essentials guide
  • Ran termly week-long library pop-up stalls to respond to student queries
  • Removed 3-day loan items across all Library sites
  • Introduced laptop charging lockers at Cass Learning Resource Centre and Gray’s Inn Place Library
  • Provided bookable study spaces at the Northampton Square Library during exam periods
  • Refreshed and revised our Library Guides
  • Added more resources to our collections including Oxford Competition Law, Literature Online and The Economist historical archives
  • Continued to expand our electronic and print collections using student-led selection models
  • Enhanced and expanded our English collections at the Northampton Square Library in advance of the launch of MA in English
  • Refreshed and replaced furniture at the Northampton Square Library, and increased the number of power points available
  • Introduced self-service book collection at Cass Learning Resource Centre and Northampton Square Library
  • Joined the University of London Federal Libraries Group.

In 2015 we:

  • Increased our NSS score by another 3% taking satisfaction rates up to 89%
  • Opened the Northampton Square Library between Christmas and New Year and 24/7 during exams
  • Ran 24/7 exam period opening for the Cass Learning Resource Centre
  • Introduced bookable study spaces at the Northampton Square Library during exam periods
  • Provided additional seating at Northampton Square Library
  • Added extra study spaces, social seating and study lamps to the Cass Learning Resource Centre
  • Replaced furniture and lighting at Gray's Inn Place Library
  • Produced an online employability guide and ran employability support workshops
  • Added more resources to our collections including The Telegraph, The Financial Times and The Independent historical archives
  • Introduced our Library Essentials programme
  • Introduced 1-2-1 online bookings with our Subject Librarians
  • Increased the number of items you can borrow from Library Services
  • Integrated our short and high use reference books with our main collections
  • Introduced an online payment facility enabling students to pay fines and keep their library account up to date
  • Launched our Library Services news hub CityLibrary News
  • Allowed the consumption of cold (non-smelly) food and drink throughout our libraries
  • Introduced our 'Take a break' campaign to support Library Loves... Exams
  • Continued to expand our electronic and print collections using student-led selection models, adding an additional 3,293 titles.

Library Services for Research

"Your feedback is instrumental in designing, delivering and developing your Library Service. We've made lots of improvements over the past two years, much of which has been as a direct result of student feedback. So please keep the feedback coming, it really does make a difference."

Louise Doolan, Director of Library Services

In 2016 we:

  • Provided training to staff and students on research-related topics such as finding information for research, advanced literature searching, systematic review strategies and reference management
  • Worked with research students and staff on an individual basis to support their literature searching, use of databases and reference management
  • Continued to develop our Research Library guides, including new pages on RefWorks and Advanced Literature Searching for Health Sciences
  • Engaged with research students and staff at events such as the University research student induction, University staff induction and researcher symposia
  • Invested in a wide range of electronic resources through consultation with academic and research staff including new database subscriptions, e-journals, perpetual access archival journal collections and e-books. New subscriptions include Literature Online (LION), the Economist Historical Archive and Oxford Competition Law
  • Continued to increase our research collections through Read for Research, a demand-driven acquisition programme where you can suggest research titles to help build our book collections. Approximately 1500 print books and e-books have been purchased through Read for Research up to December 2016
  • Increased our Research Librarian support by ensuring there is a Research Librarian for each of SASS and SMCSE (combined), Law, Health Sciences and Business
  • Encouraged our Research Librarians to engage in a research-informed practice, interview doctoral students about their digital skills and present at conferences such as LILAC 2016 raising the profile of and advocating for doctoral research.

City Research Online, we:

  • Revamped and relaunched our online help and guidance for City Research Online (CRO)
  • Added our 6,000th full-text open access (OA) paper to City Research Online on 10th September 2015 - the paper was: Rybynok, V. & Kyriacou, P. A. (2013). Theory of Dynamic Pulsatile Spectroscopy for photoplethysmographic signals analysis. 35th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC), 2013, pp. 2652-2655. doi: 10.1109/EMBC.2013.6610085 - http://openaccess.city.ac.uk/12456/
  • Added 3,016 full-text items to CRO in 2014/15, approximately half the items added up until that point
  • Made 61% of our REF2014 papers available as OA papers in CRO
  • Upgraded our software and added new functionality to help us meet new HEFCE Policy Requirements
  • Listed the 16,482th reference to publications written by current staff on our Current Research Information System as of December 2015.

In 2014 and 2015 we:

  • Provided training to staff and students on research-related topics such as literature searching and reference management
  • Continued to develop our Research Library guide including new pages on Researcher Case Studies and Effective Poster Presentations
  • Continued to engage with staff and students through our Research Current Awareness blog and @citylibresearch Twitter account
  • Invested in a wide range of electronic resources through consultation with academic and research staff including many new database subscriptions, e-journals, perpetual access archival journal collections and e-books. These include ASTM Standards and Engineering Digital Library (SEDL), British Periodicals, Centre for Economic Policy Research Discussion Papers Online, Human Rights Studies Online, the Lancet archive and Statista
  • Increased our Postgraduate Research Experience Survey score for the Library, which rose by 15.4% to 84%
  • Subscribed to Browzine for mobile devices, enabling library users to read journals in a format that is optimised for tablet devices, create a personal bookshelf of favourite journals, be alerted when new editions of journals are published and easily save to Zotero, RefWorks, Mendeley and Dropbox
  • Continued to increase our research collections through Read for Research, a demand driven acquisition programme where you can suggest research titles to help build our book collections
  • Increased the number of items research students and staff can borrow from Library Services from 20 to 30.

Information Technology

"Last year students provided IT with a fantastic feedback score of 90% satisfaction on the National Student Survey. The team works very hard to provide students with the best possible IT environment throughout their studies. We are committed to ensuring student experience is one of our highest priorities."

Claire Priestley, Director of Information Technology

In 2015/16 we:

  • Enhanced IT support desk services at Northampton Square Library to allow faster PC repair and provide basic support for students with their own devices
  • Deployed an additional 42 new PCs and 34 MACs in student areas around campus including the second floor of the Northampton Square Library
  • Increased storage locally from 1GB to 10GB with further access to cloud storage up to 1TB
  • Invested in an innovative hearing loop system to aid students with hearing loss
  • Made software titles such as SPSS, NVivo, MATLAB, OxMetrics available for download and installation on personal devices
  • Made significant reductions in printing wastage resulting in a more sustainable City
  • Helped protect our students through increased awareness campaigns on email security and potential phishing attacks
  • Provided dedicated support for new students at in-person registration
  • Hosted a stall at the Freshers' Fair event to raise awareness, signposting all PC labs and providing information on all IT services available to our students.

In 2014/15 we:

  • Reviewed and implemented the Adobe Creative Cloud site licence ensuring all students have access to the full suite of Adobe products across City
  • Introduced the Managed Print Service, allowing students to print from any device (PC, tablet, mobile phone etc.) to any managed print device across City. This has improved service, simplified support and delivered a more sustainable and green solution
  • Implemented improvements across the IT infrastructure, resulting in fewer major incidents, a more stable services and an enhanced user experience
  • Updated the IT Self Service homepage to make it more user friendly
  • Introduced self-help videos and updated the 'How to use IT Self Service guide'
  • Improved and updated the IT Services for Students webpages
  • Developed the 'Start Here' section of the website for new students
  • Presented sessions during the student induction talks, including a video to highlight key IT services to new students
  • Delivered major updates to Moodle including a new course format
  • Increased the bandwidth of our Internet connection from 1GB to 2GB, ensuring no degradation in connectivity speed
  • Increased the number of wireless access points from 365 to over 700 so wi-fi access is now pervasive across City
  • Achieved a 40% reduction in power consumption through the introduction of PC power management. This effectively turns the PCs off at night and during other times of non-use.

How your feedback has informed change on your course

School of Arts & Social Sciences

Culture and Creative Industries

"We really value your feedback as we build on the success of our Creative Industries Foundation degree by launching our ground-breaking new BA in Cultural and Creative Industries. Your opinions are vital as they help us improve and develop everything we do."

Debbie Dickinson, Programme Director, BA Creative Industries Foundation Degree
Dr Jo Littler, Programme Director, BA Cultural and Creative Industries

In 2015/16 we:

  • Restructured timetables to ensure lectures and seminars take place in the same building where possible
  • Encouraged lecturers to work with the library to update readings lists online at the start of each term, making sure texts are available online wherever possible
  • Ensured essay assignment briefs are uploaded to Moodle at the beginning of the term so students can be fully prepared to apply their knowledge to the assignment topics.

In 2014/15 we:

  • Added the Sound Recording and Studio techniques module to the programme as students wanted some practice based music electives for their third year
  • Arranged exams internally in order to provide students with their exam dates earlier
  • Ensured only full-time lecturers teach the third year modules in order to ensure they are available to students as much as possible.

Economics

"In the Department of Economics we want our students to strive and succeed not only in their undergraduate studies but also in their careers. This is why we have listened carefully to their feedback and adjusted the programmes so that students have improved support to succeed in the fundamental subjects of Economics."

Professor Mireia Jofre-Bonet, Deputy Head of the Department of Economics (undergraduate teaching)

In 2015/16 we:

  • Created a role of Postgraduate Studies and Careers Co-ordinator within the Department specifically for our three undergraduate programmes
  • Started offering MATLAB surgeries in term two for postgraduate students
  • Provided accessible information regarding placements and exchanges in the Undergraduate Economics Student Common Room for all students
  • Increased the range of electives across all MSc programmes
  • Enabled students from less quantitative backgrounds to take more quantitative postgraduate programmes such as MSc Financial Economics and MSc Economics
  • Introduced a Literature Review Path to every postgraduate programme enabling students from a less quantitative background to opt for some less quantitative modules
  • Extended lecture time for the postgraduate Econometrics module and added an additional lab for Quantitative Methods module to help students develop a solid grounding in quantitative subjects during the first term
  • Enabled postgraduate students from the Economics department to attend any relevant careers events at City including ones at Cass Business School.

In 2014/15 we:

  • Increased the use of lecture-capture across modules
  • Created a Linkedin page to allow current and former students to network professionally
  • Increased the number of guest speakers from industry to give students more insight into various sectors.

International Politics

"The extremely constructive comments we have received from our students on our undergraduate offerings, including teaching and assessment and the creation of a Department of Politics community, have been vital in helping us to restructure our undergraduate programme. We are focused on providing greater choice, diversifying types of assessment and constantly monitoring the impact of these changes."

Dr Christopher McDowell, Head of International Politics

In 2015/16 we:

  • Introduced Law electives to the 2016/17 academic year selection across MA International Politics, MA International Politics & Human Rights and MA Diplomacy and Foreign Policy programmes in partnership with the City Law School.
  • Started marking all written assignments anonymously with the exception of dissertations
  • Ensured there is a greater consistency with regards to the timeliness of assessment feedback by appointing a new Exams and Marking Officer who ensures students receive prompt and thorough feedback
  • Introduced new teaching sessions to teach the teachers best practice in this area
  • Introduced more specialist electives in International Political Economy course in years two and three
  • Successfully integrated quantitative methods building on first year Q-Step modules
  • Added electives to our programmes including IP2038 Analysing Economic and Political Data, IP2039 Advanced Principles of Economics, IP3033 Cultural Political Economy, IP3034 Political Economy of Global Inequality.

In 2014/15 we:

  • Offered a greater selection of elective modules from the Sociology Department in years two and three as well as some modules from the Journalism Department
  • Added additional modules based around topics in Political Economy to the programme
  • Hosted more talks by distinguished speakers from various political and economic institutions.

Journalism

"Journalism is in a continual state of transformation, so we are always looking to change and adjust our programme to keep up with what is going on in the world outside. Your feedback has helped to bring more clarity to our programme and has enhanced the choices and opportunities available to our students. You are a great cohort and your feedback will help us to be the best Journalism Department anywhere."

Professor Suzanne Franks, Undergraduate Course Director, Journalism

In 2015/16 we:

  • Introduced peer evaluation for teaching staff as a way of ensuring standards are consistent and remain at a high level
  • Explored ways of using Moodle more effectively and standardising Moodle pages across the undergraduate programme
  • Organised a Photoshop and InDesign Bootcamp for second year students
  • Added extra editing and technical clinics to the majority of our MA Journalism programmes
  • Reviewed and overhauled the software installation on all Macs and PCs
  • Implemented a major curriculum review with less popular modules being replaced with modules that are more appropriate
  • Extended deadlines for the Professional Project and Dissertation to the 1st September to give students more time during the summer to research and gather interviews for use in their project or dissertation. This meant they were able to obtain longer contracts of employment both in the UK and EU during that period
  • Introduced a wider module diet in response to a changing profession, including courses such as Introduction to Data Journalism, Advanced Data and Coding, Journalism and Social and Digital Journalism as part of the Erasmus Mundus in Journalism, Media and Globalisation.

In 2014/15 we:

  • Increased the range of elective modules from other departments
  • Organised more industry-specific trips for students to places such as News UK Headquarters and The Guardian
  • Increased the use of lecture capture in response to student demand.

Music

"Student feedback is vital in driving change in the Department of Music. We always listen to what you tell us and engage with you in conversation at all times to help us improve and develop your student experience."

Professor Stephen Cottrell, Head of the Department of Music

In 2015/16 we:

  • Provided accompanists for all workshops and masterclasses, using a mixture of professionals and performance scholarship students
  • Employed a Performance Officer in September 2016 to manage the organisation and co-ordination of performance spaces
  • Introduced a new core module, Analysing Music, in September 2016 to help students prepare for writing a dissertation.

In 2014/15 we:

  • Made new scores available in the library
  • Initiated the first BMus Forum
  • Provided an electronic booking system for the practice rooms.

Psychology

"Our goal as lecturers is to find ways to enhance the student learning experience and develop innovative approaches to education. We want all students to feel they have achieved their full potential and have done so with the support of their academic lecturers and tutors. To achieve this we work closely with students to gain opinions and assess our educational impact. Changes do and will continue to happen as a result of student feedback."

Dr Lauren Knott, Lecturer in Psychology, BSc Psychology Deputy Programme Director

In 2015/16 we:

  • Increased the number of administrators focusing on undergraduate programmes, leading to a more efficient and effective service delivery
  • Refined our in-house Moodle training to give students clearer information on how to use this important virtual learning environment. This has enabled students to access and apply key information, complete tasks that maintain their academic progress and communicate easily with one another and the course team
  • Developed innovative techniques to support teaching and assessment activities. Including an app that allows students to test their knowledge and understanding of complex topics and tutors meetings to share best practices adopted across our modules.

In 2014/15 we:

  • Supported students in creating a new student-led Psychology Department
  • Used Moodle quizzes to produce mock tests, helping students gain instant feedback and check their knowledge and understanding
  • Provided a flowchart explaining the various stages of the marking process, from submitting an assignment to receiving an official summary of your marks for the year.

Sociology

"Student feedback and satisfaction matter a great deal to us because we aim to build a department that delivers an inspiring educational experience, supported by research and creative teaching and is committed to our students' success. These values are reflected in our departmental ethos: sharing knowledge, success and kindness."

Professor Jean Chalaby, Head of Sociology

In 2015/16 we:

  • Introduced formal recorded personal tutor sessions for all students twice a term
  • Integrated BACCI into the Sociology department providing greater resources for students
  • Arranged bespoke Sociology Careers events throughout term time.

In 2014/15 we:

  • Assigned dissertation tutors and offered dissertation workshops in year two to allow students to start working on their dissertation earlier
  • Increased the variety of assessments to include reports, projects, critical reviews and presentations
  • Scheduled dedicated departmental careers sessions for each year group.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2015/16 we:

  • Started offering MATLAB surgeries in term two for Economics postgraduate students
  • Provided accessible information regarding placements and exchanges in the Undergraduate Economics Student Common Room for all students
  • Increased the range of electives across all Economics MSc programmes
  • Enabled students from less quantitative backgrounds to take more quantitative postgraduate programmes such as MSc Financial Economics and MSc Economics
  • Introduced a Literature Review Path to every postgraduate programme enabling students from a less quantitative background to opt for some less quantitative modules
  • Extended lecture time for the postgraduate Econometrics module and added an additional lab for Quantitative Methods module to help students develop a solid grounding in quantitative subjects during the first term
  • Enabled postgraduate students from the Economics department to attend any relevant careers events at City including ones at Cass Business School
  • Introduced Law electives to the 2016/17 academic year selection across MA International Politics, MA International Politics & Human Rights and MA Diplomacy and Foreign Policy programmes in partnership with the City Law School
  • Added extra editing and technical clinics to the majority of our MA Journalism programmes
  • Introduced a wider module diet in response to a changing profession, including courses such as Introduction to Data Journalism, Advanced Data and Coding, Journalism and Social and Digital Journalism as part of the Erasmus Mundus in Journalism, Media and Globalisation
  • Reintroduced Urban Ethnomusicology and Historical Musicology modules to ensure there is a greater range of electives available for postgraduate music students
  • Dedicated more time to City’s support mechanisms during the Welcome Week for postgraduate music students
  • Extended DVDs’ loan periods from one day to one week for postgraduate music students.

In 2014/15 we:

  • Enabled Politics students to submit an essay outline, receiving feedback to ensure it was properly planned and the final submission was as good as it could be
  • Invited and integrated Politics students into the Department's research seminar series
  • Increased the number of practitioner events involving professionals from the world of politics
  • Employed a teaching assistant to support Psychology labs and provide extra review sessions
  • Provided additional study materials for Psychology students, improving the support offered for practicing the skills learnt in the statistics modules
  • Introduced the Psychology Professional Skills module, allowing academics and practitioners to share their career journeys with students
  • Increased Sociology seminars to three hours, providing more time for extended discussion of the topics
  • Increased the use of lecture capture across Economics
  • Allocated a dissertation supervisor for Economics students early in the year enabling discussions to take place around the chosen topic
  • Rescheduled an Economics module allowing students to attend Department seminars.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

In 2015/16 we:

  • Worked closely with City Students’ Union and the Student Centre to identify and design appropriate well-being support
  • Worked closely with City Students’ Union and the Student Centre to raise awareness of existing relevant provision for well-being support
  • Worked together with student reps to share tips on staff experience of managing an open plan workspace.

From 2012 to 2014 we:

  • Improved communication between Senior Tutors for Research, Divisional Administrators and Research students about space changes and moves
  • Provided regular doctoral colloquiums & workshops that addressed key aspects of doctoral study
  • Committed to continue the annual School of Health Sciences Doctoral Student conference
  • Appointed doctoral student representatives to improve communication between Senior Tutors for Research and doctoral students
  • Committed to resolve compensation claims for delays to some projects by summer 2015
  • Worked with the Divisional Administrator to resolve delays in expense claims
  • Reorganised the School's research infrastructure to foster collaborative working, enhance our strong interdisciplinary research culture, strengthen our research student community and provide research students with more opportunities for peer support and inclusion in our academic community
  • Worked with Library Services to improve provision for research. See the Library Services for Research section at the top of the page to find out more.

Cass Business School

Accounting and Finance

In 2015/16 we:

  • Partnered with additional professional bodies to offer our students a wide range of professional exemptions
  • Actively promoted internship, placement and study abroad opportunities to increase students’ employability
  • Continued providing structured support for the Final Year Project including bespoke library support and data analysis sessions
  • Monitored teaching quality and took corrective action where necessary
  • Introduced improvements to the Drysdale student area, notably provision of a printer, driven by student demand.

In 2014/15 we:

  • Enriched modules with programming and software languages, databases and Bloomberg etc.
  • Offered all students access to self-learning materials for Microsoft Office software packages, addressing a need identified by employers of placement students
  • Continued to evolve the Student exchange programme as potential new partners are evaluated
  • Introduced new procedures surrounding Personal Tutoring and Final Year Projects to deliver a more homogenous experience for students
  • Introduced new Academic English sessions for all students
  • Improved lecturer's knowledge of academic assessment policy to ensure adherence to policy and provide consistent student communications
  • Implemented an undergraduate programme-wide initiative aiming to enhance the provision of examination feedback
  • Added new relevant electives to the degree
  • Introduced a Professional Skills module (delivered by practitioners with consulting experience) for first year students in order for them to develop valuable transferable business skills
  • Made use of Moodle's discussion forum capability
  • Provided support from the Course Director and Course Officer for students to set up an Accounting Society to foster greater student interaction and promote employability initiatives
  • Removed some modules which were less relevant or contained material taught elsewhere
  • Introduced a structured process to the Final Year Project, to improve the student experience on this module
  • Introduced Welcome Back meetings for second and third year students so they are able to make more informed choices regarding electives and other study options.

Actuarial Science

In 2015/16 we:

  • Moved the Statistical Reasoning, Communication and Ethics module to term one
  • Restructured the tutorial provision for the Mathematics for Actuarial Science module, which includes an exercise class and a surgery hour instead of tutorial groups
  • Encouraged more lecturers to adopt Lecture Capture for revision purposes
  • Collaborated with Properties and Facilities to fix broken plug sockets and improve ventilation on Level three and four of the library.

In 2014/15 we:

  • Enriched modules with programming and software languages, databases and Bloomberg etc.
  • Offered all students access to self-learning materials for Microsoft Office software packages, addressing a need identified by employers of placement students
  • Continued to evolve the Student exchange programme as potential new partners are evaluated
  • Introduced new procedures surrounding Personal Tutoring and Final Year Projects to deliver a more homogenous experience for students
  • Introduced new Academic English sessions for all students
  • Improved lecturer's knowledge of academic assessment policy to ensure adherence to policy and provide consistent student communications
  • Implemented an undergraduate programme-wide initiative aiming to enhance the provision of examination feedback
  • Improved the AS1071 Introduction to Economics module through close cooperation between the lecturers and tutors. This was well received by students who also rated the surgery hour highly
  • Introduced the new AS3208 Statistical Reasoning, Communication and Ethics module. This will move to term one allowing more students to take the module
  • Implemented a new structure of early interim submission and revised submission timeframes for the AS3001 Final Year Project. This has proved beneficial with students managing their workload better during the first term
  • Piloted the Employability module, helping many second year students secure internships over the summer
  • Took students on the AS2001 Actuarial Practicality module to Lloyd's, the Bank of England and Staple Inn to help them understand the role of actuaries in the City of London.

Banking and International Finance

In 2015/16 we:

  • Introduced the formally-trained year tutor for all BIF and Finance students
  • Fine-tuned the Business Skills module in year one to enhance employability
  • Offered mentoring to several lecturers and visiting lecturers
  • Continued offering welcome back talks to all parts of the degree
  • Rolled out a restructured part one with double modules split into single modules and significantly reducing overlaps
  • Continued to expand the list of accreditation bodies
  • Ordered more copies of part one and two books where stock was deemed insufficient
  • Offered more tutorials and clarification sessions for core modules
  • Expanded the use of Lecture Capture by enhancing support to lecturers who wish to use it
  • Offered a revision class for the Financial Econometrics module at the end of the term.

In 2014/15 we:

  • Enriched modules with programming and software languages, databases and Bloomberg etc.
  • Offered all students access to self-learning materials for Microsoft Office software packages, addressing a need identified by employers of placement students
  • Continued to evolve the Student exchange programme as potential new partners are evaluated
  • Introduced new procedures surrounding Personal Tutoring and Final Year Projects to deliver a more homogenous experience for students
  • Introduced new Academic English sessions for all students
  • Improved lecturer's knowledge of academic assessment policy to ensure adherence to policy and provide consistent student communications
  • Implemented an undergraduate programme-wide initiative aiming to enhance the provision of examination feedback
  • Introduced the Business Skills module in year one to improve Microsoft Office skills
  • Removed year one tutorial essays from September 2015
  • Extend the concept of year personal tutors to all years
  • Introduced a common first year for BIF and IFRM
  • Substantially increased the exemptions from accreditation bodies, which now include ACCA, CII, CIMA, CIPFA, ICAEW and IFS, with CFA under submission and ICAS, ICSA and IRM to be submitted soon
  • Introduced Course Director Welcome Back talks to all years in the autumn and spring
  • Restructured year one to minimise module overlaps and to split double-modules into single modules.

Business Studies

In 2015/16 we:

  • Updated the Final Year Project topics to include a tailor-made list to suit the marketing stream students
  • Changed the structure of the accounting modules to avoid duplication of material
  • Increased the use of Lecture Capture
  • Provided additional Final Year Project workshops.

In 2014/15 we:

  • Enriched modules with programming and software languages, databases and Bloomberg etc.
  • Offered all students access to self-learning materials for Microsoft Office software packages, addressing a need identified by employers of placement students
  • Continued to evolve the Student exchange programme as potential new partners are evaluated
  • Introduced new procedures surrounding Personal Tutoring and Final Year Projects to deliver a more homogenous experience for students
  • Introduced new Academic English sessions for all students
  • Improved lecturer's knowledge of academic assessment policy to ensure adherence to policy and provide consistent student communications
  • Implemented an undergraduate programme-wide initiative aiming to enhance the provision of examination feedback
  • Introduced a new list of Final Year Project topic choices tailored for students on the Marketing stream
  • Changed the structure of modules to balance student workload i.e. four modules in term one and four modules in term two
  • Changed the structure of the accounting modules, introducing two new accounting modules to replace the existing ones in years one and two. The content was revised to remove duplication, with knowledge being taught in continuum
  • Arranged academic assistance for databases (i.e. Bloomberg) for new third year students with the help of Library Services
  • Offered re-induction sessions and information sessions to provide more information on streams and electives
  • Provided specific career sessions to improve student knowledge of the services offered by CityCareers and how students can engage with them
  • Encouraged further participation of second year students on placement and exchange programmes through enhanced communications and engagement early in the academic cycle.

Investment and Financial Risk Management

In 2015/16 we:

  • Restructured the Security Analysis module
  • Provided additional tutorials
  • Increased the use of Lecture Capture.

In 2014/15 we:

  • Enriched modules with programming and software languages, databases and Bloomberg etc.
  • Offered all students access to self-learning materials for Microsoft Office software packages, addressing a need identified by employers of placement students
  • Continued to evolve the Student exchange programme as potential new partners are evaluated
  • Introduced new procedures surrounding Personal Tutoring and Final Year Projects to deliver a more homogenous experience for students
  • Introduced new Academic English sessions for all students
  • Improved lecturer's knowledge of academic assessment policy to ensure adherence to policy and provide consistent student communications
  • Implemented an undergraduate programme-wide initiative aiming to enhance the provision of examination feedback
  • Provided additional tutorials for two QF modules
  • Introduced a common first year for BIF and IFRM.

Management

In 2015/16 we:

  • Gave more detailed briefings for the Final Year Project than in previous years
  • Increased the use of Lecture Capture for core modules
  • Helped second year students from the mentoring and coaching module act as mentors to first year students
  • Enhanced tutorial support for the Management Science module to provide greater support to students
  • Collaborated with the Careers Service to put more emphasis on careers in management and finance sectors
  • Improved the sequence of the term one content during the first year so students practise individual writing early on in their studies
  • Provided more opportunities for second and third year students to provide informal tutoring to first year students especially in quantitative subjects
  • Introduced improvements to the Drysdale student area, notably provision of a printer, driven by student demand.

In 2014/15 we:

  • Enriched modules with programming and software languages, databases and Bloomberg etc.
  • Offered all students access to self-learning materials for Microsoft Office software packages, addressing a need identified by employers of placement students
  • Continued to evolve the Student exchange programme as potential new partners are evaluated
  • Introduced new procedures surrounding Personal Tutoring and Final Year Projects to deliver a more homogenous experience for students
  • Introduced new Academic English sessions for all students
  • Improved lecturer's knowledge of academic assessment policy to ensure adherence to policy and provide consistent student communications
  • Implemented an undergraduate programme-wide initiative aiming to enhance the provision of examination feedback
  • Redesigned the MS1103 Management of Business Functions module (a major first year core module) to use a business simulation based around an architecture for learning developed at Cass
  • Focused guidance on research methods for students embarking on their Final Year Projects
  • Put plans in place for a new Mentoring and Coaching module with a strong emphasis on building practical skills
  • Redesigned content to increase formative assessment in the second term of the first year
  • Ran the System Dynamics module as a result of student demand
  • Delivered most first year core modules in two streams, resulting in an enhanced experience for students
  • Provided an improved range of content for first year students, including more tutorial and course development resources.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2012/13:

City was the most improved Higher Education institution in England according to the undergraduate National Student Survey (NSS). Although the results of the Postgraduate Taught Experience Survey are not currently published, your feedback is used in exactly the same way as NSS feedback to support on-going developments at City. In 2013 you let us know how positive you were about the improvements we made in support of your student experience. Your overall satisfaction, experience of teaching and learning, and experience of skills and personal development support all remained high, at over 70%. You were more satisfied in every area covered by the survey, in particular:

  • Your overall satisfaction increased by over 5% to 75%
  • Your satisfaction with learning resources increased by 8% to 69%
  • Your satisfaction with organisation and management increased by 6% to 61%
  • Your satisfaction with assessment and feedback increased by over 5% to 61%
  • Your satisfaction with support for career and personal development increased by 3% to 68%.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

In 2015/16 we:

  • Worked closely with City Students’ Union and the Student Centre to identify and design appropriate well-being support
  • Worked closely with City Students’ Union and the Student Centre to raise awareness of existing relevant provision for well-being support
  • Worked together with student reps to share tips on staff experience of managing an open plan workspace.

From 2012 to 2014 we:

  • Improved communication between Senior Tutors for Research, Divisional Administrators and Research students about space changes and moves
  • Provided regular doctoral colloquiums & workshops that addressed key aspects of doctoral study
  • Committed to continue the annual School of Health Sciences Doctoral Student conference
  • Appointed doctoral student representatives to improve communication between Senior Tutors for Research and doctoral students
  • Committed to resolve compensation claims for delays to some projects by summer 2015
  • Worked with the Divisional Administrator to resolve delays in expense claims
  • Reorganised the School's research infrastructure to foster collaborative working, enhance our strong interdisciplinary research culture, strengthen our research student community and provide research students with more opportunities for peer support and inclusion in our academic community
  • Worked with Library Services to improve provision for research. See the Library Services for Research section at the top of the page to find out more.

School of Health Sciences

BSc/PG Diploma in Adult Nursing (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Changed the format of HSM201 Engaging in Practice two and HS2002 Simulated Practice modules to discussion groups as students have already used them
  • Reviewed HSM201 Engaging in Practice two marking criteria and developed a rubric for the Postgraduate Diploma reflective and evaluation essays to ensure consistency
  • Changed the criteria for the HSM201 Engaging in Practice two module to critically reflect and evaluate two aspects of students performance to help them critically evaluate their work
  • Redesigned personal group timetables as part of HSM001 Relationship Centred Care module to make it bespoke for each student
  • Redesigned Moodle and uploaded content on a week-to-week basis to make it more manageable for students as part of HSM001 Relationship Centred Care module
  • Provided direct links to study material on the individual group timetables as part of HSM001 Relationship Centred Care module
  • Provided examples of writing from previous students related to HSM001 Relationship Centred Care Patchwork text essays
  • Reduced presentation time from 20 minutes to 15 minutes in the HSM001 Relationship Centred Care Patch presentation session to allow for more discussion time
  • Reviewed the HSM001 Relationship Centred Care timetable in early stages to reduce the total amount of days students attend during the week and to, where possible, reduce the times when students have only one session in a day
  • Included an Introduction to Group work session prior to the HSM001 Relationship Centred Care Patch presentation sessions to clarify the purpose and arrangements for the group work
  • Increased the reflective work in teaching and reading on reflection in HS1012 Relating Social Sciences to Health Communities
  • Introduced critique research skills into stage two of the programme to ensure students feel better prepared.

In 2014/15 we:

  • Updated all Moodle module pages to have the same format/layout promoting easier access to resources and information
  • Ensured all Module Leaders produce 'easy read timetables' for their respective modules
  • Ensured all Module Leaders indicate on the 'easy read timetables' whether uniforms are compulsory for the Simulated Practice modules
  • Created a leaflet for 2015/16 recruitment to ensure students are aware of uniform requirements for all clinical placements and simulated practice sessions

BSc/PG Diploma in Child Nursing (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Worked closely with all our placement providers to produce placement information and upload welcome packages to Moodle
  • Considered new ways of improving communication to make sure students and their Link Lecturers are always available to respond to any queries
  • Created an Elective Placement Handbook for students
  • Organised new introductory sessions on elective placements
  • Published practical tips in a new elective space on HS2001 Engaging in Practice two Moodle space
  • Invited former students to undertake a short presentation of their elective experiences at the introductory session
  • Ensured a designated Learning Enhancement and Development (LEaD) lecture, which is facilitated by a member of staff from Learning Success, is included in the module timetable
  • Provided a full list of NHS Trusts in England and useful organisations abroad on the HS2001 Moodle space
  • Put students in touch with alumni to share experiences, help them identify placement contacts and answer any questions
  • Reviewed timetables to ensure teaching is spread over fewer days
  • Promoted the CityBuddy scheme by inviting second year students to join up as a CityBuddy and encouraging new students to sign up for the scheme
  • Engaged in plans for new ways of developing buddying opportunities in clinical practice
  • Reviewed the Academic Plan for the third year of the course to increase the first practice placement from six weeks to eight weeks to help students complete their PAD by the end of week 12.

In 2014/15 we:

  • Worked closely with all placement providers to produce Placement Information and Welcome packs, which will be uploaded to Moodle
  • Considered new ways of improving communication, ensuring Link Lecturers are always available to respond to queries
  • Created an Elective Placement Handbook for Students
  • Organised new introductory sessions for Elective Placements
  • Published practical tips in a new 'Elective' section on the HS2001 Moodle page
  • Provided a full list of NHS Trusts in England and useful organisations abroad on the HS2001 Moodle page
  • Connected students with alumni to share experiences, help identify placement contacts and answer questions
  • Reviewed and improved all timetables, including scheduling HS2232 sessions over fewer days
  • Promoted the CityBuddy scheme to help students feel part of the City community, encouraging second year students to become CityBuddies and new students to sign up for the scheme
  • Started planning new ways to develop buddying opportunities in clinical practice

BSc/PG Dip Mental Health Nursing (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Added revision sessions and increased provision of learning resources on Moodle to prepare students for exams as part of HS2331 Core Biological Principles Relating to Pathophysiology and Therapeutics in Adult Nursing and HSM332 Experiencing Acute Care, Diagnostics and Treatment (Mental Health Nursing)
  • Piloted a new timetabling software called Scientia Publish with groups of students with a view to becoming available to all
  • Provided students with a weekly to-do list for HSM332 Experiencing Acute Care, Diagnosis and Treatment: Mental Health Nursing module to improve the structure of their self-directed learning
  • Arranged a session on mental health nursing as part of the HS1011 Foundations of Relationship Centred Practice module
  • Arranged a session on mental health awareness in Simulated Practice and evaluated and revised the workbook and content
  • Ensured module leaders provide clearer signposting to learning resources.

In 2014/15 we:

  • Set up monthly 'Expert Practice' seminars for 2015/16 to provide more input from practice staff and are aiming to use more Honorary Lecturers in Simulated Practice
  • Set up a dedicated assessment session in each module to provide more support for assessments
  • Ensured feedback will include three bullet points highlighting what needs to do be done to improve marks
  • Reviewed and improved all timetables, including scheduling sessions over fewer days
  • Worked to minimise timetable changes but where these do happen, changes will be communicated through Moodle.

BSc/PG Dip Midwifery (Pre-registration)

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Took a student-centred and a team approach to timetabling requests, acknowledging the restraints of room and lecturer availability, to avoid long gaps between lectures and students travelling in for only one lecture, where possible
  • Used the weekly informal meetings, Midwifery huddles, to improve communication within the team
  • Ensured team members communicated availability as soon as possible to the Programme Director and Divisional Lead
  • Communicated changes and rescheduled lectures to the cohort as soon as possible through their set reps and their WhatsApp groups
  • Organised a pre-marking meeting by module leaders together with all markers and moderators to review the assessment criteria and agree the style and format of feedback
  • Implemented face-to-face Feedback Surgeries, which are available to students soon after the release of results on any assessment.

In 2014/15 we:

  • Adjusted the course structure and increased contact hours on some modules
  • Formed the Midwifery Assessment Forum to continue to scrutinise and consider all assessments for appropriateness of language and constructive alignment with the module learning outcomes
  • Provided written assessment information at the beginning of each module and made it available on Moodle pages
  • Introduced a discussion and information forum on Moodle to address assessment questions
  • Worked closely with the External Examiner to review all assessments
  • Moved the MW1006 Professional Practice module to the first period of the academic year, before the first clinical block, so students are better prepared for practice
  • Scheduled campus-based skills days in the first year Clinical Skills module to provide more skills and practice opportunities prior to placement
  • Re-positioned MW2002 Developing Relationships in Midwifery Care as a stand-alone module at the beginning of the second year, allowing students to focus on learning and preparation for the presentations
  • Developed a formative quiz in the same format as the exam so students become familiar with the format
  • Added extra lecture sessions to the second year Complex Midwifery Care module in the Postgraduate Diploma Programme.

Foundation Degree in Ophthalmic Dispensing  

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Worked with graduate students to enhance teaching on the Quantative Methods module
  • Arranged peer teaching with a buddy system in place for Friday mornings following students’ Clinical Skills lab session
  • Arranged study skills sessions to be given by the Learning Enhancement and Development team at City
  • Arranged revision sessions three weeks prior to the exams where students are given example questions
  • Arranged an annual admissions talk following the success of the talk given in October 2015.

In 2014/15 we:

  • Restructured the timetable so lectures in any half or full day session will be held at the same site, whether CIC or City, so students will not have to walk between sites
  • Restructured the timetable to include a scheduled lab from 9am to 11am on Fridays, followed by a two hour break where students can practice in the clinical skills labs
  • Organised an additional session for the OV2207 Clinical Skills module supervised by the Programme Director
  • Organised an additional session for the OV1112 Ophthalmic Lens and Dispensing module supervised by the Programme Manager from CIC.

BSc Optometry

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Maintained the Clinical Skills timetable from 2015/16 so the labs are available for practice on Wednesday afternoons and Fridays. The dispensing lab is also open for practice outside teaching sessions in 2016/17. This enables students to practice during holidays and summer periods
  • Provided support in organising events such as pre-registration interviews
  • Maintained a close relationship with the Optometry Society to consider more events and to promote and support the society and the Eye Ball
  • Organised written exams and coursework during January and May exam periods. All resit exams will now take place during designated resit exam period. This will help students to plan extracurricular activities and holidays according to the published term dates
  • Sought to significantly reduce the amount of assessments and improve the timetable for all years as part of the Periodic Review (2017/18).

In 2014/15 we:

  • Adapted the clinical skills timetable for 2015/16 so the labs are free on Wednesday afternoons and all day on Fridays
  • Enabled students to practice in the labs during PRD3
  • Introduced more practice time in the timetable
  • Supported a Mentor System where third year students help first and second year students with their clinical skills
  • Implemented lecture capture where supported and audio recordings of the lecture where not.

Public Health

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience

In 2015/16 we:

  • Added a two week block of practice at the start of the programme
  • Reviewed the Practice Portfolio in consultation with the practice teachers, simplifying and redeveloping it as a Practice Assessment Document (PAD) for City and Nursing & Midwifery Council Re-approval
  • Reviewed the assessment and submission dates and spread them out as much as possible
  • Reviewed and reduced the amount of assessment across the programme
  • Reviewed and reduced the required credits from 135 credits to 120 credits for the BSc and PG Dip.

In 2014/15 we:

  • Reviewed the portfolio to reduce repetition
  • Separated the V100 portfolio from the main portfolio
  • Changed the programme so material and modules are presented in an order more conducive to learning e.g. V100 being introduced from the start with pharmacology introduced slightly later
  • Increased the time between assessments for January 2015/16 and September 2015/16 cohorts
  • Changed the practice module construction so teaching is more applied to practice
  • Reviewed the practice module assessment process, making minor modifications to the module and changing the assessment from examination to coursework
  • Implemented arrangements for advanced nurse practitioners to work with students on skills development.

BSc Radiography

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Offered all students who wish to take time off for religious festivals a flexible attendance pattern (providing this does not clash with assessments) ensuring that there is no detrimental impact upon clinical attendance or coherence of learning experience
  • Moved Cardiopulmonary resuscitation (CPR) and Manual handling sessions to April in year one and this form part of a newly enhanced preparation for clinical practice prior students’ first clinical placement
  • Published all module feedback dates on each Moodle module
  • Anonymised statistical data regarding spread of marks are made available for each module assessment component
  • Provided assessment feedback summaries as well as opportunities for all students to receive individual feedback on all assessments that are undertaken
  • Reviewed how students are allocated for each face-to-face assessments and ensured different staff are involved with mock assessments and final summative assessments.

In 2014/15 we:

  • Promoted formative feedback sessions more clearly, highlighting the opportunities that enable students to individually assess their progress and knowledge as they progress through the academic year
  • Introduced additional sessions across the diagnostic imaging and radiotherapy programmes to maximise student access to the clinical skills facilities
  • Provided improved information about the availability of the VERT and clinical x-ray rooms throughout the academic year
  • Proposed the option of swapping a clinical week and tutorial week on the Radiotherapy timetable
  • Split the delivery of Diagnostic content at the start of the second year over additional days, enabling students to better engage and reflect on their learning prior to moving onto more advanced topics
  • Provided additional resources for the RC3021 Research Exercise so students can make more effective use of the summer as preparatory time
  • Hosted an additional meet and greet social event in the induction week for first year students to meet second and third year students.

BSc Speech and Language Science

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Reminded lecturers to specifically recognise the presence of Speech and Language Science students in classes
  • Introduced a partially separate induction at the start of academic year
  • Held regular cross-cohort tutorials to create a forum for Speech and Language Science students to support learning (e.g. focus on academic writing)
  • Offered a new elective module which focuses on the study of various aspects of the medium (speech, spelling, sign language)
  • Provided clearer guidance about the clinical nature of elective module.

In 2014/15 we:

  • Promoted a clear group identity by encouraging academics to discuss BSc Speech & Language Science student needs during lectures
  • Arranged a partially separate induction at the start of the academic year
  • Organised regular cross-cohort tutorials to create a forum for SLS students to support learning (e.g. focusing on academic writing)
  • Developed a new elective module that focuses on the study of various aspects of the medium (speech, spelling and sign language).

BSc/PG Dip Speech and Language Therapy

"We work closely with the Students’ Union, your programme representatives, and our practice partners to address and close the loop on issues that are important to you. At the heart of each of our programmes is a commitment to deliver an education that equips you with the knowledge and skills to enable you to succeed in your chosen career. Your feedback is crucial in helping us implement positive improvements to your programme."

Associate Dean Education, Quality and the Student Experience
Associate Dean, Director of Undergraduate Studies

In 2015/16 we:

  • Used innovative educational technologies such as Poll Everywhere and Doodle Poll in BSc teaching to improve students’ experience
  • Increased the number of BSc modules on which Lecture Capture is used
  • Included three development points in BSc feedback
  • Organised another informal BSc Welcome Breakfast and ensured all year groups could attend
  • Posted a link on the BSc Moodle space and email to a real-time page of IT resources at City
  • Flipped the delivery of two BSc sessions to give students more opportunities to link knowledge and skills
  • Provided a BSc session with someone who stammers
  • Introduced some extra BSc tutorials to give students the opportunity to discuss the topic in more depth
  • Moved a number of PG Dip assessments that were stored in the archives of the Library to the assessment cupboards at Myddelton Street. Assessments are now being made available more promptly through the SHS Student Helpdesk
  • Used Lecture Capture for PG Dip for the first time in 2015/16 and implemented it more widely
  • Increased the amount of information that is available to both PG Dip year groups on the Programme space in Moodle. This includes both years’ course plans, all key dates, deadlines for coursework and information on deadlines for feedback being returned to students.

In 2014/15 we:

  • Ensured the same member of staff will mark all your BSc first year Professional Studies portfolio tasks
  • Reduced the group size for the BSc first year Social Context module to no more than six students
  • Ensured BSc students were given the opportunity to undergo DBS checks prior to arrival at City
  • Published all your assessment information for the BSc second year Professional Studies module on Moodle
  • Published a more concise reading list with a reduced number of key texts for all topics in the BSc second year Speech, Communication and Swallowing Disabilities module
  • Held a more informal welcome networking breakfast with a focus on BSc students meeting other students
  • Held a careers session for BSc students including presentations from recently qualified speech and language therapists
  • Reviewed the way phonetics is delivered to PG Dip students, increasing the practical component alongside the theoretical one and introducing transcription earlier in the programme enabling students to use these skills on placement
  • Published key documents and resources for PG Dip students on the 'Clinical Placements' page on Moodle making them more accessible
  • Reviewed PG Dip pre-course information ensuring it is accurate and detailed and meets students' needs
  • Published more information on the PG Dip programme and year Moodle pages.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

"Your feedback is essential to enable us to continue to be responsive, creative and innovative in the ongoing development and delivery of quality, learner focused, advanced academic and professional practice programmes. Please tell us about your experiences with us: your views and opinions really do matter."

Ursula Smith, Associate Dean Postgraduate Taught Programmes, CPPD and Workforce Development

In 2015/16 we:

  • Created clearer information about module choices and timetabling and clearer guidance about which modules are available or suitable
  • Offered more modules at postgraduate level to improve elective choices
  • Made inductions to programmes on the same day as the wider school induction programmes so students have access to key events and staff
  • Invited guest speakers who can share their career and work experience
  • Encouraged students to make contact with the module leaders and their course leader to share any concerns as they arise
  • Introduced innovative changes to customer service, the application process and registration process
  • Introduced anonymous marking
  • Strengthened administrative processes to provide greater coherence across all programmes
  • Developed relationships with alumni to help provide insights into careers paths into final destinations
  • Started developing communication spaces across different programmes on Moodle on some programmes so students on a programme or group of programmes can readily access information as part of a community of staff and students
  • Worked closely with programme student reps to address specific programme issues
  • Used innovative educational technologies, including increased use of lecture capture to improve student’s experiences
  • Worked closely with the Students’ Union and the Student Centre to raise awareness of existing provision for well-being and support.

In 2014/15 we:

  • Provided additional guidance about how to search, appraise and use literature in your assignments
  • Continued to invest in our virtual learning environment, promoted lecture capture across all programmes and enhanced blended learning approaches
  • Amended scheduling so where possible students have full days of attendance rather than half days to maximise your time at City
  • Provided additional drop in sessions for learning support
  • Implemented a "Dragon's Den Pitch your PhD Proposal" initiative, encouraging students to consider PhD applications and provided a mentoring opportunity to successful students to pursue their proposal (MRes Clinical Research)
  • Worked with timetabling to minimise any disruption in your schedule due to the building development works
  • Increased the use of external speakers who are clinical and academic experts in their field of practice
  • Applied greater scrutiny and provided appropriate support to occasional and optional module students enrolling on discipline specific modules
  • Improved communication with students through increased group emails regarding internal and external events, procedures and news relevant to your studies and professional development.

For pre-registration postgraduate programmes and second registration programmes also refer to the improvements made on your respective programme above.

Postgraduate research students

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

In 2015/16 we:

  • Worked closely with City Students’ Union and the Student Centre to identify and design appropriate well-being support
  • Worked closely with City Students’ Union and the Student Centre to raise awareness of existing relevant provision for well-being support
  • Worked together with student reps to share tips on staff experience of managing an open plan workspace.

From 2012 to 2014 we:

  • Improved communication between Senior Tutors for Research, Divisional Administrators and Research students about space changes and moves
  • Provided regular doctoral colloquiums & workshops that addressed key aspects of doctoral study
  • Committed to continue the annual School of Health Sciences Doctoral Student conference
  • Appointed doctoral student representatives to improve communication between Senior Tutors for Research and doctoral students
  • Committed to resolve compensation claims for delays to some projects by summer 2015
  • Worked with the Divisional Administrator to resolve delays in expense claims
  • Reorganised the School's research infrastructure to foster collaborative working, enhance our strong interdisciplinary research culture, strengthen our research student community and provide research students with more opportunities for peer support and inclusion in our academic community
  • Worked with Library Services to improve provision for research. See the Library Services for Research section at the top of the page to find out more.

The City Law School

Law

"Excellence at City is about both your learning and the broader student experience. You are a partner of this institution and your feedback is vital to us. We can work together to build on our strengths, make improvements and strive to be the best. Your opinion matters so tell us what you think today."

Claire de Than, Director of Student Experience

In 2015/16 we:

  • Introduced full day revision sessions for all core modules
  • Provided extra provision for enhanced feedback
  • Introduced year tutors to help increase extra curricula activities
  • Gave graduate entry students access to Chambers evenings for career development
  • Encouraged lecturers to utilise lecture capture facilities.

In 2014/15 we:

  • Applied the step-marking criteria to ensure consistency and homogeneity with regards to marking formative and summative assessments. Step-marking encourages the use of the full range of marks and provides a better way of rewarding intellectual merit and achievement
  • Arranged script viewing sessions after each examination period enabling students to build on the feedback they receive
  • Introduced extra revision lectures for all LLB core subject before the summer and resit examination periods
  • Added a wider choice of electives
  • Continued to diversify assessment methods to ensure not all subjects are 100% weighted on summer examinations
  • Introduced 'Exploring the Law' for the LLB Induction Programme to enable students to feel a sense of community from the moment they join City
  • Introduced Professional Mediation Training for LLB 3 students.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2015/16 we:

  • Provided more support and guidance for GDL students for their research coursework
  • Encouraged lecturers to utilise lecture capture facilities
  • Gave LLM students earlier access to reading lists
  • Scheduled more careers events and talks during the LLM Induction week
  • Introduced a new seminar on research methods for LLM students.

In 2014/15 we:

  • Provided additional guidance before the research exercise
  • Offered a free choice of research topic
  • Provided financial contributions for social events
  • Delivered a face-to-face supplement to online contract lectures
  • Put reading lists on Moodle several weeks before the start of term
  • Scheduled more events, giving students the opportunity to meet practicing lawyers
  • Moved towards using online materials to avoid the issues of hard copy availability
  • Provided free interlibrary loans for LLM students
  • Introduced a seminar on research for LLM students
  • Introduced recognition for the best student in each module on LLM
  • Offered a wider range of elective modules on LLM.

Postgraduate research students

From 2012 to 2014 we:

  • Installed a new dedicated PhD room
  • Introduced a new scheme enabling PhD students to educate undergraduate students
  • Re-designed our research training programme taking account of student feedback
  • Introduced more training for research students
  • Worked with Library Services to improve provision for Researchers. See the Library Services for Research section at the top of the page to find out more.

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

School of Mathematics, Computer Science & Engineering

Civil Engineering

"Feedback from students is crucial to the continuing process of improving the courses we provide. Understanding a student's experiences on their course enables us to generate ideas and initiatives that make the course more relevant, challenging and stimulating."

Dr Richard Goodey, Programme Director, Civil Engineering

In 2015/16 we:

  • Arranged for key pieces of design work to be printed professionally at a greater than A3 size
  • Created pie charts to visually represent assessment weightings for each year to help students have a clear view of how overall marks are determined for modules and the year
  • Swapped lectures to make sure that the lecture rooms we are using are well-suited to the style of lecture being delivered.

In 2014/15 we:

  • Improved coursework schedules to ensure that, where possible, submission dates are spaced throughout the year
  • Helped you with your third year major project by providing a single opportunity to submit a draft to Turnitin, to help improve academic practice
  • Worked with timetabling to ensure rooms suited the education styles used in engineering, making use of new innovative flexible learning spaces where appropriate
  • Extended the use of Lecture Capture in first year lectures, enabling students to catch up on missed material. This is particularly valuable in the first year when students may be less skilled at note taking.

Computer Science

"Computer Science is a discipline that is constantly changing. We recognise that student feedback is an essential part of the collaboration we have with our students to ensure that you are getting the best overall experience during your time at City. From your first day here, we gather information on what is going well and what we need to improve. Every year we make changes, be they small or large, to make things better. We frequently say 'tell us how things are going and we'll work with you to make things great'; you do and we respond."

Professor Jo Wood, Head Of Department, Computer Science

In 2015/16 we:

  • Created the Ada Lovelace Space, a new study space for Computer Science students which includes private meeting rooms, work benches, group working booths and a social area
  • Re-equipped room A219 with high specification PCs with dedicated graphics processors
  • Moved the default coursework hand-in times from Fridays to 5pm on Sundays
  • Changed the coursework/exam ratio for many modules towards coursework activity
  • Redesigned the Information Management module, now called IT for Business, by inviting guest speakers to allow students to build a much stronger link with industry-relevant computing issues
  • Restructured the Data Structures and Algorithms module in year two by introducing an open book exam, replacing multiple choice questions. This led to an improved pass rate and a higher number of students achieving a first class mark
  • Introduced the Coding Bootcamp as an intensive two-week introduction to Computer Science degrees
  • Introduced extra formative in-class assessments throughout term one with feedback on progress
  • Supported the student-led Tech Society in providing extra Java tutorials
  • Restructured the term one Java module to build on the Coding Bootcamp.

In 2014/15 we:

  • Modified the Programming Bootcamp to better match students' interests and abilities
  • Restructured the IN1010 Business Systems module to include additional practical app building skills
  • Improved the IN1007 Java module to link more strongly with the Programming Bootcamp and help develop more engaging projects in the second semester
  • Introduced a new, more intensive personal tutorial programme in years one and two
  • Redesigned the second year team project with an end of year showcase at the City Hangout
  • Introduced a new module in Computer Vision.

Electrical and Electronic Engineering

"We are committed to delivering academically excellent programmes to equip our students with the skills and experience to match the requirements of industry and the professions. We work in partnership with our undergraduate students using their feedback to improve the delivery of all modules and the further development of the curriculum. Our vision is to produce high quality graduates with a range of transferable skills that will be sought after by potential employers."

Dr Veselin Rakocevic, Head of Department, Electrical and Electronic Engineering

In 2015/16 we:

  • Changed the feedback processes and introduced marks for the Preliminary Report and Poster Presentation of the Final Year Projects
  • Introduced programme amendments for MEng Biomedical Engineering, which included the introduction of modules in digital design, embedded and real-time systems, biomechanics and biomaterials. We introduced new modules in Advanced Electronics and Telecommunication Systems and removed a number of old modules from the MEng Electrical and Electronic Engineering. This has given students a clear choice of streams to choose from when making a decision on elective modules
  • Organised extra tutorials as part of the Dynamics and Control module for the August exam period.

In 2014/15 we:

  • Increased the number of lab demonstrators and introduced more lab sessions in the electronics related modules
  • Introduced more quizzes and on line tests on Moodle for a number of modules
  • Introduced strict health and safety guidelines and gave you additional access to labs
  • Ran careers advice sessions for EME students and also explained the interrelationships of your modules
  • Organised extra tutorials for the June and August exam periods for the Engineering Science module.

Mathematics

"Student feedback plays a crucial role in the development of our programmes, as we continue to refine what we offer in the light of your experience. We aim to provide a high-quality and popular set of programmes and often make changes directly in response to your suggestions or concerns. Your feedback is crucial to ensure that we are delivering an excellent student experience both to you and to future students."

Dr Anton Cox, Head Of Department, Mathematics

In 2015/16 we:

  • Expanded the use of short regular class tests as a form of assessment to the majority of mathematics modules
  • Provided a clearer guidance at the start of each module on coursework assignments deadlines and how feedback would be delivered
  • Trialled the use of online videos to provide solutions to exercise sheets.

In 2014/15 we:

  • Expanded the use of frequent, short class tests into more modules
  • Built on the new first year by introducing a new second year structure for each degree programme, better equipping students for their final year of study
  • Provided clearer guidance at the start of each module on when and how feedback would be delivered
  • Improved our induction events to better support the transition from school to Higher Education
  • Trialled the use of online videos to support certain lectures.

Mechanical Engineering and Aeronautics

"Over the years your feedback has been instrumental in shaping our programmes and improving your experience. We want to develop and improve and we need you to influence that process. Your experience is our prime concern so please express your views on good practice and also on what improvements you feel are needed to help you. Let your ideas shape the future of City."

Professor Jamshid Nouri, Head Of Department, Mechanical Engineering and Aeronautics

In 2015/16 we:

  • Appointed a new full-time technical staff member in March to support the undergraduate group project activities. In addition, we are planning to recruit a new technical apprentice in 2017 to support students’ practical activities
  • Continuously reviewed and purchased new specialised software required for your courses to support and improve your learning
  • Doubled the number of licences for Design and Material selection, CATIA and ANSYS to 50
  • Increased the number of scheduled sessions supervised by our technical staff during students’ projects and increased the budget to cover for the required materials and other costs. This will further enhance timely support throughout students projects and create the right environment for students practical work and learning
  • Introduced new remedial revision classes for resit exams before the August exam period, especially on more difficult topics
  • Increased the number of tutorial groups from four to six in September. We also ensured there will be at least one leading member of staff and a tutor to provide students with full support in solving the problems in each session
  • Introduced scheduled Surgery Hour so that students can meet one-to-one with their module leaders and academics to discuss their problems and get specific feedback on their work
  • Increased the number of activities to provide better support for placement and employment opportunities by creating more workshops, interviews and industrial events through the department Work-based Learning Advisor.

In 2014/15 we:

  • Increased academic support with two new members of staff, both sponsored directly by industries (the BAE Chair and Lecturer in Mechanical Engineering sponsored by Helix Power). These staff are research active in their fields, creating an improved experience for our students
  • Began recruitment for new full time technical staff and a technical apprentice to be in place by May 2016 (The undergraduate group project technician post will also be filled by March 2016)
  • Offered more CAE support with the purchase of new specialised software with 50 licences for the Design and Material module
  • Approved an increase from 25 to 50 licenses for CATIA and ANSYS to support and improve learning
  • Improved the technical support for group projects by timetabling substantially more sessions supervised by technical staff, particularly manufacturing processes
  • Increased the number of tutors providing support throughout projects
  • Made significant investment in our laboratories and manufacturing facilities
  • Increased the budget for group and individual projects, providing resources for practical work
  • Added revision sessions before all main exams and continued to offer special remedial lectures on more difficult topics (students can request additional sessions as appropriate)
  • Increased direct sessions with all students, providing a forum to discuss student concerns and questions more effectively and to monitor progress
  • Improved module-based feedback by providing responses on moodle, in class and on a one-to-one basis with module leaders/tutors
  • Delivered more activities led by the departmental Worked-Based Learning Advisor to provide increased support for placement and employment opportunities including: workshops, interviews and industrial events.

Postgraduate taught students

"We are proud of the fact that around a third of our students at City are postgraduates. While our postgraduate degree courses are generally shorter in duration than our undergraduate courses, we are equally committed to ensuring that your study, supervision and overall experience at City is the best we can offer. The postgraduate experience inevitably varies depending on the specialism you have chosen but we are striving to improve some aspects across all of our courses in response to your feedback."

Professor David Bolton, Deputy President, City, University of London

In 2015/16 we:

  • Introduced programme amendments for MEng Biomedical Engineering, which included the introduction of modules in digital design, embedded and real-time systems, biomechanics and biomaterials. We introduced new modules in Advanced Electronics and Telecommunication Systems and removed a number of old modules from the MEng Electrical and Electronic Engineering. This has given students a clear choice of streams to choose from when making a decision on elective modules.

Postgraduate research students

From 2012 to 2014 we:

  • Increased the number of research supervisors
  • Increased the number of academic staff undertaking 3* and 4* research
  • Modernised the office and laboratory space through the Tait regeneration project
  • Introduced the conference travel fund of £1,000 for each student
  • Encouraged Research Centres to organise regular seminars and student presentations
  • Held the inaugural City Informatics PhD Symposium, CIPS 2014, in May 2014. The event was organised by PhD students in Informatics (now Computer Science) for all students in the School
  • Appointed a member of staff in the Department of Computer Science to be responsible for all aspects of PhD student involvement in support of education (tutorial roles, training, contracts, support etc.)
  • Provided all Computer Science PhD students with access to all undergraduate and postgraduate modules on Moodle
  • Worked with Library Services to improve provision for Researchers. See the Library Services for Research section at the top of the page to find out more.

"We in the City Graduate School want to make a real difference to your experience as a research student by providing you with the skills you need to succeed: to network better with your peers across City, to enable you to give your research the maximum exposure and publicise your research more widely and to gain invaluable transferable skills to support your personal and professional development in an increasingly competitive world. In collaboration with our academic Schools and Professional Services, we strive continually to make what we do better and we welcome your feedback on how we can do more to support you as you study for your doctorate at City."

Professor Ken Grattan, Dean, City Graduate School

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City, University of London is an independent member institution of the University of London. Established by Royal Charter in 1836, the University of London consists of 18 independent member institutions with outstanding global reputations and several prestigious central academic bodies and activities.