Making Timetables Work

Making Timetables Work

Importance of Theme “Making Timetables Work”

On occasion, students use the term “bad” to describe their timetables … and this is often as a result of when the lectures, practical sessions or seminars are scheduled.

Unfortunately sometimes staff are unable to “make timetables work”. Yet through staff beginning a dialogue on timetables with students this can make students feel that they are being listened to and increase student satisfaction.

Dr Phil Race, Addressing Student Satisfaction – adopted from material published in Making Teaching Work by Phil Race and Ruth Pickford, London: Sage, 2007).

How to ensure that the timetable works efficiently as far as my modules are concerned ?

  • Ask your students to jot down on a post-it note any particular timetabling problems they are experiencing, in the context of the parts of the syllabus you are teaching. Pass the post-it notes onto the College Office and inform the students of your actions.
  • Ask the students directly and individually “what may I be able to do to help you with this timetabling issue ?”
  • Explain to your students why timetable changes cannot be achieved in the short term.

Dr Adam Mosley, Senior Lecturer in the College of Arts & Humanities, on his efforts to make the timetable work

The theme is also significant in relation to the National Student Survey and the Higher Education Academy Fellowship.

National Student Survey

The theme has been taken from the National Student Survey question “the timetables work efficiently as far as my activities are concerned” under the category Organisation and Management.

In the recent 2014 NSS results 77% of students at Swansea University agreed that ‘the timetables work efficiently as far as my activities are concerned’.    

Higher Education Academy

The theme is also important in regards to the United Kingdom Professional Standards Framework (UKPSF) as “making timetables work” contributes to Core Knowledge K6, the implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, and Professional Values V1, respect individual learners and diverse learning communities.

For more information on the UKPSF follow the link

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