Undeb Bangor Response to Proposed Business Cases 2020 by Undeb Bangor

Undeb Bangorâ&#x20AC;&#x2122;s Response to the Business Cases for Change at Bangor University Report compiled by: Henry Williams, James Avison, Iwan Evans and Katie Tew Undeb Bangor Sabbatical Officer Team 2020-21

Contents Introduction ....................................................................................................................................................... 3 Undeb Bangorâ&#x20AC;&#x2122;s Stance ..................................................................................................................................... 3 Student responses to proposed changes .......................................................................................................... 6 Key Broad Issues for Students ....................................................................................................................... 6 College of Arts, Humanities and Business ..................................................................................................... 7 Response from Bangor Business School Students..................................................................................... 7 Response from School of History, Philosophy and Social Sciences Students............................................ 8 Response from Languages, Literatures, Linguistics and Media students ................................................ 10 Response from Law Students .................................................................................................................. 11 Response from School of Music Students ............................................................................................... 12 Response from School of Welsh and Celtic Studies students ................................................................. 13 College of Human Sciences.......................................................................................................................... 15 Response from the School of Education & Human Development .......................................................... 15 Response from Medical Sciences Students ............................................................................................. 17 Response from Psychology Students....................................................................................................... 18 Response from the School of Sport, Health and Exercise Sciences......................................................... 19 College of Environmental Sciences and Electronic Engineering.................................................................. 21 Response from Computer Science and Electronic Engineering Students ............................................... 21 Response from Ocean Sciences Students................................................................................................ 21 Professional Services ................................................................................................................................... 23 Response to Digital and Library Services proposal .................................................................................. 23 Response to Estates and Campus Services proposal ............................................................................... 23 Response to Student Services and Administration proposal .................................................................. 24

Introduction Following the commencement of the University’s consultation on their Covid Response Strategy, the Students’ Union have organised a number of sessions to allow students to feedback on the proposed Business Cases for Change. With regards to the Business Cases for academic schools, we have held focus groups with Course Representatives from a number of Schools. In relation to the Non-Academic School based Business Cases, we consulted students via our Students‘ Union Council Executive Committees and Course Representatives. As well as the above, students were also able to feedback through email. The following report is Undeb Bangor’s and Students’ response to the proposed Business Cases for Change. This report is compiled from the comments, concerns and feedback raised in the numerous sessions held with students mentioned above and is therefore reflective of the opinions and thoughts of the Student body. Sitting alongside this report is an additional document including a number of letters of feedback, comments and concerns, which have been presented to us by students. This document should be read alongside this report and supplements the student responses to the proposals. For information, Undeb Bangor and UMCB, have worked together to compile an UMCB report which fully focuses on the Welsh language. Undeb Bangor and UMCB share the concerns outlined in both reports.

Undeb Bangor’s Stance Undeb Bangor acknowledges that the University is facing financial challenges due to the impact of Covid-19 and that the proposed changes seek to address these. However, we are concerned that it appears extremely difficult to assess the direct impact that the proposed changes will have on students and believe that the proposals do not adequately evaluate any risks in this regard. For example, there are clear differences between the proposals, but despite this, the impacts outlined for students are the same set of broad statements across each proposal. We call on the University to more thoroughly evaluate the impacts and risks to the student experience of the proposals. We also find it concerning that the University is having to take such drastic measures which we believe are likely to have a detrimental impact on the student experience, when other institutions across Wales do not appear to be facing challenges on the same scale or timeline. We do not feel as though the University has been completely transparent with students on the financial drivers behind these decisions or how such drastic measures will be avoided in the future. We also believe that any proposed changes and structures should not solely be based on data and information from the last six months where the Coronavirus pandemic has had a disproportionate effect on almost every aspect of University business and current student demands. The University must maintain adequate provision to easily and swiftly transition to meet students demands when we return to some form of normality. In addition to the student responses laid out throughout this document there are a number of specific points which we would like to draw particular attention to: • • • •

As an SU, we commend the effort taken by the University to protect subject areas and commit to not closing any academic schools. We feel the decision to invest in stronger performing academic areas, in line with UK recruitment trends is sensible. We believe finding efficiencies across the directorates and management structures is an appropriate way of looking for potential savings. We are deeply concerned about any proposals which may lead to a reduction in mental health advisor or counselling resource. These services are critical areas of student support. Especially at a time when we know that students are finding University more challenging than ever. Therefore, we 3

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cannot support any proposals which risk reducing mental health advisor or counsellor resource and any subsequent knock-on effects this could have, such as increased waiting times. We believe that with any changes to the disability services department, disability advisor resource must be maintained at current levels. Our students have a diverse range of support needs which must be protected. We have concerns that any reductions in staff will lead to higher workloads. We worry that this may leave less time for staff to support students pastorally and to consistently enhance teaching practices. As a fully bilingual institution, many students choose Bangor University as a place to study because of the Welsh community, and ability to not only study through the Welsh language, but also to receive student support and pastoral care through their first language. The potential depletion of Welsh language provision from some subjects such as Ocean Sciences, Welsh History and Sociology are a cause for great concern and have potential to affect the University’s Welsh provision and recruitment. We believe that these areas should be protected. We are deeply concerned about the possible reduction to the Sustainability Lab and the available recourses to promote this work across the University. We feel that this goes against the direction of the mindset of students who are very conscious of sustainability. Bangor University identifies as a ‘Sustainable University’ and this work needs strategic direction and innovation, not just operational positions, and we hope the University will continue to make this work a priority. Undeb Bangor has achieved Green Impact recognition in collaboration with the Sustainability Lab for the past ten years, actively laying the foundations to ensure that sustainability is seen as a priority for Bangor University. A dramatic reduction in the sustainability team would impact our ability to successfully participate in the Green Impact Award. We have some doubts over whether it is sensible to restructure staffing before an estates strategy is finalised. We believe that some of the proposed changes appear to go against the strategic pillars upon which they are based. For example, sustaining and progressing a broad-based curriculum - whilst this has been maintained at a university subject area level, within programmes students may experience ‘reduced module choice in the curriculum’. We welcome the protection of subject areas. However, we are concerned that with the merging of schools this may lead to loss of identity and sense of community. This comes at a time when we already know that many students are feeling more lonely, isolated and are struggling to feel part of their learning community. We are concerned that library opening times may be affected. We believe that full consultation with the student body must be carried out before any decisions on opening hours are finalised. We further believe that the Library should remain a seven day a week service, with face to face in person support available. The University must acknowledge that many final year undergraduate students will be dissuaded from studying Postgraduate degrees at Bangor due to these proposed changes. This could result in a further loss of recruitment and prolong financial difficulties. We believe the University should consider the impact any changes will have on Postgraduate Researchers; this is an area which has been recognised as an area of growth and it would be disappointing to see PhD provision reduced as a result of the business cases. As an SU, we feel it is crucial that the highest salaries at the University are also formally reviewed. With the decision to protect Marketing, Communications & Recruitment, this must lead to significant improvements in student numbers in the forthcoming years. Therefore, there must be close scrutiny of the effectiveness of recruitment strategies on a regular basis.

We share studentsâ&#x20AC;&#x2122; frustrations, that throughout this process there is a feeling that the University has not been completely transparent with students, by failing to provide a sufficient student facing narrative to help students understand the changes and processes. This has led to increased unrest and frustration from students at an already uncertain and stressful time. This was demonstrated through a petition consisting of nearly 800 student signatures and the lobbying of the Studentsâ&#x20AC;&#x2122; Union to ensure the consultation period was extended for students. We would strongly encourage the University to be completely open, honest and transparent with students. Specifically, going forward, we believe that the University should; listen to the student responses, provide responses to questions outlined, and provide further information of the next steps and a timeline clearly indicating the process and key dates for students.

Student responses to proposed changes This section of the report includes student responses, comments and concerns to the proposals. These have been compiled based on focus groups with course reps, question and answer sessions with students and comments via email. Undeb Bangor supports all students in expressing their concerns and fully acknowledges all students’ comments outlined below.

Key Broad Issues for Students It is apparent that students are generally extremely concerned about the proposed changes and that any impacts they are likely to have on the student experience are difficult to assess given the apparent lack of evaluation of the risks and impacts to students within the proposals. Students noted that despite each proposal being distinct, the evaluation of the likely impact on students was detailed as the same across each proposal and that it was therefore disappointing that specific evaluation of likely risks to students from each proposal was not addressed. In relation to school mergers, students are deeply concerned about how they may lead to loss of identity and sense of community within schools. They feel that this has been overlooked and need to understand how these identities and communities will actually be kept. This comes at a time when we already know that many students are feeling more lonely, isolated and are struggling to feel part of their learning community. Concerns regarding access to support are a common running theme throughout students’ responses to the proposals. It is clear that current levels of access to support must be maintained and that students do not believe that this will be possible with many of the changes proposed. These concerns generally centre around staff resources being reduced and the risk of unclear pathways existing to reach the right person with merged schools and increasingly centralised service provision. Students highly value personal relationships with both academic and support staff members and further moves way from this concern students greatly. Students value being able to put faces to names and making personal connections with staff. Students also share a strong feeling in that they do not understand how the current level of support of and maintenance of the student experience can be preserved with less staff resource. Many students commented that they already feel as though members of staff are at capacity and that reductions to staffing will only exacerbate this, leading to negative consequences for students. A number of other common points raised by students centre around: • • • • • • • •

The process feeling very rushed. A feeling of reactivity and why other strategies cannot be taken to see the University through the Covid crisis in the short term. Therefore, making it easier to build back post Covid. Concern that the University appears to have been mismanaged over a number of years. Worry that the University is setting itself up to ultimately discontinue some subject areas, as they appear to be “eroding” away. Frustration with the University not appearing completely open and transparent with students. Concerns over morale throughout the University. Whether the University has explored other options such as selling parts of estate. Concerns around recruitment with poor morale and negative media exposure.

College of Arts, Humanities and Business Response from Bangor Business School Students Students are concerned about any reductions in support that will manifest themselves as a result of the proposals. Students believe that is unclear how any loss of support will affect students and made it clear that any lack of accessible support during the current trying times has the potential to lead to an increase in students dropping out. Students specifically mentioned non-academic and administrative staff playing a key role in sustaining a high-quality student experience and contributing heavily to students feeling well supported within their school. Students felt that the University is prioritising the numbers of international students over the number of home students. Students suggested that they chose Bangor University due to both its Welsh language provision as well as its strong breadth of module choices. Students felt that module reduction may have an effect on future student intake. Students felt that it was Important to ensure that Welsh language provision is maintained. Students said that no loss of Welsh medium modules can be afforded. Ensuring that Welsh Module leaders can continue to offer their current service is essential. Students felt that the school is already limited in terms of its Welsh medium offering so much consideration is needed regarding the impact any cuts would have on this. Overall, students felt that the inclusion of management centre programmes was a good idea, especially if the current lecturers in the school were to be included in these plans. Students felt that this could benefit the school as it would bring all the courses under one umbrella. However, students felt that pros and cons of integration do need to be considered so that the full impact of these changes is understood.

Questions A number of key questions students would like answers to are detailed below: •

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Students would like to know how the University will ensure the student experience is protected if staff will have to pick up the workload left by colleagues who have left and whose posts haven't been filled? Students are concerned that more pressure on staff will lead to staff being less accessible in terms of drop ins, pastoral support etc. How does the Business School intend to fulfil its goal to pull in more students from the UK/EU if this proposal is to come into effect?

Comments and Concerns • Students felt that the University has accurately outlined what the potential issues will be, however felt that it was not clear how the University intended to rectify or improve these potential issues. • Students feel that the proposal is quite generic and that it is not entirely clear what the specifics are which will allow the University to carry out the points made in the strategic rationale. • Students are concerned that unfilled staff positions and redundancies could have a detrimental effect and lead to a reduction in the quality of their educational provisions. • Students felt that they do not have the full picture of what these changes are. They emphasised that is was hard to understand the full implications of these changes without knowing all the details. • Students strongly felt that any adverse effects that will result from the business cases need to be planned for by the University to ensure that these impacts are managed effectively and that plans are in place to minimise the effects on students. These plans should also be communicated to the students.

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Students worried that the school community and therefore the student experience would suffer if staff morale was low because of job losses. Students emphasised the close community in the school and felt that this needed to be maintained.

Response from School of History, Philosophy and Social Sciences Students Summary Students are concerned that it appears that many disciplines are being squashed together and that the unique identities of subject areas are being lost. Students believe that with larger schools and mergers it will be a struggle to nurture a common feeling and sense of community within the school and that instead of enhancing the student experience it risks leading to the alienation of student groups, detachment from the University and an increased difficulty in accessing support. Research students are also worried that with larger schools, conference funding could become even more limited. Students questioned how the student experience can be maintained or enhanced with less staff. Students believe that specialisms will be lost, leading to overly generic courses. They also believe that this could impact postgraduate recruitment and those in Bangor wishing to progress to postgraduate study, as these students are likely to look to study at other Universities which offer desired specialisms. They also noted that despite previous attempts to combine modules within the larger merged school following the last restructure, these had been somewhat unsuccessful at times and that some elements had needed to be tailored to specific disciplines. Overall students commented that it felt as though the University were putting lots of disciplines together which don’t necessarily go well with one another. They did acknowledge that good synergies exist between History and Law, but that this should not be at the expense of subject identities. There was also a strong feeling overall that it was paradoxical to think that the student experienced could be enhanced, or even maintained, with a reduced number of staff when they already appear to be at capacity. Worry was also expressed that the University is leading itself towards a place where there is an opportunity to get rid of disciplines such as History and Archaeology entirely. Philosophy and Archaeology Students found it particularly concerning that it feels as though both philosophy and archaeology are being eroded from the School and University. In relations to archaeology specifically, students said that it feels as though it is being removed and replaced with a few optional modules as opposed to being a full course. Students were slightly perplexed at this as they were under the impression that archaeology is now listed as a career where there is a labour shortage in the UK, with many prospects for graduates of this discipline. They believe that this opportunity is not being recognised and is a missed opportunity for the University to train field archaeologists. Similarly, they believe the proposed changes risk making archaeology a much less attractive option for students and that recent discussions within Staff Student Committee Meetings within school showed that students would like more module choice and options and that adequate staffing is already an issue. Students also believe that archaeology should remain front and centre in any refocussing around the theme of Heritage and Tourism. History In relation to History, students were concerned that the University appeared to be moving towards offering a generic history degree. Students believe that a generic history degree does not have the same marketability or appeal and there is a risk of it becoming an “average” history degree. Comments were made that students are currently seeing less history modules and are even having to pick up modules outside of their discipline already, as there is not a lot on offer as it is. There are strong fears that a further reduction in staff will only exacerbate this issue. They commented that there are very few places in Wales where you can study medieval history and that it feels as though what is left of Welsh History is being 8

dismantled. They also felt that there was a mismatch in that the proposal states a reduction in a Modern History FTE, whilst also proposing “…a focus on Modern and Contemporary History”. Sociology, Social Policy and Politics Students also commented on the proposal to reduce sociology and social policy, with a focus on building politics and society. Students felt that the University is hastily trying to capitalise on trends in student interest in politics without a clear plan. They pointed out that they do not believe there is currently the expertise in place to properly enable and support this and that they are of the understanding that the University does not currently employ any political scientists. A number of additional specific comments, questions and concerns expressed by students are detailed below: Questions A number of key questions students would like answers to are detailed below: • • • • • • • •

Philosophy isn't mentioned in the proposals surrounding research. What will the impact on the Philosophy courses be if the restructure goes ahead? How will the unique identities and sense of community between students in their subjects be maintained? Is there a risk that these will be lost? How will that risk be managed? Will conference funding become more limited? How is it possible to maintain the student experience with less staff? Is the University ultimately moving towards a place where is gets rid of history and archaeology entirely? Will there be enough modules to support history degrees and any relevant specialisms? Will all Welsh History provision be maintained? Does the University currently have the expertise in place to properly support and enable a focus on politics degrees?

Comments and Concerns • Comments from students that it feels as though the Philosophy department is being marginalised by not featuring in the business case prominently. • Increasing school size leads to increasing number of activities and events being held within the school. However, a large number of these events are irrelevant to students and they receive a number of emails which are redundant and annoying. This leads to students missing events that they would attend and be interested in due to overload of communications being sent to them • Archaeology and heritage could work - heritage by itself is harder to promote, market and support. • With integrations of research activity such as seminar series’ etc with larger schools, there has been less engagement in research activity. There are concerns with even larger schools this will be exacerbated further. • Students commented that communications of cuts and the impact of COVID with students has been consistently poor throughout. Students felt like politicised and complex language has been used to skirt around controversial topics and confuse students. • Students sense that staff morale is currently extremely low. They feel that in a time where Arts subjects are currently downtrodden, Bangor University should be making an effort to protect these courses as they are assets to the University. • Students believe that the measures seem very reactionary to the Coronavirus crisis and questioned whether other short-term measures could be taken to mitigate the financial implications this has had. They believe that it would eb easier to rebuild following the pandemic if other measures were considered. 9

Opportunities • Option to have Law modules, both for Criminology and History could work well. • Students currently studying criminology and similar subjects currently crossover frequently with the Law department.

Response from Languages, Literatures, Linguistics and Media students Students feel that it is difficult to assess exactly how the changes will impact students on the ground. There are serious concerns about how any proposed staff losses will result in an increased workload for staff and the subsequent effects this will have on the quality of support students receive and the accessibility of staff. It is important to note that students currently receive excellent levels of support and that it is imperative that any potential impacts on this are thoroughly evaluated. Additionally, students commented that a re-structure had already occurred very recently and were worried that yet more changes would damage the student experience. Concern was expressed about any loss of specialised knowledge and therefore the academic offering, which could result in a lack of module and dissertation choices to very narrow fields. Students believed that this could have a negative impact on student recruitment. Students mentioned that The Centre for Arthurian Studies is the only centre of its kind in the world and this is a key area that should be maintained. They believe it is internationally attractive and brings international student fees to the University. There was also a strong feeling that linguistics could have a substantive integration with Psychology and that this was not being recognised. Students felt that the with current proposal failing to acknowledge this means that the potential for growth and development in linguistics is being missed. Linguistics students also felt that increased integration of linguistics with psychology would better prepare students for the working world and increase their employability. For example, they commented that topics such as statistics, neuroscience and maths are all key for Linguistics. A number of additional specific comments, questions and concerns expressed by students are detailed below: Questions A number of key questions students would like answers to are detailed below: • • • • • • • •

Students wanted to know will any specific modules or course content be lost? Will the proposals lead to increased workloads for staff? Will the centre of Arthurian studies be maintained and resourced to the capacity it is now? Does the University acknowledge that linguistics could have closer ties with psychology? How will teaching excellence be maintained with less staff resource? Will students see a difference in the levels of support they receive with less staff resource? Will English medium provision of phonetics and bilingualism be impacted? How does the University propose that the school’s subject specific identities and community be maintained within a large school?

Comments and Concerns • Concerns about how the loss of staff may increase staff workload and therefore impact staff available to support students and therefore the student experience. • Concerns about how such a large loss of staff resource will lead to a noticeable decline in Bangor’s academic offer. 10

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Concerns about loss of academic expertise and supervisor expertise, and how that will affect recruitment numbers for MRes and PhD students applying for Bangor. Concerns that with these staff losses, it would be very difficult to retain teaching excellence due to overburdened workloads for staff. Students commented that they believed there is need to review higher salaries across the institution and reducing salaries to retain staff. They also commented on the need justify top tier salaries. Students commented that the University should prioritise the sale of buildings and reducing the estate Concerns that reduction in staff will lead to lack of module choices, and a very narrow field of English literature. Students commented that Bangor University already have limited choice of modules in literature and language compared to other Universities. Concerns about moving the phonetics and bilingualism expertise to the Department of Welsh Language, Culture and Society. This was mainly because the proposal states that this department will function entirely through the medium of Welsh and that there was a concern of losing English medium teaching of phonetics and bilingualism. Concerns that the loss of any semantics modules would mean that these degrees are not transferable to other universities for students who wish to study postgraduates' degrees elsewhere and therefore these should be protected. Student felt that both semantics and phonetics are key parts of the school’s provision. Students commented that they felt that the University where trying to “close the lid” on linguistics. Students were very concerned how the changes will affect the identity and community within the school.

Response from Law Students Students feel that is difficult to fully understand how the proposal would impact them with the current information available. Students feel that combining Law and Criminology appears to make sense and that there can be some linkage between history and law. However, they are uncertain how the school would operate in reality and are concerned about identity and sense of community within a newly merged school. Students commented that as a small university, Bangor works well by playing to its strengths of building a strong sense of community and family within the School, and that it is essential that this is maintained. Bangor Law School has a very personal feel to it which is appealing to students. Additionally, students remarked that opportunities and standards have increased in the Law School over the last few years and that this must not be diluted by any proposed new structures. Similarly, the fact that Bangor has a defined Law School is attractive. With the proposal of developing the school as the new legal education provider for the region, questions were asked about whether it makes sense to merge the School of Law, rather than keep it as its own entity. Students noted that commercial and corporate law should remain as an offering, as this is a big draw for students. Similarly, they commented that broad introductory modules need to be protected. Students also believe that expansion of SQE law provision is sensible to pursue and develops the career pathways available to Bangor graduates. A number of additional specific comments, questions and concerns expressed by students are detailed below: Questions A number of key questions students would like answers to are detailed below: 11

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How in reality will the proposal impact students on the ground? How will sense of community and identity be maintained within a larger merged school? Where staff members are lost, what will happen to their taught modules? Will they be discontinued? With the proposal of developing the school as the new legal education provider for the region, does it make sense to merge the School of Law, rather than keep it as its own entity? Will broad introductory modules be protected?

Comments and Concerns • Extremely important to keep the family and community feel of the Law School, with excellent peer to peer and student to staff networks. • It is important to ensure that Bangor remains as a good choice for international students. International students commented that the high standard of education currently is a major factor in attracting international students. • International students commented that the current module choice is attractive to them. Opportunities • Students believe that expansion of SQE law provision is sensible to pursue and develops the career pathways available to Bangor graduates. • Students feel that combining Law and Criminology appears to make sense. They noted that there can be some linkage between history and law. They did however mention that they believe having a distinct School of Law is attractive.

Response from School of Music Students Students believe that it is imperative that music is seen as a distinct department which allows for students to maintain a “music community” and easy access to staff support. They also felt that with the loss of the music as a distinct entity, the music offer at Bangor becomes too vague and loses its identity. Students did suggest that if being merged into a larger school, the school name should reflect music more obviously as opposed to being encapsulated into “Cultures”. Suggestions for this were; “Music”, Performing Arts”, “Arts”, Performance They are also concerned about the proposal for the establishment of a conservatoire. The main concerns are in relation to the risk of the traditional culture associated with a conservatoire not fitting with Bangor University’s culture. Students commented that they can be elitist and inaccessible. Students felt strongly that music is not just about performance and that areas such as composition, broad theories of music and the history of music are highly valuable and must be kept. Additionally, it was noted that the Welsh language elements of music provision must be protected due to the Bangor is the only place in the world where you can study some of those subjects – for example, Welsh language opera. Students commented that University also need to communicate more widely to prospective students about the music offer at Bangor. Students noted that they know lots of people who had heard about the Bangor music offer second hand, for example through friends. In line with this, it was strongly suggested that marketing and communication about what is on offer at Bangor in relation to music needs improvement. Students believe that this would help revitalise students choosing Bangor to study music. Students agreed that stronger links with Pontio Arts could lead to more opportunities for students. Similarly, opportunities for increased large-scale collaboration that could lead to stagecraft, performance, and plays etc was seen as a positive. A number of additional specific comments, questions and concerns expressed by students are detailed below: 12

Questions A number of key questions students would like answers to are detailed below: • • • • • •

With the proposed new structures, will Staff Student Committee meetings happen at a School or Department within the School, level? If setting up a conservatoire, how would applications be managed? Would they differ from the usual UCAS route? How would the University ensure a conservatoire is not elitist and inaccessible? Will areas such as composition, broad theories of music and the history of music be maintained and resourced? Will all Welsh language elements of music provision be protected? Is there a risk that with the loss of the music as a distinct entity, the music offer at Bangor becomes too vague and loses its identity?

Response from School of Welsh and Celtic Studies students Students raised several concerns about the proposal to merge the School of Welsh and Celtic Studies as part of the new school of Languages, Literatures and Cultures, as the Department of Welsh Language, Culture and Society. Students were concerned about the loss of the school’s identity and independence, and that the School of Welsh’s independence and brand is what has attracted students to study Welsh at Bangor as one of the best departments in Wales and as a cornerstone of Welsh culture and literature. Additionally, students commented that the School has been through a turbulent period, with this as the third consultation of proposed changes and re-structure and feel that this is yet another threat to the school's future and were worried that more changes would damage the student experience and would not help to attract prospective students. Concern was expressed about the loss of 2 FTE’s in Welsh and Modern and Contemporary Literature Welsh and Medieval Literature which is equivalent to 40% of the current staffing levels. Students were concerned that the loss of staff would lead to loss of specialised knowledge and therefore the academic offering, which could result in lack of module choices. Students saw these proposed staff losses as a cut to the traditional provision leading to less of an emphasis on Welsh language and literature which is what attracted them to study at Bangor University in the first place. There was some confusion as to how these changes would expand the provision across Literature as detailed in the business case for change. Students did not understand why the university introduced Celtic Studies as part of the School’s offering, which has been highly beneficial and has strengthened the school, and then propose staff losses that will have an impact on the Celtic Studies offering. Students believed that this could have a negative impact on student recruitment. In response to the proposal of moving Language Policy and Planning, Welsh Linguistics, Phonetics and Bilingualism, and Journalism staff into the new department, students did not understand the rationale of the proposal of staff losses as a cost saving measure whilst also transferring staff from other schools to the new department. Students were not clear where the evidence was to show that these areas of study appeal to students and would increase recruitment numbers. Language policy and planning is an area of study already offered by the school, and where students wish to study some of these subject areas the option exists for them to do so through joint honours courses. Students did not feel these changes would help recruit more students and had concerns about the school changing to a ‘Welsh-medium’ school rather than a School of Welsh language, with less emphasis on language and literature and more emphasis on strategy and language planning which is not what attracted them to study with the school.

Questions A number of key questions students would like answers to are detailed below: • • • • • •

Where staff members are lost, what will happen to their taught modules? Will they be discontinued? How will the changes expand on the school's provision across literature as detailed in the business case for change? How will the changes impact the Celtic Studies offering in the school? What is the rationale of the proposal of staff losses whilst also transferring staff from other schools to the new department? Where is the evidence to show that brining Language Policy and Planning, Welsh Linguistics, Phonetics and Bilingualism, and Journalism into the school will increase recruitment numbers? How can the student experience improve when staff are lost?

Comments and Concerns • Concerns were raised that the consultation process was being rushed and that students wanted more time to consider these changes. • School community is exceptionally important, and concerns raised that the changes to the school and merging the School with a larger school will lead to loss of this identity and will affect the identity and community within the school. • Extremely important to keep the family and community feel of the School of Welsh and Celtic Studies, with excellent peer to peer and student to staff networks. • Celtic Studies has been highly beneficial to the school and has strengthened the department, concerns that the loss of some of the Celtic Studies offering will set back all progress made. • Students felt that the proposed staff losses will result in a reduction in the number of Welsh Medium Students – this will have a knock-on effect on the community of Welsh students that exists at Bangor, including UMCB and its relevant societies, such as Aelwyd JMJ. • Students had concerns that there would be less diversity of undergraduate modules. • Concerns that loss of staff will lead to loss of specialisation, which in turn will lead to loss of student interest, and a further reduction in student numbers, which then leads to further loss of staff and eventual closing of the school. • Loss of specialisation and the cross-section of staff expertise could affect the research of postgraduate students. • Prospective students will see a reduction in staff as a reduction in school provision, this is happening at a time when other Schools of Welsh in Wales are investing in the provision, i.e. over the last year Cardiff University have appointed 2 new Welsh lecturers and one high profile professor has been appointed at Aberystwyth University School of Welsh, the changes in Bangor could impact recruitment numbers and prospective students might go elsewhere. • The focus should be on the existing expertise in the school, Welsh literature and creative writing is the truly excellent specialty the department provides, students don't think that broadening the offer to include language planning, and bilingualism etc will help compete with other schools of Welsh in Wales. • Lecturers contribute to the wider literary world in Wales and the school contributes so much to the continued success of promotion of the Welsh language, culture and history in the surrounding communities and across Wales. • The School of Welsh has a historical significance since its foundation in 1889, and has made an immense contribution to Welsh scholarship, literature and culture, and has made an important contribution to our identity as a nation.

College of Human Sciences Response from the School of Education & Human Development Education One of the student's main concerns was that a loss of staff would lead to a loss in module choice, dissertation choice, student support as well as subject specialisation. They were also concerned on the effect this would have on both staff and student morale, effecting the entire school community. Education students also worried that their abilities as teachers would be affected by the loss of teaching staff which would affect students’ confidence going forward from the course. Students felt that the potential loss of module choice as a result of loss of staff would lead to a decrease in student interest which in turn could lead to a reduction in the number of prospective students. Students said that they were attracted to their courses by the passion and breadth of knowledge displayed by their teaching staff, as well as the variety in module choice and the ability to tailor the course to their desired career paths, student worry that if these elements are lost it will have a detrimental effect on the student experience and recruitment. Students agreed that the move away from Normal Site seemed sensible as they considered the site out of the way and mentioned that lots of the buildings needed maintenance work. However, education students did point out that they had purpose-built spaces at Normal Site such as classrooms which were essentially for their courses. They strongly felt that purpose-built facilities should still be available if a move was to take place. The School of Education & Human Development currently has its own library. Students are concerned that library facilities for Education will become stretched and that current facilities, such as those available for visiting children (teaching practice) will be lost. Students strongly felt that what the library offered to them currently was an invaluable resource with staff who were particularly knowledgeable in their subject areas. Students also noted that it was important to have a separate library space for working with children to make it both fair for student and visiting children. In relation to Childhood and Youth Studies, students were concerned that knowledge and expertise would be lost and that choice within the course would be reduced. Students felt that this could have negative knock on effects for both recruitment and the breadth of the course, which could lead to avenues of future careers for students being impacted. They noted that Childhood Studies scored highly on the NSS last year and questioned whether this had been taken into account. Students also commented that they were concerned that unsustainable workloads could be put onto staff if this resource is reduced. Comments and Concerns • Students feel that admin staff are already under severe amounts of pressure to keep up with the workload. Student are worried that if cuts are made to admin staff there will not be the resource to support students, and student experience will suffer. • It is vital that the student community which is currently strong within the school is protected and maintained. • A separate library space for Education student must be maintained. • Some students felt that there was already too much of a focus on development and early years teaching and that is not what they signed up for. Students felt as if they were promised that they would be able to study a very broad curriculum which they don’t feel is currently on offer. Students stressed that they were starting to lose confidence in the course and got the impression that these issues were not being addressed by the proposed changes and could be worsened. • Students strongly felt that placement organisation should stay within the School of Education due to the staff knowing the students. Students expressed concerns that placements being organised by Central Services would make the organisation of placements harder and noted that this was a difficult time for students already. 15

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Students expressed that Welsh provision for students needed to be protected as this forms a key aspect of some courses for prospective students. Students felt that it was difficult for first year students to offer feedback as they had not spent any time on Normal Site, first year students felt that they couldn’t evaluate the full impact of the proposed changes. Students felt that it was imperative that staff availability for students wouldn’t be lessened with the current proposals. Students emphasised that this could cause students to feel ignored and unsupported, unvalued if they are unable to access the teaching staff due to limited staff numbers. Students pointed out that whilst collaboration with Psychology and Sociology sounds great in theory, the Education department already has teaching staff with backgrounds in these topics and so the potential gains are lessened. Students wanted to highlight that they felt research staff are valuable as they bring new and innovative perspectives to both the school and different courses. Students felt that it was odd that the School of Sport, Health & Science were being merged alongside the School of Education & Human Development as there are no similarities between the schools outside of their location at Normal Site.

Questions • Students would like more details on how exactly the merger with Psychology and SHES will work. Students would like clarification on whether the intention is to cut down staff and have staff from Psychology step in to cover certain modules? • Students would like further clarity and details on how the merger would be carried out and what the potential impacts could be. • Joint Honours students are concerned regarding the knock-on effects that the proposed changes could have on them. Would the University be able to provide more clarity on the effects on join honours students? • Students noted that Childhood Studies scored highly on the NSS last year and would like to know whether this has been taken into account? Product Design Students didn’t feel that there was enough detail within the business case on Product Design to be able to provide much valuable feedback. Students felt that the lack of detail gave the impression that Product Design had been neglected within the process. Students mentioned that it was hard for product design course reps to feedback to their peers when the changes being made to their course are detailed so minimally in the proposed business cases. Students highlighted that even if the changes to Product Design are minimal, this needs to be confirmed so students are fully aware. Students felt that the current ambiguity is a hindrance to fair representation and consultation.

Comments and Concerns • Students main concern was that if there was to be any loss of staff within Procut Design, it would have a hugely negative impact as the current team is already so small. • Students raised concerns over space for Product Design if the course is moved from Normal site, due to the amount of equipment required for the course, it is essential that there isn’t a loss of equipment and space to ensure the quality of the course.

Response from Medical Sciences Students Students feel that subjects in the School of Medical Science are vastly different to those in the School of Health Sciences. They feel that the pathway approach towards direct medicine and Physicians Associate courses etc does make sense and is encouraged. However, given that focus and the proposal for a Medical School by 2025, students believe it would make more sense for the School of Medical Sciences to remain and evolve alongside the proposed new medical school, as opposed to being merged with the School of Health Sciences. Furthermore, students feel that the identify of medical sciences must be maintained and that catering for a breadth of career pathways is essential. Concerns were raised about whether there would be a reduction in both specialities and module availability with any staff losses. Students felt that anatomy and specialist research areas need protecting and are a unique selling point for Bangor. Additionally, students praised the support which they receive from members of staff – both pastorally and in relation to specialist subject knowledge – and therefore believe that capacity for staff to maintain the current levels of support is paramount. In response to the alternative proposal option regarding Sports Sciences, Medical Sciences students felt that it was the correct decision not to merge these. Students commented that although there are vague similarities, they are very different fields of science. Students also noted that whilst the proposal sates that the University will seek to minimise disruption to students, it does not detail specifics of what any disruptions could be. A number of additional specific comments, questions and concerns expressed by students are detailed below: Questions A number of key questions students would like answers to are detailed below: • • • • • •

With a focus on providing pathways to Physicians Associate Courses and direct medicine, how realistic is it that all courses currently offered will continue? Some concerns were raised about whether the phasing out of chemistry courses would impact any Medical Sciences modules or research opportunities? Will a breadth of career pathways be maintained? Will there be a reduction in module choice and availability? How will current levels of student support be maintained? How does the University seek to minimise disruption to students with any changes?

Comments and Concerns • There was a strong sense of concern from students, that with any losses of staff leading to reduced resource capacity, how the current level of student experience will be maintained. Students commented that they were unsure how the current level could be maintained with less resource, when staff already appear stretched. • Students believe that it is important that the School has a “home” location to maintain school identity. Students believe this also helps to aid accessibility for support from staff. • Students commented that practical experience is extremely important. For example, the opportunity for students to spend time on wards to gain practical experience. Students said that there was disappointment that this may not be available this academic year due to Covid-19, but that this should be maintained as it is a significant draw for students and i highly valuable. • Having highly specialised lecturers with a depth of knowledge in their field is critical. • Catering for a breadth of career pathways is essential. Students commented that there are many fields which current Medical Sciences students can go into aside from medicine, such as biomedical research. Students felt that research pathways should not be reduced. 17

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Concerns were raised about how the current student experience could be maintained in such a large proposed school.

Opportunities • There is potential benefit where staff crossover is concerned. • Students did identify that there could be some overlap between anatomy and sports sciences. However, they did not think this was significant enough to warrant a merging of schools. They did however recognise that this could be capitalised on as an area of collaboration. • Students believe that the proposal of a Bangor Medical School for 2025 is a good thing. However, they believe that due to this proposal, the School of Medical Sciences should not be merged with the school of Health Sciences. Students commented that they thought it would make more sense for the School of Medial Sciences to evolve alongside the proposed Medical School.

Response from Psychology Students Students do not fully understand the rationale for restructuring the School of Psychology when it currently appears so active, large and successful. They also believe that with so many branches existing in psychology already, merging with other schools is likely to make managing these connections more challenging and lead to a loss of identity within the School. Additionally, there are concerns that in a larger, more disparate school, there is a risk that students will be confused who they need to approach for support and that the quality of support could be reduced. Students highlighted particular concerns surrounding the proposal of a reduction in support staff. They believe this has real potential to lead to reductions in the quality of services provided, negative impacts on technical support available and consequences for a school support structure that already works well. These concerns are heightened due to the school merger proposal, with the fear that there would be less staff supporting more students. Student strongly believe that the ease of access to staff must be maintained. In response to the proposal of reduction in staff focusing on language, students commented that Bangor provides a unique opportunity to study language psychology due to its bilingual environment. Students emphasised that resources must be dedicated to this. Students also commented that they believe any proposed reductions in more junior academic staff risks the teaching and research within the school becoming stale. Students believe that relatively junior academics can bring incredible innovation and dynamism to the school, which can be invaluable. Students strongly believe that the availability of a broad selection of research topics should be maintained. Students did note that courses such the field of sports psychology are already conducted across school and that rational synergies do exist here. They asked whether the main rationale for mergers is in relation to these crossovers and the administration of these courses. A number of additional specific comments, questions and concerns expressed by students are detailed below: Questions A number of key questions students would like answers to are detailed below: • • •

With reductions in staff, how will student support be maintained at current levels? With Bangor providing a unique opportunity to study language psychology due to its bilingual environment, will resource be protected in this area? Can the University guarantee that teaching and research will remain innovative and dynamic in the school and that new academics will have opportunities to contribute to the schools continued enhancement? 18

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If resources are cut significantly, what options will be available for students to switch courses or modules if they feel that their current ones are negatively affected? For smaller courses such as forensic and neuro psychology, will any modules be cut? And if so, will the modules left be enough to continue these courses without effecting the student experience, including impacts such as on accreditation?

Comments and Concerns • Concern that new modules and topics will be introduced at the expense of other modules and topics. • The proposals appear very vague and students find it challenging to assess the impacts.

Response from the School of Sport, Health and Exercise Sciences Students feel that SHES already covers a broad range of subjects and worry that this variety could be lost if a merger was to happen with 2 other schools. Students felt that the Current diversity in course choices offered by the school was fantastic and should not be compromised as they felt that this was key to maintaining the community of the school and is a unique selling point for Bangor University as well as being hugely beneficial to the research output. Students strongly championed the module diversity that was currently on offer in the school and emphasised that it was one of the main factors in coming to study at Bangor University. Students felt that it would be impossible to keep a variation of modules, something that was considered key to students, if the proposed loss of staff were to go ahead. Students believe that while the practical aspect of the course is currently lessened due to COVID, this continues to be important and should be maintained and protected when in person teaching is resumed. Students also raised concerns that the Physiology side of the school would be lost if the school was to merge with the school of Psychology. Students were concerned that the remaining modules would be more psychology focused due to the specialization of staff in this school. Students said that there was also currently an emphasis on Cardiology within the school. Students are concerned that if the proposed staff cuts were to go ahead that this focus and expertise could be lost. Students also strongly felt that Motor Control expertise should be protected as Bangor University currently has a strong reputation in this area. Students emphasised that it was essential, in the instance of a merger, that SHES students would still have personal tutors who had come from the SHES school, and therefore have the right expertise and understanding. Students believe that the identity and community of SHES must be maintained to protect student experience. Students were concerned that with Psychology being a larger school, SHES would be overshadowed. When students were presented with the 3 alternative options for the school, the students felt strongly that the preferred option was maintaining SHES as an independent school. Students highlighted that the school consists of a big mix of psychology and physiology which prevents it from fitting neatly with neither the School of Medical and Health Sciences or the School of Psychology, students said it was “like trying to fit a circle in a square”. Students emphasised that the current provision of a mix of physiology and psychology is highly attractive to several students and offers the best of both worlds. They thought that merging with another school could risk losing one of these aspects. Students also highlighted that both psychology and physiology were equally important and need to be protected in order to maintain the student experience without any degradation. Questions A number of key questions students would like answers to are detailed below: 19

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Will the current diversity of course choices be maintained? Will there be a reduction in the number of module choices? Is there a risk that the physiology side of the school will be reduced or lost with a merge with psychology? • How would the unique identity and community of SSHES be maintained as part of a larger school? • If staff are lost before the next semester, how will this affect the modules on offer for the current academic year? • If the School is merged, how can the University guarantee that funding levels for the school will remain consistent with what they currently are? Loss of funding could lead to decline within the school, loss of lecturers, specialisation etc. Comments and Concerns • Module variety must be protected. • Course diversity is essential to the school community, recruitment and research output. • It must be ensured that all 3 schools in the merger (if it was to go ahead) will be treated equally so that one doesn’t overpower the others. This includes equal representation of staff members. • Physiology aspect of the school must be protected in any merger. • Loss of focus on Cardiology. • Loss of reputation regarding Motor Control. • SHES identity and community must be protected. Opportunities • Communication between the School of Psychology and SHES is currently challenging due to differences in administration, this includes timetabling issues. A merger of the schools could have the opportunity to improve this. • Students feel that moving lectures and facilities to Pontio or more central locations could be beneficial as sometimes it is hard for SHES students who have lectures both in central Bangor and Normal Site to get from one to another. Proximity of the site is not always considered when scheduling sessions. Students also noted that they enjoyed being at the Normal Site campus and the strong sense of community there.

College of Environmental Sciences and Electronic Engineering Response from Computer Science and Electronic Engineering Students Students recognise that some changes may need to be made. However, they are very concerned about the proposal to review non-contract teaching. Students commented that non-contract teaching staff are extremely highly valued by students within the school and that they deliver some of the best teaching which they experience. They suggested that it appears non-contract staff deliver key core modules and were concerned about how these would now be delivered whilst maintaining an excellent quality of teaching. It was also noted that non-contract teaching staff can bring additional benefits, such as experiences outside of academia. Therefore, students strongly believe that it is vital that the levels of teaching quality and expertise non-contract teaching provides are protected. Students welcomed the proposal to move product design to the School and thought that this appeared to make sense and could bring a number of benefits including the opportunity to study product design modules and potential benefits on recruitment. Students also welcomed any suggestion for utilising Pontio Innovation more in this area, as they believe it is an underused resource. In relation to the repositioning of the curriculum focus, students thought this made sense. However, they commented that it is important to keep a breadth and diversity of modules and that students should be consulted on any proposed module changes. A number of questions expressed by students are detailed below: Questions • Will current Computer Science and Electronic Engineering students be able to choose to take product design modules? • Will a breadth of modules still be available? • When reviewing non-contract staff provision, as well as expertise, will the teaching quality that they provide also be considered?

Response from Ocean Sciences Students Students feel extremely strong about the maintenance of ship day opportunities. Students believe that this is a very significant unique selling point for Bangor University, is highly valuable to students and that this unique opportunity often sets Bangor apart as a place to come and study ocean sciences. It is felt that the University would be taking a huge risk if ship day opportunities are lost for students and as such, these should be protected as a top priority. It was noted that although the reduction of ship days may appear to be an easy way to save money, the impacts on the student experience, student retention and student recruitment could be significant. For example, they contribute to enhanced employability skills, key practical experiences and are highly desirable to prospective students. Students are therefore not supportive of a reduction in ship days. In response to the proposed savings in area of aquaculture, students commented that aquaculture research is a selling point for Bangor and the production side of aquaculture should not be completely removed. They also feel that removing it completely would be taking away what Bangor has worked hard to achieve in this area. Commenting on proposals surrounding geosciences, students felt that this area contributes value to a number of degrees and that employers look for a broad spectrum of knowledge from graduates – which having the opportunity to study geoscience provides. Students also mentioned that they were under the impression that geosciences covers topics such as microplastics and pollution, which are hot topics at the moment. Finally, students strongly believe that there should be a breadth and diversity of courses and topics on offer so that students can choose their desired pathway. Students also highlighted that that the fact that Bangor 21

offers the choice to focus on large animals as well as microorganisms and that this is attractive to students so must be maintained. A number of additional specific comments, questions and concerns expressed by students are detailed below: Questions A number of key questions students would like answers to are detailed below: • • •

Can the University commit that no ship days will be lost for students? Will the opportunity still exist for students to focus on large animals as well as microorganisms? Will any modules be discontinued? If so, which modules will these be?

Comments and Concerns • Options within different degree programmes are important to students. • Students are worried about the potential for staff morale to be extremely low with the proposed changes and any implications on the student experience this could have immediately and going forward. • The fact that students can access she ship as an undergraduate is hugely valuable and appealing.

Professional Services Response to Digital and Library Services proposal Students think that combining IT and Library Services could make sense as there is an ever-increasing demand and reliance on digital services, which increased collaboration could benefit. However, there are concerns that staff losses within the areas of Digital and Library Services will put unmanageable pressures on remaining staff and lead to a poorer service. Students believe that decisions in relation to resourcing of this area must be carefully considered and not be made based solely on data over the past eight to nine months where Covid-19 is likely to provide a skewed picture. They also believe that any decisions surrounding the loss of a library at Normal Site could likely lead to an increase in demand at the remaining libraries. Therefore, any reductions in resource also need to carefully consider this. Students noted that it appears that many staff delivering online content appear under supported and/or under skilled. Therefore, there was a profound worry amongst students that there would not be enough resource to adequately support continued staff skills development in online teaching and learning. Students also commented that Library opening hours and that these need to be accessible to students who are unable to visit during standard opening hours due to other University commitments such as placements. In addition, consideration must be made to students with disabilities who visit the library outside of normal hours to take advantage of emptier, quieter spaces. In relation to other study spaces, feeling completely safe within these spaces is paramount to students and therefore they expressed the need for adequate staffing to ensure this. Law student raised particular concerns surrounding the impact any changes may have upon Welsh-speaking students, who benefit from having a fluent Welsh speaking librarian. Law student commented that currently they can study several modules in Welsh and if they wish, write all of their academic work in Welsh. They believe that the proposal to move the two current academic support librarians to the Quality Enhancement Unit could have a detrimental effect on law students who study in Welsh as, under the current structure, the fluent Welsh-speaking librarian can provide Welsh language specific guidance to these students in writing their assignments. They are concerned that the proposed restructure would remove this service from law students who wish to study in Welsh, having a particular impact on students who study Law with Welsh and who may choose to write their dissertation in Welsh. Students also did not understand the rationale to bring Learning Technology staff and Academic Support Librarians into Student Services and Administration. They would like to fully understand the reasoning for this and any benefits and challenges this will pose. Questions A number of key questions students would like answers to are detailed below: • • • • •

Are the University using data outside of the Covid-19 period when making decisions on staffing and usage of library and study spaces? Will staff support for online teaching still be deliverable at current levels? How will this be achieved? Will library opening times be reduced? Will a fully bilingual support service still be offered from academic support librarians at the point of need? What is the rationale for relocating learning technology staff and academic support librarians into Student Services and Administration?

Response to Estates and Campus Services proposal Students are concerned about the proposal to reduce the number of security staff and contract in external provision when necessary. Students commented that security staff and provision at the University are 23

excellent, trusted and that they feel safe on and around campus. Deep concern was expressed that this trust and sensitivity of student needs and issues would be lost if employing contractual staff on a more casual basis. Students commented further that security are often first responders to a wide variety of incidents on campus and that it is reassuring and comforting to have familiar faces in these situations. Additionally, students questioned whether pooling front of house staff was the best approach, as this could lead to a loss of bespoke understanding of the service they are delivering and “personal touch”. Due to the importance of maximising commercial revenue to the University, students also questioned whether commercial services should be its own entity. In relation to this, students would also like to know specifically how Pontio will be utilised and made financially viable for the future. Overall, students believe that the much of estate appears to be in a state of disrepair. They believe that there needs to be an estates strategy that precludes any structural changes so that the structure allows for the effective carrying out of the strategy. A number of additional specific comments, questions and concerns expressed by students are detailed below: Comments and Concerns • Students noted that bringing grounds and gardens together seems to make sense. • Students fear there is not the resource within the structure to support the facilitation of BUCS, due to the loss of posts within the Sports department.

Response to Student Services and Administration proposal Students are against any proposals which will reduce mental health adviser resource. They are deeply concerned that the mental health support service is already at capacity and believe that, as a minimum, current levels of provision must be maintained. They are worried that the current proposals will likely lead to increased awaiting lists for students to see mental health advisers. They are also worried that student looking to seek support from this area is only likely to increase. Students are sceptical as to whether the same level of service can be maintained even if a department manager is a trained mental health adviser, due to the many managerial tasks that the proposed position would need to carry out. In addition to the above, students also raised concerns of how the disability service as a whole would be impacted. Disabled students wanted to know how support for them will be adequately maintained. Students also expressed concerns of the continue centralisation of school administration. They believe this can often risk leading to confusion amongst the student body as who to go to for varying issues – both personal and academic. They also believe that it makes Schools less “personable” and “family like”. Comments were made that students now often approach Personal Tutors for everything, which increases an already large workload for them, rather than being able to easily access familiar administrative staff who may be able to provide support, answers or appropriate signposting. If centralisation continues students believe that better signposting needs to be established. International students were generally supportive of bringing the IEC support services into Student Support and Administration. They said that as long as this was well communicated, they were not concerned and acknowledged that it could provide an accessible gateway to other student support services they may need to access. Students also welcomed the creation of a Quality Enhancement Unit. A number of additional specific comments, questions and concerns expressed by students are detailed below:

Comments and Concerns • Students believe that employability and the services and skills this department deliver need to continue to be further integrated into the curriculum. • Students questioned whether the learning technologist positions sit best in Student Services and Administration or Digital and Library Services. They were also concerned with the loss of a learning technologist when digital learning is a priority. Questions • With the current proposals, is there a risk that the waiting list for students to see a mental health adviser will increase? • Will the current resource of mental health advisers be reduced? • How will the support that disabled students are able to access be maintained? • What is the rationale for the learning technologist positions being part of Student Services and Administration as opposed to Digital and Library Services?