[unclear: Research] Project designed to evaluate [unclear: yout] of the Academic Year at Victo[unclear: iversity] is now under way. A final re[unclear: expected] to be presented to the Pro[unclear: al] Board early in 1981. In July 1975[unclear: ofessorial] Board decided to continue [unclear: out] then in operation and reappraise [unclear: uation] in 1979.

[unclear: toria] University is currently opera-[unclear: hybrid] system. This means that some [unclear: s] are available in the first half of the [unclear: nic] year, and examined at mid-year, [unclear: n] the second half and others over the [unclear: ete] three term year. It is the purpose [unclear: Project] to gather data which will pro[unclear: basis] for the Professorial Board to de[unclear: h] the organisation of the academic [unclear: the] future.

[unclear: options] are:

[unclear: nge] to a full 2 semester system

[unclear: ert] to a 3 term pattern with no half [unclear: f] year courses examined at mid-year

[unclear: tinue] the current hybrid system with [unclear: ne] modification.

[unclear: would] be difficult for Victoria to adopt [unclear: nester] system across all the departments [unclear: 6] faculties, and unlikely that other [unclear: ter- stitutions] would be persuaded to follow [unclear: Since]1975 there have been moves to a [unclear: ar] teaching pattern, most noticeable in [unclear: ecture], Physics, Psychology, Commerce [unclear: dministration]. The degree of [unclear: committ—o] the half year teaching and examining [unclear: n] it substantial.

[unclear: ough] there are advantages and disad[unclear: es] associated with courses taught over [unclear: 1] year and those taught over the half [unclear: is] not the purpose of this article to re[unclear: them] but to explain how the project [unclear: gned] to determine a layout of the aca[unclear: year] that optimises conditions/or tea[unclear: and] learning.

[unclear: e] main problems presently experien [unclear: e]:

[unclear: rettrictions] of the two week mid—[unclear: r] study/examining period for mar—[unclear: g] and assessing examinations and in[unclear: n] work handed in at the end of the [unclear: t] half year.

[unclear: repancies] in course credit loading and [unclear: essment] procedures.

[unclear: ile] it is not being argued that solu[unclear: vill] be found only by changing the [unclear: of] the academic year, the extent of [unclear: errelationship] requires a full [unclear: investi- .]

[unclear: e] project will focus on six major to—[unclear: concern]:—

[unclear: e merits] of full year versus half year [unclear: s] especially at 100 level.

[unclear: e] optimum credit loading for courses [unclear: e] problems associated with current [unclear: ment] procedures;

[unclear: rk] loads

[unclear: e] degree of correlation between inten[unclear: nd] result in course design

[unclear: e] implications of change for university [unclear: istration] and the research needs of

[unclear: e] implications of the study are wide-reaching and a variety of techniques will be uted with emphasis on maintaining the involvement of the staff and students of the university.

1)	Documenting the relevant factors in course development at Victoria University. This will include the scrutinising of records, reports, calenders and correspondence. All staff who have been Deans at some time over the last decade will be interviewed.
2)	A questionnaire will be circulated to students in the second half of 1979 and again in the first half of 1980. A student advisory group will be established to assist with questionnaire development and interpretation of the resulting data. Follow-up interviews with students will be conducted as required.
3)	A representative range of courses will be chosen for 2 periods: 1969-1972 (during which time the unit system was in operation) 1976-1978 when the present credit system was firmly established. Statistics of attainment, assessment and course requirements will be examined for the period 1975-79. Comparisons will be made between courses differing in course length, credit value and assessment method.
4)	A more detailed understanding of the effects of the Layout of the Academic year on the work of staff and students will be sought through the development of case studies of courses selected on the grounds that they have been recently, currently, or likely in the short term, to undergo change.

The University Teaching and Research Centre has been allocated funds to permit the employment of three Research workers on a part time basis. Professor J. C. Clift and Mr B. W. Imrie of the University Teaching and Research Centre are responsible for planning the programme and supervising the research assistants. In addition there will be consultation with Dr Renner, the University Statistician, Ms Dawbin, the Liason Officer, Ms Swatland, Director of Student Counselling Services, Representatives of the 6 Faculties, Dr Wake, of the Timetable Committee, the VUWSA Education Officer, the student representatives on the Teaching and Learning Committee. It is hoped that the latter two will form the nucleus of the student advisory group.

The UTRC will report at regular intervals to the Teaching and Learning Committee and maintain close liason with the Deputy Vice-Chancellor and the Pro-Vice Chancellor (Academic).

Staff at UTRC will be pleased to discuss any queries or suggestions you may have. Please call in or phone Ext 725 between 9.00 am — 12.00.