This policy defines the University’s provision of support and advice, both academic and wellbeing/welfare related to undergraduate and postgraduate taught students during their period of study at Manchester University through the Advising role. Academic Advisors serve as personal contacts within a student’s subject area, offering guidance on academic performance, orientation within their discipline, and connections to additional support services. 

1. What is the role of an academic advisor and how can they support me during my studies?  

An Academic Advisor is a personal contact within your subject area and provides orientation and guidance within their disciplinary culture and context. They review your performance and assessments, offer feedback, assist in career or post-graduation advice and connect you with specialist support if needed.   

2. How does the University of Manchester ensure that all students receive effective academic advising?  

The University ensures effective academic advising by assigning all students with a trained academic advisor and providing schools with clear policies and expectations. A Senior Advisor oversees and coordinates the Advising function and acts as a first point of contact for queries from Advisors that need resolution.   

3. How often will I meet with my academic advisor?   

You will meet with your academic advisor at least twice per semester, with one meeting to be required as a one-on-one session either in person or online. These meeting are planned to support your academic and personal development throughout the year, and students are encouraged to reach out for additional meeting whenever they feel it is necessary.   

This policy provides a shared framework for the use of AI in assessment at the University. Its primary purpose is to support consistent, transparent assessment expectations in the context of rapidly evolving AI capability, while enabling appropriate use of AI. 

It also outlines the expectations for students and staff when using AI in undergraduate and postgraduate teaching and learning activities, including assessments and the research/dissertation component. 

This policy outlines the use and creation of “recording” material such as audio, video, and multi-modal recording of taught sessions. It applies to all forms of recordings, including lecture captures, pre-recorded material, and online broadcasts. Recordings aim to enhance learning by supporting revision, accessibility, and inclusion, they supplement rather than replace taught sessions.  

This Policy must be read in conjunction with the University’s Intellectual Property Policy (the“IP Policy”). 

Frequently Asked Questions:

1. What types of teaching and learning activities does the policy cover for recording?  

The policy applies to all audio, video, and multi-modal recordings of taught sessions, which include any on campus activities captured via the University’s automatic lecture capture system, pre-recorded materials, live online broadcasts, and any other type of recording along with their associated materials such as transcripts.   

2. How does the University ensure that recordings are accessible and useful for students?  

Staff receive training, equipment and support to ensure that recordings adhere regulatory and legal requirements for accessibility and the protection of intellectual property. Recordings are made available in accessible formats via the University’s digital learning environment and recordings are maintained as supplementary resources, not replacements, to help with revision, flexibility and support for disabled students.  

3. In what ways are recorded activities intended to complement my learning experience?  

Recordings are meant to be supplementary to, and not replacements for, taught sessions. They support study and revision of complex material, helping students for whom English is not their first language, provide flexibility and accessibility to students who are unable to attend at the time and/or facilitate distance learning and assist some students who are considered to be disabled within the meaning of the Equality Act 2010.  

This guidance on GTA and postgraduate researchers outlines the key principles, expectations, and support available for PGRs involved in teaching activities. It provides an overview of teaching opportunities, training, fair pay, and available support, aiming to help PGRs balance teaching with their research responsibilities. The University establishes that while PGRs may engage in teaching for professional development, their primary focus remains in their research. Teaching is optional and should be limited to 120 hours annually. Supervisors and teaching staff are expected to ensure teaching does not impede academic progress, additionally, recruitment is managed by faculties, with varying opportunities across disciplines. 

Frequently Asked Questions:

1. What can I expect as a Graduate Teaching Assistant?  

As a GTA, you will support student learning thought teaching activities such as seminars and tutorials. You can expect to receive training and guidance to develop teaching skills. Your responsibilities will align with your Teaching Assistance role and should not interfere with your research progress.  

2. What should postgraduate researchers know before taking on teaching responsibilities?   

PGRs should know that teaching is a valuable opportunity to develop academic and professional skills that must be balanced with their research. PGRs should be aware of workload limits, the require training and available support from their supervisors.   

3. How does the University support postgraduate researchers who teach?  

The University of Manchester provides training for GTAs to ensure that they are equipped with the skills and knowledge needed for their role. You will have access to mentorship and guidance from academic staff and resources for teaching development. Your research time will also be protected to ensure that teaching is manageable and doesn’t interfere with research profess by limiting the number of hours than can be worked (please see full guidance document for details).