ID015 Block/Condensed Timetabling

The Idea

Keele should move to a system where timetabling is condensed into blocks, enabling students to experience all their scheduled classes across a smaller number of days each week. For example, rather than having a two-hour lecture on one day, two seminars with a four-hour gap between them on another day, one hour of contact on a third day and a final lecture on a fourth day, teaching could be condensed into two days. Current timetabling practices assume a residential model of higher education, where students are on campus, can return to their accommodation during downtime and do not need to travel to and from campus to access their classes.

We know that our student body is increasingly drawn from the local area and is more likely to be living at home and commuting. The number of commuter students is rising across the sector, as highlighted by UCAS January 2025 deadline data. Travelling to campus across multiple days increases transport costs, creating additional financial burden, as well as a time burden not faced by residential students.

In addition, students are increasingly balancing part-time work alongside their studies due to the cost-of-living crisis and student maintenance loans failing to keep pace with inflation and realistic living costs. The recent HEPI Student Working Lives report found that two-thirds of students now work alongside their studies. Commuter students are doubly affected, as they are also more likely to be working or working longer hours than their non-commuting counterparts. Students may also have caring responsibilities or other commitments that make an uneven, spread-out and unpredictable timetable particularly challenging.

This proposal suggests that undergraduate teaching should be condensed into a smaller number of days to help students better manage their time, part-time work and other responsibilities. There may also be opportunities to block timetable academic mentoring sessions in a similar way, which could simplify administration. As part of this approach, the university should also seek to develop a system that enables timetables to be released earlier and be subject to fewer last-minute changes.

This would also benefit staff, who would be better able to plan their time around teaching commitments, research, childcare and other responsibilities.

It is recognised that this may require the university to think differently about module choice and degree design. The current timetabling model is likely influenced by the flexibility created through optional modules. Moving to a more condensed model may require some reduction in module choice. Any decisions relating to programme design and module options would need to be co-developed with academic colleagues who understand the structure of their disciplines and the implications of student choice within programmes.

This approach could also create benefits in other areas of the university. For example, outreach teams are often unable to book rooms for school visits until several weeks into the semester and can struggle to secure suitable space for events. This challenge is likely to increase following the loss of previously available spaces. As a result, events cannot always be confirmed with schools sufficiently far in advance, leading to cancellations because schools require time to complete planning and administrative processes. A more predictable and structured timetabling model could improve room availability, support outreach activity and enhance the visitor experience. Similarly, Events and Conferencing teams may benefit from greater certainty regarding campus space utilisation.

Why This Idea Should Be Considered

This proposal would demonstrate that the university understands the realities of the modern student experience and is committed to supporting students to succeed.

It would have particular benefits for students with widening participation characteristics, especially those from lower socio-economic backgrounds, who would benefit from reduced travel costs and greater ability to plan part-time work. Students with caring responsibilities would also benefit from being able to arrange support around a smaller number of required campus attendance days.

These outcomes align closely with Access and Participation Plan objectives by helping students engage fully with their studies and achieve positive academic outcomes.

The proposal would also benefit staff by enabling more predictable and concentrated teaching schedules. This could support research activity, focused working time and personal commitments such as childcare arrangements.

University College Birmingham has recently announced a move to a two-day-per-week teaching model for some courses (https://www.bbc.co.uk/news/articles/cgjpv162q8eo). Through professional networks, it is clear that similar approaches are emerging across the sector in response to growing numbers of commuter students. Implementing this proposal would provide Keele with an opportunity to help shape sector-wide best practice.

How We Would Implement This Idea

This proposal should be considered as part of the university's current timetabling review and development work, including any planned changes to timetabling processes or software.

Given the variation in contact hours across different subjects and programmes, implementation would likely begin with programmes that have lower levels of scheduled teaching. The benefits of timetable condensation are likely to be greatest in these areas, whereas highly intensive programmes already require regular campus attendance and may offer less flexibility.

A phased approach could be adopted. For example:

• Year 1 programmes could consist primarily of compulsory modules, making timetabling easier, more predictable and easier to condense.
• Year 2 programmes could introduce some optionality while maintaining a timetable structure that supports block scheduling.
• Year 3 programmes could allow greater specialisation and module choice, while benefiting from the reduced timetabling complexity created in earlier years.

This approach would allow the university to balance timetable efficiency, student flexibility and academic requirements.

What Success Would Look Like

Short-Term Outcomes

• Students receive timetables earlier and are better able to plan their time, employment and personal commitments.
• Staff receive timetables earlier and are better able to plan teaching, research and family commitments.
• Students from widening participation backgrounds find it easier to engage meaningfully with their studies as barriers to participation are reduced.
• Timetabling becomes easier to manage, more predictable and subject to fewer last-minute changes.

Long-Term Outcomes

• Improved widening participation and inclusion outcomes through enhanced student engagement and attainment.
• An improved student experience reflected in stronger NSS results.
• Increased staff wellbeing through reduced timetabling-related pressures and greater predictability.