ID227 A Distinctive Keele Degree

The Idea

This idea proposes that Keele moves to an undergraduate (UG) curriculum model comprised of 1-year of broad-based education, followed by 2 years of disciplinary specialism. In this model, the specialised part of the degree would see the traditional 3-year model ‘accelerated’ and delivered over two, full calendar years (normally, 44 weeks of learning activities). . Students would therefore still graduate with the level of disciplinary depth and specialism required to meet all Professional, Statutory and Regulatory Body (PSRB) requirements, where relevant to the discipline. The broad-based year of study would be challenge-based and could cover topics ranging from (e.g.,) creativity, well-being and resilience, leadership, collaborative working, interdisciplinarity, etc and/or could have a specific focus on developing academic and professional skills. Students could also have options within this broad-based year to experiment and undertake modules from outside of their own chosen discipline. Whilst this proposal deliberately keeps the potential focus of this initial year of study very broad, how this year is framed, designed and marketed will be critical to its success in terms of attracting students, underpinning an excellent student experience and ensuring strong degree and progression outcomes. Making this initial year of study pass/fail would provide a ‘safe space’ for students to transition to university, develop key academic and professional skills, and study subjects/topics outside of their own discipline without risk. Some learning and assessment within this initial year of study could be tailored to students’ specific interests. For example, there could be choice in assessment so that students could focus on areas of interest to their future disciplinary studies. 

Why This Idea Should Be Considered

The traditional 3-year undergraduate degree programme has remined largely unchanged for decades. If we want Keele to be distinctive in a highly competitive market, we should be brave and offer something radically different. This proposal would enable Keele to differentiate itself meaningfully by combining breadth, flexibility and depth in a clearly articulated model. By embedding a distinct, broad-based first year followed by an accelerated, immersive disciplinary phase, Keele can present a unique and compelling offer to prospective students. 

How We Would Implement This Idea

Such a radical change in curriculum structures, associated processes and working patterns would no doubt be challenging for Keele. Careful consideration would need to be given to ensure staff and student wellbeing and space for research and scholarship. If the appetite and demand from prospective students for such a curriculum model was established, we would need to set up a series of task and finish groups to ensure effective planning, design and implementation (e.g., in terms of processes, staffing models, systems, curriculum etc). However, there are other institutions offering 2-year accelerated degrees, particularly in the subject areas of Business and Law, which we could learn from to inform our model. In addition, we have significant internal expertise at Keele in terms of designing and delivering broad-based education which would serve us well in terms of developing the Year-1 curriculum.

What Success Would Look Like

Differentiation in a competitive market: The UK undergraduate degree model has remained largely unchanged for decades, with most institutions offering structurally similar three or four-year programmes. This proposal would enable Keele to differentiate itself meaningfully by combining breadth, flexibility and depth in a clearly articulated model. Such a model would ensure Keele can present a distinctive and compelling offer to prospective students, whilst honouring Keele’s history of educational experimentation and broad-based study. . 

Enhanced ‘value for money’ for students: Student expectations around value for money are increasing and this proposed model enhances both perceived and real value in multiple ways. The interdisciplinary first year provides a strong developmental foundation supporting transition, academic confidence, and key professional skills. The 2-year accelerated, specialist phase increases learning  intensity and enhances engagement with learning. Students gain both breadth and depth, a combination often demanded by employers but rarely delivered successfully in UK degrees. 

Better use of the Keele Estate: By ensuring that most students experience 44-weeks of learning activities  during the calendar year better use is made of the Keele estate, especially the student accommodation buildings, as students would be expected to be on campus for most of the calendar year. In addition, more teaching spaces would be used year-round maximising space utilisation of the estate. There would also be increased revenue for catering outlets, as larger numbers of students will be on campus for much of the calendar year. 

Enhanced student transition, engagement and improved student outcomes: with 48-weeks of teaching during a calendar year the learning experience becomes more intensive for students and there are no long study breaks, which sometimes disrupt learning and pose challenges for engagement. A pass/fail Year-1 provides a ‘safe space’ for students to develop key professional and academic skills, facilitating transition and adjustment without pressure. Such a model might be especially attractive to international students transitioning to UK higher education. These elements combined are likely to impact positively on continuation rates, attainment, and student satisfaction (NSS) by fostering confidence, belonging, and engagement early in the student journey. 

Academic Integrity and PSRB Compatibility: Crucially, this proposed model preserves academic rigour and disciplinary integrity by delivering equivalent (or enhanced) disciplinary content over a longer teaching year, maintaining alignment with PSRB requirements where applicable, and enabling a more immersive and potentially transformative learning experience for students.