To look at how the Academic Timetable could be improved for 2012-13, a modelling exercise and a second Effective Zoning of Teaching Analysis has been carried out.
A snapshot of the actual 2011-12 timetabling allocations in November 2011 was 'cleaned' and used for the modelling exercise. This snapshot reflected the work that had been done over the summer by the Timetabling and Room Booking Unit to spread the teaching across the 5 day week and included any requests for change submitted in the first few weeks of term.
The exercise used a model estate, informed by the outcomes of the Phase 1 consultation visits and with an agreed set of School general teaching rooms under the management of the Timetabling and Room Booking Unit. It took into account the general teaching accommodation available on each campus, Schools’ particular needs and the removal of accommodation no longer deemed fit for purpose. It also recognised that there are rooms which can be brought under central management to increase utilisation but which remain appropriate only for use by the ‘home’ School, due to location or specialist equipment nearby.
The model timetable was created using new methods which take into account the Green, Amber and Red zones identified by Schools. It aimed to increase the percentage of teaching taking place in Green zones and eliminate the need to have any teaching in Red zones.
Schools were given priority for rooms in their Green zone and in many cases, were still given priority over rooms previously under their management, with other Schools’ classes only using spaces which remain available.
Effective Zoning of Teaching Analysis Results
The Effective Zoning of Teaching Analysis results can be seen here. The percentage of teaching in Green zones, has increased from 86.2% to 92.4% and reduced in Red zones from 5.5% to 1.3%. When Centrally Bookable PC labs are excluded from the analysis, Green zone teaching further increases to 93.2% and Red zone teaching reduces to 0.5%.
Utilisation of rooms previously under School management has increased from 22% to 34% and as would be expected, the utilisation of the overall centrally managed estate has fallen from 51% to 41%. The figures illustrate real potential to make better use of the Estate if a more even spread of activities across teaching rooms can be achieved through central management.