Skip to main contentCambridge University Reporter

No 6489

Thursday 14 December 2017

Vol cxlviii No 13

pp. 195–267

Annual Report of the General Board to the Council for the academical year 2016–17

1. Introduction

The General Board presents this Annual Report on its work for the academical year 2016–17. The Board draws particular attention to the following major activities that have engaged the Board and its Committees during the year:

Higher education landscape

the Higher Education Act, including the introduction of the Teaching Excellence Framework [section 2(i) and 2(ii)];

a consultation on the Research Excellence Framework [section 2(iii)];


a review of student conduct, complaints, and appeals [section 3(ii)];


a programme of Strategic Research Reviews [section 4(iii)];

strengthening collaborative research partnerships [section 4(ii)].

2. The higher education landscape

(i) Higher Education and Research Bill

The University continued to participate fully in developing the Higher Education and Research Bill during 2016–17 and the Higher Education and Research Act received Royal Assent on 27 April 2017.

The University responded to a Department for Education consultation on registration fees which registered Higher Education providers would pay to the Office for Students (OfS), it stated its objection to the principle of charging subscription fees, and challenged some of the detailed proposals outlined in the consultation.

(ii) Teaching Excellence Framework

In November 2016, the Board considered a case for participation in the Teaching Excellence Framework (TEF2), together with an open letter from CUSU voicing concerns about the University’s participation in TEF2. Whilst the Board acknowledged that there were some reservations about the metrics to be used in the TEF, it agreed that it would be better to engage constructively with the assessment process and to use that engagement to develop and improve TEF in the future. The General Board and the Council subsequently approved a recommendation that the University should participate in the Teaching Excellence Framework 2 (TEF2), with the student members of the General Board and the Council dissenting.1

The University’s submission to TEF2 was prepared under the oversight of the Board’s Education Committee, in consultation with the Senior Tutors’ Committee and the Colleges’ Committee. The submission comprised a 15‑page narrative to be considered alongside metrics and other contextual data and was submitted in January 2017.

The outcome of TEF2 was announced in June 2017, with the University being awarded Gold. In particular, the University was commended for its supervision system; opportunities for undergraduates to undertake research projects alongside world-leading academics; the provision of facilities which provide a world-leading learning environment; the rigour and stretch of courses; the inclusive and individualized support services for disadvantaged groups of students; and a Careers Service which allows students to tailor work experience to their needs.

The General Board is aware that the Department for Education and HEFCE are considering additional metrics relating to teaching intensity, and that a subject-level TEF will be piloted in 2017–18. The Board will continue to monitor developments with the TEF through its Education Committee during 2017–18.

(iii) Research Excellence Framework

In October 2016, the Board considered the report of the Stern Review, Building on Success and Learning from Experience, An Independent Review of the Research Excellence Framework, which was published by the Department for Business, Energy, and Industrial Strategy on 28 July 2016. The Board welcomed some of the proposals in the report, which reflected a number of the key elements of the University’s submission to the consultation.

HEFCE launched a consultation on the Research Excellence Framework (REF) early in 2017. Whilst the University had been broadly supportive of the proposals in the Stern Review, it was recognized that there was unlikely to be consensus from the sector in response to the implementation of the proposals. A University-wide consultation was undertaken, which revealed a diverse range of views on the REF proposals.2 In March 2017, the Board approved the University’s response to the consultation on the REF, which supported the main proposals set out in the Stern Report. In particular, the University’s response agreed that the link between individual researchers and research outputs should be broken; and made recommendations about the number of research outputs to be submitted for individual researchers (a minimum of zero and a maximum of six for an individual researcher, with an average of two outputs per submitted member of staff).

(iv) Other national consultations

The Board, through its Education Committee and in collaboration with the Colleges, prepared a robust response to the government’s Education Green Paper, Schools that Work for Everyone. The response rejected the proposal that universities would be required to sponsor schools as a condition of their Access Agreements. The basis of the rejection was that the collegiate University wished to continue engaging with schools across the country, and not to be limited to individual schools.

Through the Research Policy Committee, the Board also prepared an institutional response to the government’s Industrial Strategy Green Paper, Building Our Industrial Strategy. The University was broadly supportive of the Industrial Strategy, but highlighted five key points in its response: the importance of knowledge transfer; the importance of integration; the importance of support; the importance of skills and infrastructure; and the importance of diversity. The University also worked with a number of partners in the local area to develop a separate regional response to the consultation, which focused on the need for investment in housing and transportation infrastructure.

3. Education and the learning environment

(i) Student wellbeing and experience

During 2016–17, a range of initiatives relating to student wellbeing and the student experience have been explored, co-ordinated through the Board’s Education Committee and other sub-committees. The Student Health and Wellbeing Committee, working with the Senior Tutors’ Committee, produced a guide for staff in Faculties and Departments who support students. This guide provides information on when to refer students with mental health difficulties, and describes staff responsibilities under the Prevent Strategy.

In July 2017, the Board approved a new University policy to safeguard students studying and working away. The policy was informed by experiences and lessons learned from across the University, and has been designed to cover a range of different working-away situations proportionately and sensibly. The new policy requires a change to existing procedures, and a new system to enable processes to work more effectively. The development and delivery of the new policy and associated system will take place during 2017–18.

In relation to inclusive teaching, two pilots were conducted under the Board’s Digital Education Strategy, which was approved in 2015–16. A pilot scheme for lecture capture was trialled in a number of Departments, and was considered to be a success. The Information Services Committee therefore agreed to consider proposals for a production service to be rolled out. A second pilot scheme, concerning digital examinations, was initially trialled for preliminary examinations in the History and Classics Tripos. This pilot scheme will be extended during 2017–18. Further work will be undertaken in 2017–18 to implement recommendations in a report on inclusive teaching prepared by the Disability Resource Centre.

In January 2017, the Board approved a Strategy for Sport, which had been developed in consultation with junior and senior members of sports clubs and the Colleges. The Strategy highlighted priorities for sport, which the Board recognized as playing an important part in wellbeing and general health of the University community. The University Sports Committee, a joint committee of the Council and the General Board, will continue to review progress against the strategy during 2017–18.

(ii) Student conduct, complaints, and appeals

The General Board and the Council approved a Joint Report on Procedures for Student Complaints and Reviews3 for implementation from 1 October 2017. These procedures deal with student complaints, requests for examination review, and reviews of decisions on individual student applications made by other committees and boards. The changes proposed in the Report included the development of new and simplified procedures to ensure compliance with the Office of the Independent Adjudicator’s (OIA) Good Practice Framework. Each procedure includes explicit timeframes for each stage and clearly explains what students can expect.

In April 2017, the General Board and the Council approved a Joint Report introducing a procedure for handling cases of student harassment and sexual misconduct,4 which includes a code of conduct for students. New webpages promote these procedures and provide guidance for students and student-facing staff.5 Staff have been offered a briefing session, delivered in partnership with Rape Crisis, to ensure they are appropriately handling student disclosures of sexual violence. These sessions will continue in 2017–18. In addition to reporting through the new procedure, students, staff, and visitors to the University can anonymously report harassment, hate crime, or sexual misconduct. The anonymous reporting began in April 2017; 93 reports have been received to date. A newly created post of University Sexual Assault and Harassment Advisor at the Student Counselling Service will provide support and advise students who have been subjected to harassment or sexual assault.

A collaborative project on preventative actions, match-funded by HEFCE, involves CUSU, the GU, the Sports Service, Equality and Diversity, the Office of Student Conduct, Complaints, and Appeals (OSCCA), the Student Counselling Service, and the Colleges. The project trials and evaluates a number of initiatives including an online training package on consent; consent workshops; a bystander programme is being piloted in Colleges; training for College and University staff by Rape Crisis; and work with sports clubs on gender issues.6 Evaluation of the initiatives is being undertaken by the student group, The Cambridge Hub, and will be completed by May 2018.

The University has produced a statement on harassment and sexual misconduct, as well as guidance on consensual student-staff relationships. It continues to work on better procedures for handling staff-student/student-staff harassment and sexual misconduct.

(iii) Public display of class-lists

A ballot on the recommendations in the Report proposing the discontinuation of the public display of class-lists outside the Senate-House and in Colleges and University institutions was held in Michaelmas Term 2016. As a result of the ballot, the Grace was not approved.7 To comply with new government legislation, proposals concerning the publication of class-lists are in development and will be considered further through the Education Committee in 2017–18.

(iv) Postgraduate student numbers

At the Board’s Away Day in Easter Term 2017, Heads of Schools were asked to present their plans for postgraduate education, with a particular focus on postgraduate recruitment numbers and the University’s fundraising plan for securing postgraduate funding. A Memorandum of Understanding between the University and the Colleges on postgraduate student numbers has been approved, which sets out the aim for a 13.1% growth in postgraduate student numbers over the next four years.

Further work to review and restructure committees with responsibility for graduate recruitment and funding is ongoing, under the oversight of the Postgraduate Admissions Committee (PAC) and in collaboration with CUDAR.

(v) Student experience surveys

The National Student Survey (NSS) has been capturing final-year undergraduate students’ feedback on course experience since 2005. In 2016, the overall satisfaction rate in the NSS remained at 90%, putting Cambridge University second in the Russell Group (behind Exeter and equal with Leeds, Newcastle, Oxford, and Queen’s University Belfast). Satisfaction with assessment and feedback continues to be one of the lower scoring areas, both for the University and across the sector. The Education Committee’s Examination Review (conducted jointly with the Board of Examinations; see section (ix)) intends to make recommendations on providing improved feedback on examinations to students.

The University’s NSS response rates for 2017 were impacted by CUSU’s boycott of the survey, because of the use of NSS data as a metric for TEF and the subsequent link between TEF and the inflationary increase of fees. Cambridge was not the only university to be affected by a boycott of the NSS. As a result, a complete dataset of the University’s NSS results will not be made publicly available, nor will the data be made available to those who compile university league tables. It is, as yet, unclear what the impact will be on future iterations of the TEF. In the Postgraduate Taught Experience Survey (PTES), overall satisfaction with postgraduate teaching dropped one percentage point to 81%, and nine out of the thirty-seven courses covered by the survey received 100% satisfaction scores. The University scored higher than the Russell Group on questions relating to dissertation, resources, and organization; however, assessment and feedback remained as the lowest scoring category for the University.

As in previous years, and in line with the Board’s ambitions to improve scores, Departments and Faculties with the lowest-scoring courses have met with the Pro‑Vice‑Chancellor (Education) to discuss improvements. Ensuring quality of courses remains a key priority, and the Board is aware of the intention to introduce a National Student Satisfaction Survey for taught Master’s degree courses and the potential for postgraduate taught survey metrics to be used in the future for the Teaching Excellence Framework (TEF).

For the first time, an alternative student experience survey, the Student Barometer, was trialled during Michaelmas Term 2016 with first- and second-year undergraduates, and taught postgraduate students. The pilot was considered to be successful in providing good student feedback in relation to teaching and learning, as well as general feedback on the student experience. The Education Committee therefore agreed during Easter Term 2017 that it would no longer participate in the PTES and Postgraduate Research Experience Survey (PRES) and would instead participate in the Student Barometer Survey. The intention is to survey all students at the University on an annual basis, with the exception of final-year undergraduates, who would continue to complete the National Student Survey only.

(vi) Learning and teaching excellence

The Academic Division’s Educational and Student Policy team has continued to collaborate with Personal and Professional Development’s Academic Practice Group to develop and deliver a work programme for the Cambridge Centre for Teaching and Learning (CCTL). CCTL aims to contribute to the educational excellence of the collegiate University by supporting individuals, encouraging innovation, and providing a strategic and operational focus for enhancement. During 2016–17, CCTL successfully introduced the Postgraduate Certificate in Teaching and Learning in Higher Education; co-ordinated the University’s second Teaching Forum; co-ordinated the annual meeting for Directors of Teaching; piloted an extended course which combines theory with reflective practice for experienced supervisors of undergraduate and postgraduate students; and co-ordinated the University’s Pilkington Prize Scheme for Teaching Excellence.

(vii) HEFCE Accountability Return

Under HEFCE’s new Operating Model for Quality Assurance, the HEFCE Accountability Return had been revised to require all university governing bodies to provide assurances about the quality of their higher education provision. The Board submitted a report to Council in November. This report allowed the Council to confirm to HEFCE that: (a) it had received a report on the continuous improvement of the student academic experience; (b) that the methodologies used as the basis to improve the academic experience were robust; and (c) that the standards of awards were appropriately set and maintained. The Accountability Return was submitted to HEFCE with Council’s approval. HEFCE subsequently confirmed that it had no concerns about quality or standards of the University’s provision.

(viii) Learning and Teaching Reviews

As part of the Board’s rolling programme of Learning and Teaching Reviews, the following institutions were reviewed in 2016–17: the Faculties of English, History, and Mathematics; the Institute for Sustainability Leadership; and the Departments of Pathology and of Materials Science and Metallurgy.

A review of the programme of Learning and Teaching Reviews will take place, in the light of HEFCE’s expectations under a revised operating model for quality assessment. The Education Committee considered and approved proposals for the introduction from 2017–18 of a New Programme Review scheme, a revised Annual Programme Review, and possible amendments to the Learning and Teaching Review process. The intention is that the new processes would allow key information to be collected in a more streamlined process and place a greater focus on student outcomes in line with HEFCE expectations.

(ix) Examinations review

The Examination Review Working Group has completed a fundamental and comprehensive review of examination processes, policies, and strategies. The review was established by the General Board’s Education Committee and the Board of Examinations. The report and recommendations from the Working Group will be considered during Michaelmas Term 2017.

As part of the recommendations from the Working Group, the Education Committee undertook a consultation on the introduction of an overall degree classification. A further working party will be established to develop detailed proposals concerning the introduction of an overall degree classification for the Tripos, with a view to preparing a Report for consideration by the Board during 2017–18.

(x) Widening access and participation

The University successfully negotiated with the Office for Fair Access (OFFA) a new access agreement for 2018–19. This agreement covers the following undergraduate admissions targets: a state sector target of 64%; a target of 13% for students from POLAR38 quintiles 1 and 2 (i.e. the 40% of postcodes which have the lowest participation rates in higher education); a target of 8.2% for students from Output Area Classification9 (OAC) super groups 7 and 8 and groups 3a, 3b, 3c, and 4b; a target of 8.5% for students from IMD deciles 1, 2, and 3; a minimum commitment to offer 600 places on summer schools each year; a non-continuation target of 2.1%; and a commitment to launch long-term outreach programmes to engage Black and Minority Ethnicity students and raise attainment in secondary schools.

In addition, the Cambridge Admissions Office has expanded its research unit to assist with the development and evaluation of the University’s admission and access policy; this function will prove pivotal in future dealings with OFFA and policy makers. The University is also leading a consortium of local universities (Anglia Ruskin University, the University of East Anglia, the University of Suffolk, and Norwich University of the Arts), which has been successful in securing £9m of HEFCE funding over two years to deliver the National Collaborative Outreach Programme in East Anglia. This programme aims to increase the number of young people from disadvantaged backgrounds in higher education by 2020. The Cambridge Admissions Office is supporting other institutional strategic aims through the establishment of an international recruitment team, which has initially focused on developing markets in North America and India.

(xi) Establishment of degrees and courses

In 2016–17, the Board agreed to rescind the Medical and Veterinary Sciences Tripos (MVST) and approved the introduction of two new Triposes, the Medical Sciences Tripos and the Veterinary Sciences Tripos, with effect from October 2018.10 The Board was supportive of the academic rationale for the split, which also had the support of the General Board’s Education Committee, the Faculty Board of Biology, the Medical Education Committee, Veterinary Education Committee, the MVST Part I Committee, the Senior Tutors’ Committee, and the Undergraduate Admissions Committee.

The Board agreed to establish a new Master of Accounting Degree, an M.Res. Degree in Cancer Biology, and an M.St. Degree in Entrepreneurship. It also approved an agreement between the Institute of Criminology and the Hong Kong Police Force to offer part of the residential block for the M.St. Degree in Applied Criminology and Police Management in Hong Kong.

4. Research

(i) Research income

The University has sustained its performance in research income in 2016–17, with income again in excess of £480 million. The research funding environment continues to be highly competitive both within the UK and internationally and the University continues to monitor its funding performance closely, in particular to assess any adverse impacts arising from the result of the EU referendum. The University’s research funding performance has remained robust across the board, including from the European Research Council (ERC).

Performance in terms of the value of new grants and awards was strong, and included the establishment and renewal of a number of major research Centres, including the National Research Facility for Infrastructure Sensing, the Gurdon Institute, the Wellcome/MRC Stem Cell Institute, the Cambridge University Hospital Partnership Biomedical Research Centre, the Sir Henry Royce Institute for Materials Science Research and Innovation, and the Leverhulme Centre for the Future of Intelligence.

(ii) Research landscape and partnerships

The University has contributed to the developing plans for the future of the Research Excellence Framework (REF) through its response to the HEFCE consultation in the plans for implementation of the Stern Review. It also continued its programme of engagement with major funding bodies and agencies. A major focus for 2016–17 has been dialogue with all key stakeholders, including the European Commission, on the implications of the UK’s withdrawal from the European Union. Alongside these discussions, the University hosted a major series of events, including a visit from the President of the European Research Council as part of the week of celebration of the first ten years of the European Research Council (ERC).

The Board has overseen the University’s participation in the development of a number of new research initiatives, including Research Council-led programmes to establish national research institutes. Building on the experience gained from the University’s role as one of the founding members of the Alan Turing Institute, the Board has approved the University’s role as one of the national hubs of the Sir Henry Royce Institute and the Dementia Research Institute; the Board also approved in principle its anticipated role in the Rosalind Franklin Institute.

(iii) Strategic research reviews

The Board approved a programme of Strategic Research Reviews to take place over three years from 2015–16. The reviews are designed to support the further development of the research environment at Cambridge and there has been good progress on the delivery of this programme of reviews during 2016–17, including reviews of Physics, Sociology, Music, Earth Sciences, Geography, Education, and Mathematics. The Strategic Research Review programme has also extended some of the University’s Non-School Institutions, through a combined review of the Department of History of Art, Kettle’s Yard, and the Fitzwilliam Museum. Recommendations from the reviews will be considered by the Board in conjunction with the Schools.

(iv) Strategic research initiatives and networks

The University’s programme of Strategic Research Initiatives (SRIs) and Networks has continued to provide a key focus to build critical mass of multidisciplinary research expertise from across the Schools. The Research Policy Committee (RPC) is continuing to implement its process to support the transition of successful SRIs to a University Interdisciplinary Research Centre status. The RPC also began a process to seek to establish a further three new SRIs to start work in 2017–18.

(v) Preparations for the Research Excellence Framework 2021

The Board has overseen the ongoing process of implementation of revised policies and procedures required to comply fully with the requirements of HEFCE and other funding agencies, including preliminary work to put in place the management and governance arrangements for the University’s preparations for REF2021.

(vi) Research integrity

The University has published its third Annual Statement on Research Integrity in accordance with the requirements of the Research Integrity Concordat.11 Compliance with the Concordat requires the University to maintain and continually improve the University’s policies, processes, and systems for developing good research practice and cultivating a culture of research integrity. The University Research Ethics Committee (UREC) has oversight of the University’s research ethics and governance systems and reports annually to the Research Policy Committee (RPC) and the Board.

(vii) Research administration review

The Board received the report and recommendations from the first phase of a review of research administration, together with a further interim progress report in Lent Term 2017. Further updates will be considered by the Board during the 2017–18 academical year.

5. External and international engagement

(i) Creation of the Strategic Partnerships Office

The University is establishing a new Strategic Partnerships Office (SPO) to maximize private and international public sector partnership opportunities. A principal objective of the new structure is greater co-ordination of international and corporate/business activity across the academic University. The SPO will comprise three sections:

Corporate and Business Relations:
to help co-ordinate business relations, provide an entry point for external stakeholders, and develop a strategic approach to working with industry.

Public International Partnerships:
to continue the work of the International Strategy Office in working with higher education and research institutions, governments, funders and non-governmental organizations (NGOs).

International Support Service:
a ‘one-stop-shop’ source of technical advice and guidance for partnership development overseas.

(ii) International strategy

The International Strategy Committee (ISC) developed a strategic framework for the University’s international engagement, which states that deeper engagement will be focused on countries and regions where the University already has a critical mass of collaborations (e.g. the United States of America, Singapore, India, and Africa). The strategic framework will be reviewed following the development of the Strategic Partnerships Office and will be considered by the General Board and the Council during the 2017–18 academical year.

Following the outcome of the UK referendum to leave the European Union (EU), a number of strategies were proposed to ensure that the University maintains and enhances its position as the external environment changes in the lead up to, and following, the UK’s exit from the EU. Strategic responses were proposed in four areas: students; staff; research funding; and global reputation and reach. However, considerable uncertainty remains around the future relationship between the UK and the EU.

Specific developments of note during 2016–17 were as follows:

The arrangements for the establishment of a Max-CAM Max Planck Cambridge Centre for the Study of Ethics, Human Economy, and Social Change in the field of socio-cultural anthropology were finalized. The Centre will open in Michaelmas Term 2017.

The University continued to develop its partnerships in India, including a series of events and activities led by the Cambridge Museums and Botanic Garden for ‘India Unboxed’, to mark the UK-India Year of Culture 2017. Two major research collaborations led by the University were awarded almost £15 million in funding from the Global Challenges Research Fund, focusing on food security in India and public health in Bangladesh.

The University’s engagement with Africa was highlighted in the February 2017 edition of Research Horizons, including the Cambridge-Africa programme and the work of the twenty-five Cambridge-Africa scholars.

Global Alliance:
A second round of funding for Global Alliance projects in Smart Systems, Cities, and Precision Medicine was launched. Proposals for joint research projects have been developed by academics across the three institutions and successful bids will be selected for funding in Michaelmas Term 2017.

6. Human resources

The General Board oversees employment matters through the Human Resources Committee, a joint Committee of the Council and the General Board. In order to reduce repetition between the two reports, further detail on University employment is provided in the Annual Report of the Council in 2016–17, and is submitted on behalf of the Council and the General Board (p. 205).

7. Occupational health and safety

The Occupational Health and Safety Service (OHSS) is within the Division of Health, Safety, and Regulated Facilities, which includes University Biomedical Services as a separate operational department. This has enabled efficiencies to be made in complementary areas of governance and compliance. The OHSS continues to prioritize the provision of risk-focused support services, helping to ensure that the University’s operations remain compliant while identifying areas of improvement by regular auditing, inspection, and review, with ongoing reporting to the Consultative Committee for Safety and the Health and Safety Executive Committee.

Demand for the Occupational Health Service has continued to experience an unprecedented increase in the number of referrals of University staff requiring appointments, resulting from both self-referrals and management referrals. There has been a 43% increase in the number of self-referrals and management referrals in the past five years. In addition, appointments for statutory health surveillance associated with work-place hazards continue to rise. Data indicates that this is due to University HR initiatives, an increase in the complexity of cases referred to the Service, and the scale of the increase in the number of staff members at the University by transfer from other organizations. Although prioritization and targeting of resources has helped to accommodate the pressure on resource, maintaining the required service provision is not possible under current Chest budgetary constraints, with temporary arrangements to cover clinical needs leading to a recurrent budgetary overspend. Regardless, feedback for the service remains very positive.

Demand for the Staff Counselling Service has also increased again in 2016–17, by 27% on 2015–16, despite efficiencies being implemented in the service. This is again due to an increase in the number of referrals made and an increased number of more complex cases. The number of counsellors has been increased to accommodate this need. However, this has led to a recurrent budget deficit. New programmes and initiatives for the promotion of mental health and wellbeing have been developed and progressed within current resource limitations, in collaboration with other University stakeholders, with an aim of building staff resilience. Feedback for this work has remained very positive. Staff counselling services are also being made available to College staff from September 2017, as a chargeable service, following a feasibility study that identified the need for this provision and the development of a cost recovery business model.

The Safety Office continued to monitor and manage health and safety compliance across all sectors of the University via its auditing and inspection schedule, provision of professional advice, accident and incident monitoring, policy review and development, administration of the Health and Safety Committee structure, and a comprehensive training programme. New areas of activity have included significant involvement with the Wellbeing agenda (WellCam), development of procedures for risk assessment for travelling abroad, and increased involvement with strategic security.

Contracts held by OHSS for specialized services, including hazardous waste disposal, were renewed on the basis of continued high quality service to Departments, assured compliance with statutory requirements, and value for money. This has more recently included contracts with specialized security advisers in support of the new policy on teaching and research activities outside of the UK. The Safety Office provision of electrical safety testing of portable equipment is to end, with Departments sourcing this from external companies. The provision of chargeable services to Colleges continues, although staff number reductions have required this to be limited in scope.

8. Planning and resource allocation

The General Board oversees planning and resource allocation matters through the Planning and Resources Committee (PRC), a joint Committee of the Council and the General Board. In order to reduce repetition between the two reports, further detail on the University’s resources is provided in the Annual Report of the Council in 2016–17, and is submitted on behalf of the Council and the General Board (p. 205).

9. Other

(ii) New Professorships

The Board proposed the establishment or reestablishment of the following senior positions, in some cases supported by generous benefactions or other external funds:

Professorship of Cancer Sciences

Professorship of Cell Biology

Professorship of Clinical Microbiology

Jennifer Ward Oppenheimer Professorship of Deep History and Archaeology

Sir Evelyn de Rothschild Professorship of Finance

Dr John C. Taylor Professorship of Innovation

Professorship of Oncological Imaging

Professorship of Organic Chemistry

Bennett Professorship of Public Policy

1 November 2017

Stephen Toope, Vice-Chancellor

Darshana Joshi

Susan Rankin

Philip Allmendinger

Martha Krish

Philippa Rogerson

Abigail Fowden

Patrick Maxwell

Helen Thompson

David Good

Martin Millett

Graham Virgo

A. L. Greer

Richard Prager

Mark Wormald