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Developing Learning and Teaching Plans Paul Luker Senior Associate September 2006.

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1 Developing Learning and Teaching Plans Paul Luker Senior Associate September 2006

2 Format of the workshop ■ Presentation of some of the key considerations when developing plans for learning & teaching noting that the successful plan has to be designed with the size, structure and culture of the institution in mind ■ Discussion around some of the key questions that arise to enable you to share what has worked in your institution (and why) and what has not worked (and why)

3 What is the plan for? ■ Is it a statement of what you are already doing? ■ Is it only to keep Hefce happy and put on the TQI website? ■ Or is it a vehicle for change?

4 Who is the plan for? ■ While this relates to the previous question, this is a little more difficult. Candidates include: ►All staff ►Senior managers ►Teaching and learning co-ordinators ►Students ►Hefce ►QAA auditors ►All of the above

5 The scope of the plan ■ Learning and teaching lies at the heart of the institution’s mission ■ However, don’t include the obvious, the routine ■ Focus on what you are trying to change ■ Don’t try and change everything! ■ What is the main priority, the ‘over-arching vision’? ■ Reality check: does the VC recognise this vision?

6 Strategy alignment ■ The L&T plan doesn’t exist in a vacuum ■ It must be compatible with the institution’s strategic plan ■ It must be supported by the HR and staff development policies ■ It must support the WP strategy ■ How does it align with the research strategy? ►How does research inform L&T? ►What role is played by pedagogic research?

7 Lifespan of the plan ■ Stating the obvious: ►A year is too little time to effect change ►Five years is a long time in HE! ►Five-year strategy, annual action plan ■ Lock into the institutional planning cycle ►This also helps secure alignment ■ Review and update action plan annually ►Incorporate enhancements and corrections in strategy

8 The crux of the plan ■ What are the behaviours that need to change? ■ What are the mechanisms for changing them? ■ What resources will be used to achieve change? ►Eg TQEF money ►Staff time ►Staff development ■ How does it link to NTFS strategy? ■ Who is responsible for delivering the plan?

9 Monitoring the plan ■ Think about monitoring from the outset ■ How will success be measured? ■ Targets must be: ►meaningful ►challenging but achievable ►clear ►measurable ►set by you, not bean counters

10 The process of developing the plan ■ This really does depend on structure and culture ■ Top down or bottom up? ■ How do you use the process to elicit initial buy-in? ■ Will the plan enable engagement to be maintained? ►Will the right behaviours be recognised/rewarded? ■ Is there a single plan, or do faculties/schools develop their own plans? ►If so, how do you ensure that they are compatible? ►How do you accommodate different stages of development?

11 Future proofing ■ How will the changes brought about by the plan be sustained after the life of the plan? For example: ►The focus may shift ►The resources used to effect change are used elsewhere, or disappear ►Personnel change ►Including the VC

12 Some questions ■ What is the purpose of your plan and at whom is it aimed? ■ How was the plan developed? ■ To what other strategies is it linked, and how? ■ How do you ensure engagement? ■ How do you stop Deans from flying solo? ■ Does your plan involve partners? ■ What has pleased you must about your plan? ■ What has frustrated you most?

13 Some resources Implementing learning and teaching strategies, Graham Gibbs Embedding learning and teaching strategies, Hefce 2006/35, September 2006

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