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Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan.

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Presentation on theme: "Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan."— Presentation transcript:

1 Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan

2 Outline Case study –2005.... where we were –L&T Strategy (2006 – 2010) –Making it happen –Development and Outcomes Reflection

3 2005 …. Where we were.. Broad confidence in ELIR 2004 –Issues to be addressed incl. increase engagement with strategic objectives Research focus –Research as a driver of reputation and kudos; RAE 2008 –Range of institutional responses to increase research profile No Learning & Teaching strategy; quality enhancement strategy Strong staff commitment to student experience Excellent research facilities, patchy L&T infrastructure

4 Our Challenges Staff –Career development seen to be linked to research performance –Perception that teaching was not valued cf research –Structural and process irritations Student needs –A greater voice in our journey Teaching needs –Accurate data sets and relevant information –Assessment policy...... –Ensure opportunities afforded by our research environment explicit / embedded Infrastructure –Patchy facilities –Committee membership, attendance –Uptake of central L&T support variable

5 Scotlands prosperity –Employability & Skills –Lifelong learning –Citizenship Scottish Funding Council –Widening access –Internationalisation –Articulation –Employability Scottish Parliament Building; External Environment

6 In this environment we needed An agreed plan Engaged people Committed leadership Clear monitoring procedures Accountability Energy and Enthusiasm Expectation of success Room for failure Top priority was engagement

7 University of Glasgow (2005 – 2010) 9 Faculties Comprehensive range of disciplines Devolved structures Faculties varied in size & complexity Different priorities C. 24,000 students C. 6,000 staff

8 Engagement: developing the plan Faculty discussion –academic influencers and champions Group sessions –Academics, Heads of Services and student representatives Draft strategy for consultation –face to face; –on-line; –overlap consultation, L&T / R&E strategies Feedback discussed L&T strategy to Senate and University Court........... It took 1 year

9 Learning and Teaching Strategy (2006 – 2010) L&T Strategy approved in 2006 –a framework for decision making –a tool to harness energy and guide development –a key driver of enhancement –commitment to monitor progress (indicators) Strategic aim to be renowned internationally for enquiry led learning in a knowledge culture shaped by the richness and diversity of our research environment

10 L&T strategic objectives Shaping the University Learning Community internationalisation postgraduate development choice for talented students from under-represented groups Excelling in Learning and Teaching promote and reward excellent skills in teaching develop assessment methods modernise programme structures & streamline procedures Enhancing the Student Learning Experience promote student engagement and enhance student retention enhance employability, entrepreneurship & enterprise use technologies to enhance learning

11 Making it happen

12 Making it happen: priorities and phasing (2006 – 2008) Action (long term) Enhancing retention Internationalisation Action (support) Streamlining bureaucracy Profiling teaching Development Assessment E-learning Recognition of diversity Ongoing EEE Widening access

13 Making it happen Staff support & engagement Student engagement & partnership Infrastructure development

14 Staff support and engagement Growing leadership capacity –role of Associate Deans (L&T) –Faculty Quality Assurance & Enhancement Officers –delegated working groups Faculty plans for L&T –Embedded in planning and budgeting rounds Learning & Teaching Centre established Funding to support innovation linked to strategy Address chronic issues –Academic year structure; degree regulations –Course information system –PGCert curriculum revision Interconnectivity of bottom up and top down approaches

15 Staff support and engagement : Delegated working groups Retention working group Academic Structures Review group Employability strategy review group Personal Development Planning group Learning spaces group Advisers of study review group Internationalisation working group Assessment Policy working group Graduate attributes working group Building leadership, engaging staff, solving problems, innovation

16 Staff support and engagement Profiling teaching –Increased senior management attention –Recognition, reward, promotion –Teaching Excellence Awards –NSS –Funding –Talent awards (access) –Facilities development


18 Student engagement Improve understanding of student needs, views and aspirations –University level student surveys NSS; FYSLES; ISB; PRES; PTES –Student focus group work –Research on student experience in Glasgow –Use of Scottish enhancement themes Student engagement in quality processes Partnership working –SRC –Students –Student voice website

19 Infrastructure Development Review committee structure New academic year structure Replace CCIMS Investment in IT infrastructure Investment in facilities Revise processes Annual Planning process change

20 Monitoring, measurement, target setting High level indicators – annual consideration –Year 1 continuation rates –International student numbers –Students having international learning experience –Postgraduate student numbers –NSS results –Socio-economic profile of student body –Recruitment profiles –Employment profiles Mid term review to update strategy (2008)

21 So what happened?

22 Development and Outcomes: summary Student engagement and retention –retention action plan Assessment and feedback –NSS and FYSLES evidence progress Internationalisation –range of partnerships –growing international student community –increasing mobility –draft Internationalisation Strategy Employability –staff ownership; integrated approach... graduate attributes work Mid-term review Priorities for Phase 2 developed Retention Internationalisation Assessment Employability

23 Development and Outcomes: retention Student engagement and retention –retention action plan based on institutional research –Year 1 continuation rates: 06/07: 89%; 09/10: 92.2%

24 Development and Outcomes : Internationalisation Internationalisation –partnerships –growing international student community –enhancing mobility –partnership with private provider Internationalisation strategy........ 2009/10 2005/20062010/11 International students 2,8005,000 Student mobilityN/A1,430

25 Glasgow International College (GIC) Partnership with Kaplan International Colleges (2007) –Support –Timing

26 Development and outcomes: Employability Moved from bottom up local initiatives to integrated approach Improved support from services Club21 Integrated employability, PDP and our approach to enquiry led learning into plan re development of graduate attributes Attribute Academic Dimension Personal DimensionTransferrable Dimension Subject Specialists Understand and respect the values, principles, methods and limitations of their discipline(s) Possess a breadth and depth of knowledge within their disciplinary area(s) Possess discipline-relevant professional skills, knowledge and competencies Investigative Are intellectually curious and engage in the pursuit of new knowledge and understanding Are able to locate, analyse and synthesise information from a variety of sources and media Are able to investigate problems and provide effective solutions Independent and Critical Thinkers Identify, define and assess complex issues and ideas in a researchable form Exercise critical judgement in evaluating sources of information and constructing meaning Apply creative, imaginative and innovative thinking and ideas to problem solving Resourceful and Responsible Are experienced in self-directed learning and authentic research-led enquiry Are motivated, conscientious and self-sufficient individuals capable of substantial independent work Manage their personal performance to meet expectations and demonstrate drive, determination, and accountability Effective Communicators Articulate complex ideas with respect to the needs and abilities of diverse audiences Present their ideas clearly and concisely in high quality written and spoken English Communicate clearly and confidently, and listen and negotiate effectively with others Confident Defend their ideas in dialogue with peers and challenge disciplinary assumptions Possess excellent interpersonal and social skills fostered within an internationalised community Demonstrate enthusiasm, leadership and the ability to positively influence others Adaptable Experience multi-disciplinary and/or inter- disciplinary learning in an internationally renowned institution Respond flexibly and adapt their skills and knowledge to excel in unfamiliar situations Demonstrate resilience, perseverance and positivity in multi- tasking, dealing with change and meeting new challenges Experienced Collaborators Engage with the scholarly community and respect others views and perspectives Are experienced in working in groups and teams of varying sizes and in a variety of roles Conduct themselves professionally and contribute positively when working in a team Ethically and Socially Aware Consider and act upon the ethical, social and global responsibilities of their actions Welcome exposure to the richness of multi-cultural and international experiences, opportunities and ways of thinking Have a practical and contemporary knowledge of relevant professional, ethical and legal frameworks Reflective learners Use feedback productively to reflect on their work, achievements and self-identity Set aspirational goals for continuing personal, professional and career development Identify and articulate their skills, knowledge and understanding confidently and in a variety of contexts

27 Development and outcomes: Assessment Range of actions Code of practice –Obtaining and responding to student feedback Student guide to Code of Assessment Standard student feedback questionnaire Improved information (programme /courses) Learning & Teaching Conference 2008 Degree regulations (generic masters, generic undergraduate) Assessment policy

28 Development and Outcomes Student representation significantly improved –e.g. Code of Practice; training –Student feedback e.g. Student Voice Student Voice Evidence base for development –The Learning Bank Range of Case StudiesRange of Case Studies –Learning & Teaching Development Fund awardsLearning & Teaching Development Fund awards Student satisfaction with experience (2010) –90% of final year students* –89% of first year students** –91% of international students*** *NSS data; ** First Year Student Learning Experience Survey; ***ISB data Access PG Technology Access PG Technology


30 Enhancement: reflection and integration L&T Strategy provided ambition, priorities and impetus Ongoing reflection …. embedded –Annual updates Court and Senate –Mid-term review –Progress owned by Education Policy and Strategy Committee –EdPSC/L&T committee / SMG / Court away days –Annual planning meetings –Committee reflections Processes embed strategic priorities and reflection –Periodic review; Annual Monitoring –ELIR

31 Shaping the University Learning Community culturally diverse learning environment leading postgraduate university choice for talented students from under-represented groups Excelling in Learning and Teaching excellent skills in teaching that are recognised, celebrated and rewarded. Assessment and feedback Streamlining administrative processes. Delivering an Excellent Student Experience promote student engagement and enhance student retention development of attributes To improve our physical and virtual learning space L&T strategy 2011- 2015

32 Well you would say that ? Good funding environment L&T strategy similar to many others But L&T needed attention..... and Staff perceptions / student perceptions / culture........they have shifted

33 Strategy implementation Strategy as developmental framework aiming big, acting local Must be buy-in to strategy – evidence base Performance indicators choose well; qualitative and quantitative Alignment of decision making, resource and attention....................(consistency in decision making) Clear prioritisation,....... but something for everyone Recognition that progress takes time Managing expectations

34 Celebrate success

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