1. Ruth Whittaker and Karen Macfarlane
For the Common Good :
Embedding the Common Good Curriculum at GCU

2. GCU Mission, vision and values
Our mission University for the Common Good
Our vision By 2020, GCU will have a global reputation for delivering social benefit and impact through education, research and social innovation
Our values Integrity; Creativity; Responsibility; Confidence
Our commitment to the common good underpins everything we do
Our vision is for GCU to be recognised as a University for the Common Good that transforms lives, enriches cities and communities, innovates for social and economic impact, engages globally and aligns with others in partnership and collaboration to deliver our goals
Last year, staff and students came together to explore the values we share as a University community. Through this consultation, the four values emerged. They are shared by staff and students, and they underpin what we do and how we do it
For more information on the mission, vision and values, visit the Strategy 2020 website:

3. Five strategic goals Transforming lives through education
Enriching cities and communities through research
Innovating for social and economic impact
Engaging globally
Aligning for the Common Good

4. Aligning for the Common Good
Raise aspirations and widen access to higher education
Enhance capability and capacity of workforces
Reduce inequalities and promote social justice
Contribute to the regeneration and growth of the communities we serve
Strategic goal five: We will develop and deepen our strategic relationships with local and global thought leaders, aligning with others to champion social justice and promote our For the Common Good mission to deliver social benefit and impact.
Examples of work we’re doing to bring this goal to life:
The Caledonian Club
Transnet Freight Rail – capacity building programme in railway operations management
Grameen in the UK
Centre for Climate Justice
For more information on these examples, and other examples, visit the Strategy 2020 website:

5. Context for development
Strategy 2020 : Transforming Lives: ‘excellence in learning and an outstanding student experience which equips students with the employability and entrepreneurial skills to succeed as global citizens and enables them to make a positive impact within their communities, transforming their lives and the lives of others’
Strategy for Learning (SfL): Engagement-led approach- learning which is active, collaborative, authentic and challenging
This model recognises our existing commitment to and activity around the Common Good within the student learning experience as well as acting as a driver and support for further development.
As part of the implementation of Strategy 2020, the refreshed SfL and the Ashoka U action plan for GCU, we will be developing a common good curriculum framework
Developing CGCF natural extension to approach to learning, teaching and student experience at GCU which is firmly located within our CG mission, as articulated in strategy 2020 , reflected in core values and Ashoka U accreditation, recognises existing commitment and activity as well as acting as a driver and support for further development.
The Common Good mission lies at the heart of the refreshed SfL and is explicit about the nature of the learning experience at GCU, and it engagement –led focus,- active collaborative, challenging authentic.
This approach is supported by the eight curriculum design principles, which should underpin our UG and PG programmes, contextualised in different ways by different discipline areas

6. SfL Goal : to develop graduates who will be…
…making a positive difference to the communities they serve
Proficient in their discipline as well as entrepreneurial, confident, responsible and capable of fulfilling leadership roles in different organisational, cultural and global contexts.
It is also explicit about the outcome for our students as expressed by the SfL goal
.. Enabling our students to engage in opportunities for social innovation and entrepreneurship, through addressing real world issues and problems, thinking creatively and divergen,ly in order to identify possible solutions, doing this through using and developing research skills, working collaboratively as well as independently, exercising resilience , empathy and confidence in order to develop and implement effective solutions, which will have positive impact on communities they serve. Bringing to life concept of global citizenship
While entrepreneurship as a concept may not immediately resonate with students and staff may not in some discipline and professional areas, the focus here is on developing an entrepreneurial mindset, and the attributes underpinning this are applicable across all our programmes, linked to the SfL goal. these are developed in different ways across programmes and through the wider student experience at GCU.

7. GCU Core Values and Behaviours
GCU Common Good Attributes
Strategy 2020
GCU Core Values and Behaviours
Strategy for Learning
Ashoka U
Active and global citizenship
Entrepreneurial mindset
Responsible Leadership
Confidence
As part of the implementation of Strategy 2020 and the Strategy for Learning, the University has developed a model which supports, recognises and embeds the Common Good within the curriculum and the wider student experience as part of its core mission.
The term ‘curriculum’ in this sense refers to the totality of the GCU student learning experience, both formally within the taught curriculum and informally through co and extracurricular activities. The goal is to ensure that the GCU student experience not only equips our students with the knowledge, skills and values associated with their particular professional or disciplinary areas, but with the attributes needed to become ‘change-makers’: to develop and implement new strategies and ideas that address societal challenges and needs, whether on a local , national or global scale The further development of these attributes through co/extra-curricular activity will be recognised through the GCU Common Good Award ( linked to the HEAR) or through additional academic credit.
The goal is to ensure that the GCU student experience not only equips our students with the knowledge, skills and values associated with their particular professional or disciplinary areas, but with the attributes needed to become ‘change-makers’: to develop and implement new strategies and ideas that address societal challenges and needs, whether on a local , national or global scale.
Social innovation at GCU is defined as follows: ‘Social innovation involves new strategies, ideas and organisations that meet social needs of all kinds. It flourishes when people from different backgrounds and experiences come together to produce new ideas and initiatives’

10. Common Good Attributes
Embedding the Common Good within the GCU Student experience
Taught curriculum
Co/extra
curricular
Common Good Attributes
So how do we ensure that every student at GCU has the opportunity to develop these attributes ?
We aim to develop these attributes in our students not just through what we teach but how we teach: through a learning experience which is active, collaborative, challenging and authentic (Strategy for Learning).
All GCU students will develop the Common Good attributes through their taught curriculum. The Common Good Curriculum will also provide opportunities for all GCU students to enhance and develop these attributes further through engaging in co and extracurricular activities aligned to the Common Good- for example, social innovation , community engagement, volunteering. The enhancement of these attributes through co/extra-curricular activity will be recognised through (for example) the GCU Common Good Award ( linked to the HEAR) or additional academic credit, and signposted to students through an online Common Good Road Map.
The Common Good attributes thus define the knowledge, skills and attitudes we are seeking to develop in our students, which are aligned to the GCU core values and demonstrated through the associated core behaviours. The Common Good Curriculum will therefore make explicit the formal approaches to learning, teaching and assessment that support the development of these attributes within programmes, as well as recognising the enhancement of these attributes through the informal learning experience of co and extra-curricular opportunities.
Social innovation at GCU is defined as follows: ‘Social innovation involves new strategies, ideas and organisations that meet social needs of all kinds. It flourishes when people from different backgrounds and experiences come together to produce new ideas and initiatives’
We start by recognising , sharing and raising awareness of the many opportunities that students already have to engage in social innovation , entrepreneurship and community engagement .
the importance of high impact activities, not only in terms of developing the attributes , which support successful and continuing learning and effective career development but in enhancing student engagement. Clear correlation between student engagement and success, persistence and satisfaction and the importance of embedding these high impact activities from first year  The current opportunities GCU students already have to engage actively in the common good mission are examples of high impact activities. Challenge to scaffold these , extend student engagement, and recognise such engagement through a curriculum framework
Curriculum mapping for CG/SI opportunities , taking a holistic approach across programmes, where opportunities already exist, these will be signposted for students and staff . This will enable us to develop defined developmental pathways or a road map for all students from undergraduate to doctoral level . For some students these pathways may be part of their formal programme already but others may chose to take extra credit to complement their discipline area. opportunities may be embedded in curriculum through credit bearing modules or co -curricular opportunities.

11. Common Good Attributes Curriculum content and design (what we teach)
Learning and teaching activities (how we teach)
Authentic assessment practices (how we measure) 
Active and Global Citizenship
Specific examples at each level of programme
Entrepreneurial mind-set
Responsible Leadership
Confidence
Ensuring every student is encouraged to:
develop an entrepreneurial mind set
become an active and global citizen
develop confidence
develop responsible leadership skills
It is important that we work with the existing curriculum
The CGC mapping tool is now integrated into programme design , approval and eview processes
A coherent , whole institution approach which is customised in different discipline areas

12. Embedding the Common Good/Changemaking Attributes within programmes
Group activity
Working in small groups identify a programme and use the mapping tool to discuss how the Common Good/Changemaking Attributes could be embedded into this programme through what is taught, how it is taught and how it is assessed
Feedback on this approach – benefits/challenges in terms of your own contexts