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Transcript of Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales...
![Page 1: Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan.](https://reader033.fdocuments.in/reader033/viewer/2022051613/5516148e550346cf6f8b63fd/html5/thumbnails/1.jpg)
Strategy Implementation: Learning &Teaching
Future Directions for Higher Education in Wales
Professor Andrea Nolan
![Page 2: Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan.](https://reader033.fdocuments.in/reader033/viewer/2022051613/5516148e550346cf6f8b63fd/html5/thumbnails/2.jpg)
Outline
• Case study
–2005 .... where we were
–L&T Strategy (2006 – 2010)
–Making it happen
–Development and Outcomes
• Reflection
![Page 3: Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan.](https://reader033.fdocuments.in/reader033/viewer/2022051613/5516148e550346cf6f8b63fd/html5/thumbnails/3.jpg)
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
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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
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• Scotland’s prosperity –Employability & Skills
–Lifelong learning
–Citizenship
• Scottish Funding Council –Widening access
–Internationalisation
–Articulation
–Employability
Scottish Parliament Building; primeinitiative.co.uk
External Environment
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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
![Page 7: Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan.](https://reader033.fdocuments.in/reader033/viewer/2022051613/5516148e550346cf6f8b63fd/html5/thumbnails/7.jpg)
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
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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
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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
![Page 10: Strategy Implementation: Learning &Teaching Future Directions for Higher Education in Wales Professor Andrea Nolan.](https://reader033.fdocuments.in/reader033/viewer/2022051613/5516148e550346cf6f8b63fd/html5/thumbnails/10.jpg)
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
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Making it happen
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Making it happen: priorities and phasing (2006 – 2008)
Action (long term)
Enhancing retention
Internationalisation Action (support)
Streamlining bureaucracy
Profiling teaching
Development • Assessment
E-learningRecognition of
diversity
Ongoing
EEE
Widening access
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Making it happen
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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
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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
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Staff support and engagement
• Profiling teaching
–Increased senior management attention
–Recognition, reward, promotion
–Teaching Excellence Awards
–NSS
–Funding
–Talent awards (access)
–Facilities development
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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
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Infrastructure Development
• Review committee structure
• New academic year structure
• Replace ‘CCIMS’
• Investment in IT infrastructure
• Investment in facilities
• Revise processes
• Annual Planning process change
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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)
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So what happened?
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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
RetentionInternationalisation
Assessment Employability
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Development and Outcomes: retention
• Student engagement and retention–retention action plan based on institutional research
• http://www.gla.ac.uk/services/senateoffice/academic/studentpolicies/retentionactionplan/
–Year 1 continuation rates:
06/07: 89%; 09/10: 92.2%
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Development and Outcomes: Internationalisation
• Internationalisation–partnerships
–growing international student community
–enhancing mobility
–partnership with private provider
• Internationalisation strategy ........ 2009/10
2005/2006 2010/11
International students
2,800 5,000
Student mobility N/A 1,430
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Glasgow International College (GIC)
• Partnership with Kaplan International Colleges (2007)
–Support
–Timing
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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
AttributeAcademic Dimension
Personal Dimension Transferrable 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
InvestigativeAre 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
ConfidentDefend 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
AdaptableExperience 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 learnersUse 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
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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
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Development and Outcomes
• Student representation significantly improved–e.g. Code of Practice; training
–Student feedback e.g. Student Voice
• Evidence base for development –‘The Learning Bank’ Range of Case Studies
–Learning & 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
AccessPG
Technology
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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
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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
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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
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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
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Celebrate success