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GlasgowCaledonianUniversityOutcomeAgreement2012‐13
1. Introduction
Glasgow Caledonian University (GCU) has a distinctive social mission to promote the common good,
and this commitment underpins our vision to be a successful international university delivering
access and excellence. Our University mission is to provide an outstanding inclusive learning
environment underpinned by curiosity driven and outcome focussed research allowing us to:
promote innovation and the transfer and application of knowledge and expertise; work in
partnership with business, the public and voluntary sectors and the professions; create successful
global graduates and citizens and deliver economic and social benefit for the communities we serve.
The University was pleased to host the SFC Chief Executive and Council Members in May 2012 for
our joint strategic dialogue meeting, at which fruitful discussions took place about the University’s
commitment to excellence in education and research, and the implications for GCU and the sector of
the Scottish Government’s agenda as set out in Putting Learners at the Centre. The SFC was
supportive of the University’s strategic direction, and there was a shared recognition that there were
real opportunities for positive change for the University and the sector. We welcome the aims of the
Scottish Government’s agenda for reform of the post‐16 education landscape, and we are
committed to ongoing dialogue about key outcomes for the sector.
We welcome the opportunity to engage with the SFC through the development of this Outcome
Agreement. In this document, we focus on our contribution to the key SFC priorities for 2012‐13,
namely widening access; retention; equality and diversity; knowledge exchange; and patterns of
provision. A statement on student engagement is included as Appendix 1, and Appendix 2 sets out
the actions and activities in the key outcome areas. The focus on SFC priorities means that the
Outcome Agreement does not fully capture the broad range of activities that the University is
engaged in, nor does it reflect our ambitions in key areas including research, internationalisation,
and our commitment to the common good, which are all integral to our University mission. It does,
however, set out our commitment to widening access to our university, delivering for business, the
public and voluntary sectors, and academic sustainability.
2. TheUniversityStrategy
GCU has thrived since its establishment in 1993, growing the number of home and international
students it attracts and developing a strong reputation as an inclusive modern University offering
high‐quality academic opportunities and delivering applied research and knowledge exchange for
businesses and partners in Scotland and internationally. We have continued to leverage our
knowledge and skills for social and economic benefit. An independent study by Biggar Economics
(2010) found that the University boosts Scotland’s economy by £406 million every year, and that
£230 million of this directly benefits the city of Glasgow.
2
In 2010‐11, the University undertook a significant restructuring and re‐profiling exercise to build on
our academic strengths and work more efficiently and effectively. This resulted in the merger of six
academic schools into three and the alignment of support services to deliver our ambitious plans for
growth and innovation during a challenging time for higher education.
Our Academic Schools:
The School of Health and Life Sciences
The Glasgow School for Business and Society
The School of Engineering and the Built Environment
In 2011 the University Court approved a new University Strategy which seeks to build on our success
to deliver an even greater impact for the common good through outreach and partnership working.
Our Strategy sets out our ambitions under seven strategic goals: to be globally networked, to strive
for excellence in education and in research, to deliver for business and the public and voluntary
sectors, to value our people, to strengthen our commitment to the common good, and to promote
academic, financial and environmental sustainability. In 2012‐13, we will deliver to our overarching
University Strategy through the development of new strategies in key areas including learning and
teaching, employability and career development, research and knowledge exchange, and we will
implement our new internationalisation strategy and people strategy.
3. WideningAccess
3.1 Widening access to our University
GCU has a strong tradition of widening access. Our Widening Participation Strategy highlights the
University’s commitment to the recruitment, progression, completion and employability of students
who are under‐represented in higher education and we promote equality and diversity throughout
the student experience from induction to graduation. We believe an important advantage of modern
higher education, particularly for students from widening access backgrounds is the opportunity to
be exposed to many different international and cultural perspectives on society, so as to equip them
to be able to compete in the labour market as global graduates.
Our University Strategy clearly states that we aim to deliver access and excellence, which means we
will seek to make year‐on‐year improvements in our key quality indicators whilst ensuring we retain
our strong commitment to access. This commitment to widening access will be a key element of our
new Learning and Teaching Strategy which will be developed in 2012‐13.
Our student profile reflects our commitment to widening access:
34% of entrants come from disadvantaged backgrounds (NS‐SEC 4‐7) compared to a Scottish
average of 27%
97% of entrants come from state schools compared to a Scottish average of 88%
73% of entrants are first in their family to attend university UK full‐time undergraduate (HESA, 2010‐11)
3
GCU is a leading institution for progression of students from non‐traditional backgrounds to a
university education, as evidenced by the fact that 40% of our Scottish undergraduate entrants are
from the two lowest quintiles of Multiple Deprivation (MD40%). Over 20% of our Scottish
undergraduate entrants are from the lowest quintile (MD20%), compared to the modern university
average of 16% and the overall sector average of 13%.
Source: SFC
The City of Glasgow and the wider region has pockets of real deprivation, and we are proud of the
role we play in offering higher education opportunities to learners from the most disadvantaged
backgrounds. In order to most effectively deliver to our widening access agenda, we will continue to
promote a partnership approach with schools, colleges and stakeholders in our local communities.
In the Regional Coherence agreement we signed with the SFC in 2011‐12, we agreed that we would
work to maintain the proportion of our students from the MD20% group at over 20% of our intake
over the coming years. The activities and initiatives outlined in the following sections set out the
actions we will take in 2012‐13 to maintain the proportion of students from MD20% and MD40%
entering the University.
3.2 The role of recruitment and admissions in promoting wider access
We recognise that the support required for students commences prior to the decision to enter
university and includes aspiration raising, provision of easily accessible information about
programmes and education routes, pre‐entry guidance and preparation for a university experience.
In 2012‐13, we will develop a new Recruitment Strategy, which will set out clear actions in terms of
recruitment activities with local schools and colleges to support wider access to GCU. We will also
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
GCU Modern Sector
Figure 1: % of entrants that were from MD20 in 2009‐10
4
refresh our Admissions Policy in 2012‐13, and as part of this work we will develop a contextualised
admissions framework which is underpinned by our widening access agenda. In developing our
Admissions Policy we will adhere to best practice guidelines as set out by Supporting Professional
Admissions (SPA). We will also engage fully with students, who are represented on our University‐
wide Admissions Committee. The Admissions Policy and contextualised admissions framework will
be in place for December 2012, and we anticipate it will begin to have an impact for the 2013‐14
recruitment and admissions cycle.
3.3 Working with schools and local communities
GCU has worked in partnership with local authorities and schools for many years. We have in place a
Schools’ Engagement Strategy to ensure that we provide opportunities for access to university and
that we encourage a more seamless academic and social transition from school to university. A new
Schools and Colleges Engagement and Transitions Team is being established for 2012‐13, which aims
to deliver a programme of work based on a mentoring model to raise aspirations and confidence in
terms of university study with partner secondary schools and colleges and to provide pre‐entry
support.
The Schools and Colleges Engagement and Transition Team consists of four members of staff: a
Manager, a Schools Coordinator, a College Coordinator and a Development Officer. The team, which
is co‐located with ‘Routes for All’ and Caledonian Club staff, will be focussed on outreach activities
with schools and colleges in Glasgow to help learners ease their transition into university. The team
will work with five local secondary schools, focussing primarily on S5 and S6 pupils in 2012‐13, and it
will likely work with between 250‐300 pupils in S5 and about 120 pupils in S6.
3.3.1 Curriculum for Excellence
The University is committed to the successful implementation of Curriculum for Excellence and we
are working to ensure that our policies on learning and teaching and admissions are aligned with the
changes which the implementation of Curriculum for Excellence will bring in terms of interaction
with university level study. In 2012‐13, we will establish a working group to examine the full
implications of Curriculum for Excellence for admissions criteria, curriculum, pedagogy and the
student experience.
3.3.2 SHEP
In 2011‐12, 12% of our new school entrants came from the Schools for Higher Education Programme
(SHEP) schools in the Glasgow area and across Scotland. Through Routes for All, we work closely
with FOCUS West, and our Vice‐Principal for Learning and Teaching sits on the FOCUS West
Programme Management Group. FOCUS West works with 30 secondary schools across the West of
Scotland and targets activities to around 30 pupils per school in S3 to S6 classes. We will continue to
engage fully with FOCUS West in 2012‐13, to encourage increased applications and admissions from
schools with low levels of progression to University.
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3.3.3 The Caledonian Club
We believe that widening access cannot be addressed by the higher education sector in isolation. In
2008, we established the Caledonian Club to work with young people and families in deprived areas
of Glasgow to raise educational aspirations; open the university to the community; build life skills
and confidence in Club members and our GCU student mentors; and evaluate the impact of the Club
to understand how interventions make a difference.
The Caledonian Club works in five communities in Glasgow. Currently, about 75% of activity is
focussed on engagement with pre‐school aged children in nursery, through P1 at primary school to
S3 at secondary school. We continue this work into S4‐S6 because we believe continuity is vital to
sustaining aspirations. The focus on early years is in line with the Chief Medical Officer’s
recommendation to the Scottish Government to invest in early years and education to improve
health and wellbeing. Furthermore, as the Caledonian Club engages with families as well as young
people, it promotes more support at home to take up new learning opportunities. Activities at
nursery and primary school are focused on topics linked to the Curriculum of Excellence and are
tailored to individual schools. The Club does not solely focus on progression to higher education but
is concerned with promoting positive post‐school destinations for all pupils and in particular lifelong
learning. Subject shadowing in S6, alongside mentoring for pupils applying to GCU, helps with
recruitment of the MD20% group and with future retention of that group when they are studying in
GCU. Membership of the Caledonian Club stands at 5,300 pupil members and almost 2,000 parent
members. Over 250 GCU students have worked as mentors in the Club, and we have implemented
mechanisms for students to gain academic credit for this work.
We have established a longitudinal research programme, tracking the journey of our young people
through the Caledonian Club to 2030; evaluating numeracy, literacy and communication skills as well
as levels of self‐confidence and self‐esteem. Although the numbers are small at the current time, our
intermediate indicators suggest not only are young people more likely to go on to higher education
having been in the Club, they are more likely to stay on their course. In 2010, the Club was
recognised as a national example of best practice, winning the Times Higher Education UK Widening
Participation Initiative of the Year and the Herald Scottish Education Initiative of the Year.
We have allocated 7% of our SFC regional coherence funding to the Caledonian Club in 2012‐13, and
we have successfully achieved additional income from philanthropic sources for the work of the
Club. Early indications are that this initiative, at the scale we are offering, adds value to our widening
access agenda.
3.4 Working with Scotland’s Colleges
Many of our students do not follow what would be considered a traditional university pathway. At
GCU, 20% of our undergraduate entrants come from Scotland’s colleges and we welcome the
opportunities for new ways of working with local colleges arising from the reform of the college
sector.
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3.4.1 Articulation
We fully support articulation from college to university with Higher National (HN) qualifications as an
important progression route for learners and we are pleased to host the Greater Glasgow
Articulation Partnership (GGAP). Through the work of GGAP we have identified that the key to
successful articulation is building partnerships and collaborative approaches to addressing effective
curriculum alignment and harmonisation, student transition and progression support.
In June 2011, GGAP agreed an Outcome Agreement with the SFC, and the targets contained within
that Agreement stand for 2012‐13. The Agreement focussed on consolidation of the considerable
work already undertaken on the GGAP infrastructure; institutional policy and processes of
articulation; strengthened and new articulation routes and delivery models. The agreement set out a
target for articulation over the period 2011‐13 of 1,200 students. Whilst the University did not quite
meet the target of 550 students in 2011‐12, there was a 16% increase on 2010‐11 articulation and
we expect to increase further for 2012‐13. We will report on progress following the conclusion of the
2012‐13 recruitment and admissions cycle.
We remain strongly committed to articulation as route for entry to university study. In 2012‐13, we
will focus on the activities set out in the GGAP Outcome Agreement and we will continue to work
with colleges, national articulation hub partners and the SFC to promote articulation. We would
welcome a focus on articulation by qualification and SCQF level in order to fully capture articulation.
Looking to 2013‐14, we aim to increase articulating numbers to 670 students entering with full
articulating status, and we will seek to achieve this target through our new strategic partnership
arrangements, increases in the number of guaranteed places agreed with college partners, portfolio
review, and enhanced recruitment and admissions activities focussed on articulating students.
3.4.2 Strategic Partnership with City of Glasgow College
During 2011‐12, GCU and City of Glasgow College (CGC) signed a Memorandum of Understanding to
establish a new strategic partnership to strengthen and expand their collaborative activities.
Objectives of the GCU‐CGC Strategic Partnership Agreement:
i. Establish an institutional agreement on guaranteed articulation places
ii. Monitor the recruitment and performance of CGC students articulating to GCU
iii. Develop a student transition strategy
iv. Establish mechanisms to discuss planned changes to the curriculum
v. Review arrangements for academic provision delivered by CGC for GCU
vi. Develop an Associate Student Scheme for articulating students
vii. Identify mutually beneficial staff development requirements
viii. Explore opportunities for international collaboration
ix. Consider the opportunities for shared services
7
In 2012‐13, we will begin implementation of the Strategic Partnership Agreement, and we will
engage with the other key college groupings in the emerging regional college landscape in Glasgow
to explore the development of similar strategic partnerships.
3.5 Advanced entry to university
The promotion of advanced entry and flexible learner journeys is of key importance to GCU, and will
be embedded in our new Learning and Teaching Strategy and our refreshed Admissions Policy. We
believe strongly too in the role of universities in meeting the needs of adult learners, and to that end
the importance of effective systems for recognition of prior learning to help adult and part‐time
learners to access higher education. This is part of GCU’s commitment to enable students to enter a
programme at a level appropriate to their prior learning and qualifications.
3.5.1 Advanced entry for young learners
We support the promotion of advanced entry to university with Advanced Higher and Scottish
Baccalaureate qualifications where appropriate. For many of our undergraduate programmes, we
have published the Advanced Higher or equivalent requirements for direct entry to Level 2. We note
however that many schools do not offer these qualifications, and that many learners, particularly
those in schools which have low progression to university study, cannot access these qualifications.
3.5.2 Advanced entry for adult learners
We have successfully promoted access through flexible routes for entry such as the Scottish
Widening Access Partnership (SWAP), admitting almost 120 SWAP students in 2011‐12. We are fully
engaged with the SWAP agenda on widening access, and our Vice‐Principal for Learning and
Teaching is a member of the SWAP West Executive. We aim to maintain the number of SWAP
entrants for 2012‐13 entry at over 100. We note, however, that the majority of our SWAP entrants
seek places in the controlled nursing area, which has seen year on year reductions in intake by the
Scottish Government. Coupled with the broader change agenda in the college sector, it may be
challenging for the University to maintain SWAP student numbers into the future, but we will work
closely with SWAP to ensure that GCU continues to offer places for learners who seek to enter
university through this route.
3.5.3 Recognition of prior learning
We see recognition of prior learning (RPL) as a key tool in the development of higher level skills and
we offer students the opportunity to gain entry to and credit within a programme through RPL. GCU
LEAD is currently directing the development of enhanced processes for RPL in partnership with the
academic schools and is leading sector‐wide developments in this field with QAA Scotland,
Universities Scotland and the SCQF Partnership. To date, capturing comprehensive data on RPL has
been challenging, but we are working on recording all learners with RPL in our student record
system so that we can more effectively monitor and evaluate our progress in this area.
8
3.5.4 CPD
We also recognise the importance of continued professional development (CPD). To this end, we
offer the opportunity to top up an HND to a degree within a highly flexible framework of part‐time,
work‐based learning through our Scottish Centre for Work Based Learning and a wide range of
courses and specialist training, including professional accreditation. The Scottish Centre for Work
Based Learning works with organisations to develop bespoke programmes of study which relates
directly the goals and needs of the workplace and supports our development of Business Academies.
3.6 Students from care backgrounds
Our commitment to offering an inclusive University environment is further demonstrated through
our work with Buttle UK to support applicants and students who are or were looked after. We have
been signatories of Buttle UK since 2008 and have been commended by the Trust for our work in
supporting students from care backgrounds. Our commitment to looked‐after children and young
people and care leavers encompasses outreach and guidance activities, support through the
application process, and structured support by the institution including financial support and
assistance with accommodation.
In 2010‐11, we offered places to 26 care leavers and 15 enrolled with us. This represented an
increase on 2009‐10, when we offered 24 places and 13 care leavers enrolled. We will continue to
monitor the number of care leavers at GCU, recognising, like other universities, that data on care
leavers is based on self‐reporting from learners who may or may not wish to declare their status.
4. Retention
GCU is committed to delivering access and excellence and improving our quality indicators on
progression, retention and completion for all of our students. This commitment is reflected in our
University Strategy and will underpin our new Learning and Teaching Strategy and the business of
our Academic Policy Committee and Senate.
The overall retention rate of our Scottish undergraduate entrants in 2009‐10 was 88%. This was
higher than the modern university average of 83% and in line with the sector average of 88%. The
retention rate of our MD20% entrants was 86%, outperforming both the modern university average
of 80% and the sector average of 83%. We believe our key achievement in terms of retention has
been to maintain a relatively small gap in terms of performance of students from the most
disadvantaged backgrounds compared to overall performance. This is within a context where,
following the recent publication an internal research project on work and study, we are aware that
up to 90% of our full‐time undergraduates undertake paid work during their time as students, and
up to 20% are working more than 15 hours per week.
9
Source: SFC
We recognise, however, that retention rates can fluctuate from year to year, and that institutions
face an ongoing challenge in terms of closing the gaps in performance between different cohorts of
students, including those from for MD20% backgrounds, male and mature students, students from
ethnic minorities and student with disabilities. We aim to stabilise and improve overall retention
towards 90% by 2015, and improve performance of students from MD20%.
Improving student retention has long been a priority for the University. We formally report on
progression and retention through the Academic Policy Committee, and our Academic Schools
prepare action plans on progression as part of their annual programme analysis. Enhancing
structural support for progression and retention was a key factor in our restructuring process. We
established a new learning enhancement and academic development centre, GCU LEAD, which
brought together a number of strands of learning and teaching activity with a focus on improving
progression and retention. Its primary goal is to lead and support academic development and
enhanced, innovative approaches to learning, teaching and assessment to promote participation,
progression and retention. We also invested in dedicated Learning Development Centres within each
of the Schools to focus on subject‐specific student support to improve progression and retention.
In 2012‐13, we will develop our new Learning and Teaching Strategy which will have a clear focus on
actions to improve progression, retention and completion. Other activities we will undertake in
2012‐13 include the implementation of a new transition support roadmap which focuses on a long,
thin model of induction; development and implementation of a new policy for academic advising;
and reviewing assessment regulations, focussing primarily on progression and retention issues, to
bring forward proposals for consideration by Academic Policy Committee and Senate. Our Centre for
Research in Lifelong Learning will continue to undertake important research on issues relevant to
student progression and retention to policies and initiatives across the University.
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
95.0%
100.0%
Glasgow CaledonianUniversity
Modern Sector
Figure 2: Retention 2009‐10
Retention rate MD20 Retention rate
10
5. EqualityandDiversity
5.1 GCU’s approach to equality and diversity
The University is committed to providing a culture and environment which is inclusive of all sections
of society and responsive to the needs of individuals. We firmly believe that staff, students and other
stakeholders should be free from any form of unlawful discrimination, enabling them to participate
fully in all aspects of University life and make a valuable contribution to the success of the institution
and the communities of which they are part.
In line with the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012, we consider our key
equality outcomes as follows:
Eliminate unlawful discrimination, harassment and victimisation and other conduct that is
prohibited by the Equality Act 2010:
Advance equality of opportunity between people who share a relevant protected characteristic and those who do not:
Foster good relations between people who share a protected characteristic and those who do not.
Equality and diversity are embedded in our University values and principles. Our Equality and
Diversity Committee is the formal mechanism for discussing issues and monitoring data, and we
have in place a system of senior level Equality Champions who seek to provide visible leadership on
specific strands of equality and diversity, influence behavioural and cultural change, and encourage
good practice across the University.
5.1.1 Equality Champions
The Equality Champions enable equality and diversity to have a presence at a senior level, and also
facilitate effective actions through the chairing of specific working groups, which have resulted in
specific outcomes for example the Disability Equality Champion and Disability Working Group
oversaw the implementation of the University’s Disability Equality Scheme; the Gender Equality
Champion and Gender Working Group informed the action plan for gender equality and lay the
foundations for participation in the Equality Challenge Unit’s Gender Equality project and
subsequently for our Athena SWAN application; and the Sexual Orientation Champion and Sexual
Orientation Working Group gave a focus to a series of cultural events that helped raise staff and
student awareness of LGBT issues and homophobia.
5.1.2 Mainstreaming equality and diversity
We have developed a new mainstreaming approach to equality and diversity to support us in
meeting our obligations under the public sector equality duty of the Equality Act (2010). The
principle behind this new approach is to ensure that equality and diversity are included in the
implementation of core business activities across the University and in the development of new
strategies and activities. This means that equality and diversity will feature in each University
11
Strategy, there will be active engagement with strategy and policy leads responsible for each of the
areas under the University Strategy. We believe that the key to mainstreaming is engagement and
ownership by senior managers. Planning for mainstreaming started in April 2012 with the Executive
Board participating in a mainstreaming equality and diversity planning session, and the
implementation plan is being developed for approval in academic year 2012‐13. Implementation will
begin by April 2013 in line with Equality Act 2010 public sector equality duty requirements. The
Equality and Diversity Committee will oversee development and implementation and the Executive
Board and University Court will receive regular reports on progress.
5.1.3 Core principles
As part of the implementation of our new People Strategy, we are establishing a set of core
principles and expected standards of behaviour for all students, staff and stakeholders at GCU which
will emphasise our commitment to equality and diversity and the importance of dignity, respect and
fairness in our University community.
5.2 Promoting equality and diversity in the student body
The University promotes access, flexibility and cultural diversity in its recruitment and outreach
activities and its student support services are underpinned by our values of equality and diversity.
We offer student mentoring, support for disabled students, a multi‐faith centre and faith and belief
services, as well as professional counselling accessible through our Positive Living team.
Our student profile shows that we are ahead of the sector in terms of diversity in some key areas,
for example in 2010‐11 9% of our home undergraduate students were from black and ethnic
minority backgrounds compared to a Scottish average of 7% (HESA, 2012). In the following sections
we have highlighted some of the activities which we are undertaking to further promote in two
areas, namely gender and disability.
5.2.1 Male students
We recognise that increasing male participation at university is a long‐term objective of the Scottish
Government. At GCU, our subject profile is such that we attract more female than male students,
particularly in areas such as nursing and allied health professions. Since its establishment, the
Caledonian Club has been successful in we encouraging male participation in the Club, demonstrated
by the fact that in 2011‐12 44% of entrants were male compared to 33% in 2008‐09. In 2012‐13, we
will undertake analysis of the key issues and set recommendations to inform the establishment of
joint initiatives with our school and college partners to address issues such as attainment and
aspirations of male learners and increase applications from male learners in the longer‐term. This
work will be taken forward by GCU LEAD in the first phase, to be implemented through the Schools
and Colleges Engagement and Transition Team and our new strategic partnership with the City of
Glasgow College.
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5.2.2 Students with disabilities
In 2010‐11, 7% of GCU’s students declared a disability compared to the Scottish average of 8%
(HESA, 2012). Our Disability Service provides advice, information and services to disabled students
and applicants with long term medical conditions, sensory impairment, mental health difficulties,
physical disability, and specific learning disabilities.
We have recently enhanced the services and facilities we provide for disabled students through a
number of activities and actions, including:
Support for incoming disabled students through the provision of pre‐entry study skills
workshops;
Support for students on the autism spectrum through a Summer Transition Programme and
a Student Mentoring (Autism) scheme;
Investment in the upgrading of our pool of equipment available to loan to disabled students;
Development of procedures and facilities within the library for securing or creating
accessible reading materials for visually impaired students and investment in our library
study room for visually impaired readers.
In 2012‐13, we will engage in activities to further enhance services for disabled students including
the provision of access to assistive software across campus and training in its use for all students and
staff regardless of whether they have disclosed disability, and a project with one of our Academic
Schools to pilot provision of in‐house live transcription of webinars as an affordable alternative to
external specialist provision, which might offer broader access to text support for students on many
programmes who are keen to harness multimedia approaches to teaching. Furthermore, we are
participating in the NUS Think Positive project, which seeks to engage students in activities to
improve their mental health, through a coordinated institution wide approach to mental health
promotion, and staff training.
5.3 Staff views
The University undertook a staff survey in November 2011, following a period of significant
restructuring across the institution. Some key outcomes in relation to equality and diversity were
identified by Capita, the external organisation that administered the staff survey, which show that
staff have positive views and experiences of equality and diversity at GCU.
Staff views on how the University respects equally people with different characteristics:
sexual orientation ‐ 96% agreed
disability ‐ 95% agreed
gender ‐ 92% agreed
religion ‐ 97%
age ‐ 89% agreed
ethnicity/nationality ‐ 95% agreed
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5.3 Supporting gender equality in policies and in practice
GCU has a strong track‐record on gender equality, and our success in this area is demonstrated
through HESA statistics which show that the University out‐performs the Scottish and UK sector in
terms of the total percentage of females in academic and non‐academic roles, and in key
professorial and managerial roles. Following our last academic promotions round, our review of
professorial salary data shows that salary levels of female professors are on a par with those of male
professors with a variance of only a few hundred pounds.
Managers Academic professionals
Female Male Female Male
GCU 60% 40% 53% 47%
Scottish average 53% 47% 42% 58%
UK average 52% 48% 44% 56%
Staff headcount 2010‐11 (HESA)
5.3.1 REF
Our preparations for the 2014 REF are progressing under the leadership of the Vice‐Principal
(Research) and Research Committee. Whilst our approach to the submission is selective to align with
our areas of strength, equality and diversity forma key focus of our REF strategy and is enshrined in
our Code of Practice.
5.3.2 Athena SWAN
The University is a signatory to the Athena SWAN Charter and, as such, we have made a
commitment to tackle unequal representation of women in science, engineering and technology,
and to take a proactive approach to ensuring organisational culture, policies and practices support
gender equality. We will continue to strive for Athena SWAN Bronze level and will actively
implement actions with a view to submitting an application in April 2013. These actions include
expanding the self‐assessment group; enhancing engagement with Executive Deans and Heads of
Department in SET areas; improving collection and analysis of data; and demonstrating the positive
impact of policies on gender equality. We will participate in Athena SWAN Scottish Regional Network
to share experiences and best practice with other universities.
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6. KnowledgeExchange
6.1 Research and knowledge exchange at GCU
The 2008 Research Assessment Exercise (RAE) ranked our research in allied health in the top 10
universities in the UK, with our work in rehabilitation sciences ranked top in the UK. Our research in
construction and the built environment was rated best in Scotland and in the top 20 in the UK.
As part of our drive to build on our strengths for REF 2014 and to ensure we are well placed to
respond to a range of knowledge exchange opportunities including collaborative R&D funding,
contract research and commercial consultancy projects, the University has invested strategically in
three cross‐disciplinary Research Institutes: Institute for Applied Health Research, Institute for
Society and Social Justice Research, Institute of Sustainable Engineering and Technology. The
Institutes bring together the research excellence of individuals and groups across the University to
consolidate our success in attracting major grants, further develop collaborations, and work with
end‐users in the public and private sectors. The Institutes work in areas of increasing importance to
Scotland such as ageing and the management of long‐term health conditions, carbon management
and sustainability, inequalities in health, poverty, and violence.
Examples of cross‐disciplinary projects include:
Researchers from the Institutes for Applied Health Research and Society and Social Justice
are involved in a £1.5M MRC project on promoting physical independence by involving users
in rehabilitation through dynamic visualisations of movement data.
GCU is leading a €5.3M project, A‐Footprint, to develop novel orthoses for patients with
lower limb disorders. This FP7 project, a collaboration of 12 partners across seven EU
Member states, is led by the Institute of Applied Health Research and involves expertise
from colleagues in engineering.
Researchers from our eMotion Laboratory secured funding from the Scottish Centre for
Telehealth and Telecare, (part of NHS 24), for an assistive technology project on supporting
young carers. The project also involves social work colleagues from the Institute of Applied
Health Research who have introduced both Carers Scotland and Princess Royal Trust for
Carers into the project team.
In 2012‐13, the University will develop a new Research and Knowledge Exchange Strategy, which will
set out our ambitious plans to grow activity and income as we strive to enhance our research and
knowledge exchange, delivering for business, the public and voluntary sectors in Scotland and
internationally.
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6.2 Support for knowledge exchange activity
Research, Innovation and Enterprise services co‐ordinate our knowledge exchange activity through
professional staff who support the academic interface with external partners and clients. Each of our
academic Schools has a dedicated Associate Dean for Research and for Business Development, who
works closely with central services to ensure common and effective knowledge exchange policies
and delivery mechanisms, and to explore multi‐disciplinary collaboration across the institution.
There is a substantial body of evidence, most recently the Wilson Review of Business‐University
Collaboration, which suggests that the university sector should work towards a better understanding
of the needs of business so that more meaningful strategic relationships may be developed. GCU
wholly subscribes to this model, and through our engagement with businesses we seek to ensure
that our expertise is a close fit to their needs and that we have the capacity to meet their timescales.
This diligence is designed to lead to more meaningful engagement with business and to develop
sustained relationships rather than isolated projects.
GCU offers staff development opportunities in knowledge exchange and community engagement,
which are key areas in our academic promotions criteria.
6.3 More effective exploitation of research
Delivering for business and the public and voluntary sectors is a GCU strategic goal and we are
committed to applying our research, knowledge and expertise to promote innovation and growth.
GCU has a five‐year research and development collaboration agreement with FMC Technologies.
Currently, we have two active KTPs and two PhD studentships under this collaboration with two
further PhD studentships agreed and a number of additional projects under discussion. We deliver
R&D contract research services to Doble Engineering, a multinational company delivering solutions
for the power industry. This partnership, which has been ongoing for over four years, has been
responsible for launching new diagnostic test systems on the global market. We are currently in the
final stages of agreeing a new three‐year framework collaboration with Doble, similar to FMC
Technologies.
During 2011‐12, we worked to prioritise our patent portfolio in terms of exploitation and knowledge
transfer. As part of the portfolio review, and working with partners such as Scottish Development
International and Scottish Enterprise, we have engaged with a number of companies and are now
involved in a range of licence and co‐development discussions about our patented technologies.
These potential partners include Huawei, Siemens, Microscale Sensors, EA Technology and Babcock.
In 2012‐13, we will continue to develop our diverse portfolio of partners and stakeholders across the
range of knowledge exchange mechanisms, including contract research, consultancy, spin‐out
company formation, IP licensing, bespoke education programmes and CPD.
6.3.1 Engagement with university‐technology.com
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We are represented on the Steering Group of university‐technology.com and participate fully in the
various activities to profile university intellectual property. We are also exploring suitable
technologies and expertise which can be profiled on the recently launched ‘Easy Access’ section of
the university‐technology.com site. Following an IP audit during 2011‐12, we have five patent
families registered on university‐technology.com and we are engaged in negotiations with a range of
potential industry partners to further develop the IP and to explore commercial exploitation. In
addition to being an active member of the sector‐level Research and Commercialisation Group
(RCDG), we have recently appointed a dedicated Contracts Officer who is now engaged on the
Contracts’ Group which has responsibility for developing a suite of harmonised agreements to be
adopted across the sector.
6.3.2 SFC Innovation Centres
GCU took an active part in the SFC call for Innovation Centres, being a formal partner in five bids in
the areas of sensors and imaging, construction, tourism, software intensive systems, and financial
services. We were associate partners in three further bids in digital health and care, oil and gas, and
food and drink. GCU will be part of two Innovation Centre proposals which have been invited
through to Stage 2, namely Digital Health and Care and Sensors and Imaging Systems. Digital Health
and Care is a Scottish Informatics and Computer Science Alliance (SICSA) proposal, led by the
University of Edinburgh. GCU is represented on both SICSA and this bid by research staff from our
Department of Communications and Creative Technologies, who will work closely with academics
from our School of Health and Life Sciences to ensure we presents relevant multidisciplinary
expertise. A leading researcher in the School of Engineering and the Built Environment is part of the
team which has responsibility for the Stage 2 submission of the Sensors and Imaging Systems
Innovation Centre.
6.3.3 Single Knowledge Exchange Arrangements
We are committed to engaging with the development of Single Knowledge Exchange arrangements.
We will participate fully in the consultation process and sector‐wide discussions on the matter, with
a view to ensuring a successful outcome for the higher education sector and business and industry
stakeholders.
6.4 Improving KE activity from the research pools
We believe that the research pools and sector‐wide collaborations have a key role to play in
translating research activity for economic benefit for Scotland.
GCU is a member of the Glasgow Research Pool in Engineering (GRPE) and is represented on the
Management Committee. We have successfully secured funding to support multidisciplinary
research activity across our Institutes of Engineering and Sustainable Technologies and Applied
Health Research. GCU is a partner in SICSA and is actively involved in a wide range of events,
workshops and conferences, a number of which have been held on the our campus. GCU has
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recently been invited to be a partner in the Scottish Imaging Network: A Platform for Scientific
Excellence (SINAPSE). We are also members of the Scottish Institute for Policing Research and the
Scottish Centre for Crime and Justice Research.
6.5 Contributing to key economic sectors
Our research and knowledge exchange contributes to the Scottish Government key economic
sectors. Some examples of our activities in these sectors are set out below.
Energy:
Our research emphasis lies in various areas of sustainable engineering and technology which
underpin vital areas of infrastructure and component technologies for energy. This is demonstrated
by world‐leading expertise in condition monitoring and instrumentation as well as energy efficient
materials and construction technologies. We enjoy considerable support from a variety of leading
industry partners includes ClydeUnion Pumps, Howden, Thales, FMC Technologies, Doble, BAM,
Glasgow Housing Association, Kelpie Architects and Strathclyde Fire and Rescue. Partnerships
incorporate research and technology framework agreements, consultancy, and bespoke educational
programmes. Our major R&D collaboration with FMC Technologies encompasses two KTPs, four PhD
and a number of postgraduate projects and internships as part of a five‐year strategic partnership.
Food and Drink:
We are part of the SFC‐funded Scottish Universities Industry Innovation Network for Food and Drink,
which works to meet the research and innovation needs of Scottish food and drink companies. Our
recognised expertise in microbiology, safety, chemistry and structure of food is regularly called on by
private and public sector organisations. We are the only university in the UK to have a UK
Accreditation Service (UKAS) accredited laboratory, with specialist equipment and instrumentation
which allows for the rapid detection and classification of bacteria relevant to food safety.
Life Sciences:
Our academics and researchers in health and life sciences contribute significantly to our KTP
portfolio. We have facilitated the formation of life sciences spinout companies including Biopta and
Glycologic Limited. We engage with a number of global pharmaceutical and health companies in the
provision of contract research and also run accredited short courses to meet the needs of the NHS,
public and private organisations, and professional bodies.
Tourism:
GCU’s Moffat Centre for Travel and Tourism Development undertakes consultancy and research in
tourism, hospitality, events and travel. It has a strong reputation for practical and measurable
solutions which can increase visitor numbers, generate business, build capacity and drive
profitability. The Centre is called on to provide expert knowledge to the Scottish Government,
VisitScotland, the National Trust for Scotland and Historic Scotland.
Creative Industries:
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We offer academic expertise in creativity and technical development in the industrial and commercial
sectors. We have strengths in multimedia journalism and broadcasting, and develop courses in
partnership with industry leaders. Our innovative MSc in TV Fiction Writing was developed in
collaboration with Shed Warner Media Productions and is supported by the BBC and Scottish Screen,
a partnership which was instrumental in moving the production of BBC’s Waterloo Road to Glasgow.
In fashion and retail, our practical programmes are informed by strong connections with Scottish and
multinational corporate partners and taught in facilities equipped with industry‐standard technology
for fashion and textile design and retail merchandising. Our leading‐edge laboratories allow us to
explore imaginative uses of advanced 3D digital visualisation and interaction technologies, and our
eMotionLab offers both students and business clients the knowledge and expertise needed to
operate in a virtual world, with user‐centred interaction design research.
Finance and Business Management:
The Glasgow School for Business and Society has key strengths and business links in Accountancy,
Finance and Risk, providing our students with regular contact with professional accountants, risk
managers and key players in the banking sector. We work closely with the Chartered Institute of
Insurers, the Institute of Risk Management, the Institute of Operational Risk, and the Chartered
Institute for Securities and Investment, with whom we are a Centre of Excellence.
The University also has research strengths in key areas aligned with the Scottish Government’s low
carbon economy objectives. Our work spans sustainable building technologies, sensor development,
biofuels, environmental technologies, solar and wind energy and through our knowledge exchange
activities we are playing a leading role in supporting business and the public sector to meet their
environmental sustainability commitments.
GCU has taken the initiative in developing the agenda relating to social innovation and social
enterprise in Scotland and has recently been allocated EU funding to take forward its work in this
area. This will enable the establishment of a collaborative Social Enterprise Network to maximise
knowledge exchange with organisations in all sectors across a wide range of GCU’s activity. We have
also launched a new MSc in Social Enterprise in collaboration with the Social Enterprise Academy,
which is the first of its kind in Scotland. We have established student bursaries to widen access to
the programme for people on low incomes working for small third sector organisations that do not
have significant training budgets.
We promote entrepreneurialism in our students and we actively engage with Entrepreneurial‐Spark,
a not‐for‐profit social enterprise that provides free business start‐up space, facilities and mentoring
to entrepreneurs and encourages collaborative and cooperative working.
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6.6 Engagement with SMEs
Meaningful engagement with the Scottish company base is a key part of our overall knowledge
exchange agenda and will be clearly set out in our new Research and Knowledge Exchange Strategy.
We have an established track‐record of engagement with the Scottish SMEs through programmes
such as SEEKIT, Business Transformation Fund, SFC Innovation Vouchers Scheme, Knowledge
Transfer Partnerships, STAR Awards and a number of EU funded projects, and we work closely with
partners such as Interface to assess how our expertise and facilities can be utilised to support
company growth and development.
Our KTP portfolio encompasses a broad range of business sectors including energy, IT, electronics,
product design, environment and construction. Our business‐led approach to knowledge exchange
has enabled us to expand our KTP portfolio. Since 1998, we have had 54 KTPs, generating grant
income of around £6.5million. In 2011‐12 we had seven live KTPs, which represents a reduction on
the previous year but we continue to maintain a strong position in the sector at a time with the KTP
funding environment has become more challenging. We believe our success in the KTP arena has
assisted in developing academic capacity and expertise in knowledge transfer, benefitting both the
University and the Scottish economy.
Since 2008, GCU has been awarded grants from the SFC’s Innovation Voucher Scheme to undertake
47 new collaborative partnerships with Scottish SMEs that had not received funding from any source
previously, a leading position within the sector. In one such partnership, academics from our
Glasgow School for Business and Society worked with Scottish SME NS Design Ltd to measure the
economic value and return on investment from social media within Scottish businesses.
GCU SEEKIT projects such as CIC Start Online and Sustainable Food and Drink have supported a wide
range of SMEs through a diverse portfolio of activities including feasibility studies, educational
events, business audits and access to specialised facilities and equipment. The expertise behind both
of these projects was put forward as part of Innovation Centre bids and we understand that the
Sustainable Construction IC is may proceed to the next stage. We are engaging in discussions about
how best to apply the expertise built up during the Sustainable Food and Drink project within GCU.
We are a partner in a number of Business‐HEI networks such as Interface Food and Drink, where we
host a Business Engagement Executive post, and CeeD, which has a focus on the engineering sector.
Working with partners such as Scotland Europa and Enterprise Europe Scotland, our EU‐Programme
staff engage with SMEs as part of a range of EU funding opportunities.
GCU works with a wide range of business networks, intermediaries and trade bodies who represent
the Scottish SME sector. We take an active part in conferences and trade shows and regularly host
events for SMEs as part of our overall business marketing strategy. We have invested in the
development of business focussed materials which articulate our available expertise and facilities
and demonstrate how our expertise has been translated for the benefit of a range of partners and
clients, relating in particular to SME projects or SME specific expertise. GCU has also established a
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knowledge exchange presence on social media channels as a valuable mechanism to communicate
with business and engage in dialogue with potential partners.
6.7 Business Academies
Through a unique model of Business Academies, we co‐create curricula and deliver bespoke
continuing professional development training for business and the public and voluntary sectors,
incorporating clients’ own strategic objectives for measurable impact.
The CIHE and CBR Universities, Business and Knowledge Exchange Report 2008 noted the increased
importance of ‘relational approaches’ rather than ‘transactions’ in terms of clients preferring to
work with universities that understand their long term strategic imperatives and work co‐operatively
to support those, rather than focusing on dipping in and out through finite consultancy projects or
problem solving. The Business Academy strategy is one which focuses on the development of
university to business accredited programmes built on sustainable, strategic partnerships with
leading organisations across key sectors. The strategy is a direct response to the strong impact of
prolonged recession, a recognition that organisations need to innovate from within, the changing
nature of work and an awareness of the global focus in academic, corporate, government and social
arenas on the importance of human capital to economic growth, productivity, wealth creation and
stability. It is also our belief that this activity fosters broad academic engagement with business and
improves the quality of teaching and learning while creating new opportunities for collaborative,
market driven research.
The strategy plays to the distinctive strengths of GCU through a core focus on work based learning,
reflective practice and ‘by Learning Contract’ academic programme frameworks. We are strongly
aligned with the workforce development agenda, modern apprenticeships (GGAP Articulation) and
operate Recognition of Prior Learning policies for access to our professional development focused
programmes. In practice we work with Chief Executives and Senior Management Teams to identify
knowledge and capacity gaps within their organisations relative to strategic corporate objectives and
individual personal development plans and we generate bespoke academic programmes in response
to talent management needs with a focus on optimisation, retention, and progression.
The award‐winning Howden Academy was designed by GCU and Howden engineers to share their
specialist knowledge and experience with Howden employees from around the world. Our Clyde
Union Academy delivers fully‐accredited qualifications for Clyde Union employees. In 2011, we
launched a new Scottish Ambulance Academy to provide excellence in clinical skills training and
professional development for ambulance staff as the only education establishment in the UK to be
formally endorsed by the College of Paramedics and certified by the Health Professions Council. We
have also recently launched our first international Business Academy with TransFreight Rail in South
Africa, applying Scottish expertise for collaborative solutions for industry, based on our strong track
record of over six years delivering a BSc in Railway Operations Management in partnership with the
Institution of Railway Operators to over 300 working professionals from the UK rail industry.
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For many years we have operated a BA by Learning Contract – a business qualification, targeted
specifically at working professionals who have reached a career ceiling and have no higher education
qualification. This programme has also been adapted to suit Scottish and Southern Energy’s talent
management needs where a substantial number of customer management staff had started work
from school and had not pursued an HE qualification, and we will shortly welcome our sixtieth
student from Scottish and Southern Energy.
In the public sector, in response to the Scottish Government agenda, the introduction of single
outcome agreements and shared services, we developed an MSc Leadership and Management of
the Public Sector in partnership with North and South Lanarkshire Councils. Started in 2008, this has
since been extended to North Ayrshire Council.
In the voluntary sector, we launched the first Scottish work‐based Masters in Citizenship and Human
Rights in collaboration with the Scottish Council for Voluntary Organisations in 2011‐12. Endorsed by
the Equalities and Human Rights Commission, the programme has a multi‐disciplinary focus and is
delivered through a blended learning model and a work based learning framework.
7. PatternsofProvision
7.1 Overview of our portfolio
As outlined in Section 2, the University established three new Academic Schools in 2011‐12 following
a restructuring exercise which sought to build on our strengths and ensure our provision is
appropriate and responsive to the needs of learners and the employment market.
Demand for our programmes remains strong, and are moving from being a recruiting university to a
selecting university in our key areas. We successfully maintained our SFC student numbers in 2011‐
12, and did not recruit in clearing. We are committed to maintaining the number of places for
Scottish‐domiciled and EU students in 2012‐13 that were available in 2011‐12, and we have
mechanisms in place to ensure that we achieve this aim.
In 2012‐13, we will develop a new Learning and Teaching Strategy which will focus on our ambitions
to promote excellence in education through embedding in our curricula the development of skills
relevant to employers, broadening work placements opportunities, investing in simulated learning
environments, developing international perspectives for all of our students, and enhancing student
satisfaction.
7.1.1 Postgraduate study
We recognise the importance of postgraduate level skills and qualifications as a key component of
economic growth in Scotland, and we have sought to enhance our professional and postgraduate
offerings and grow student numbers in these areas. In recent years, we have seen a significant
increase in the number of applications for PhDs and our successful Professional Doctorate
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programme. In 2010‐11, GCU had a greater number of postgraduate research students than any
other Scottish modern University and our student satisfaction as measured by the HEA Postgraduate
Research Experience Survey (PRES) is leading in the sector. In 2012‐13, we will review our
postgraduate taught offerings and launch a focussed recruitment strategy, as well as evaluating the
impact of the new Scottish Government funding arrangements for postgraduate taught students.
7.1.2 Employability
We are committed to enhancing the employability and career development of our students ‐ 55% of
our undergraduate programmes offer work placement opportunities; over 40% of our programmes
are professionally accredited; 94% of our graduates are in employment or further study six months
after graduation, an increase of 3% on the previous year; and we are embedding a major initiative
on 21st Century Graduate Attributes which we developed in collaboration with employers and the
professions. We aim to further enhance employment of our graduates, particularly graduate level
employment, and activities to support this goal will form a key element of our new Learning and
Teaching Strategy and Career Development and Employability Strategy.
7.2 Academic strengths and unique provision
7.2.1 School of Health and Life Sciences
The University is one of the largest providers of health‐related graduates to the NHS in Scotland.
Through our focus on inter‐professional education, research informed and practice‐based teaching
we develop high‐levels skills for a wide range of professionals including nurses, radiographers,
physiotherapists, podiatrists, occupational therapists, dieticians, biomedical scientists, social workers
and specialists in operating department practice. We have the only vision sciences department in
Scotland, delivering teaching excellence in optometry, ophthalmic dispensing, and a new degree in
orthoptics, as well as undertaking valuable research in vision sciences and offering community eye
clinics. In partnership with the NHS we deliver CPD for health practitioners and clinical placements
for students, as well as joint appointments with local health boards to ensure best practice with
regard to academic clinicians.
7.2.2 Glasgow School for Business and Society
At GCU, we have integrated provision in the areas of business and society, which enables us to offer
a wide‐range of programmes in broad areas such as business, management or social sciences, or
specialist areas including accountancy, law, banking, investment and risk, international fashion and
retail, marketing, tourism, journalism, criminology, sociology, history and politics. Our programmes
encourage students to combine academic perspectives with practical skills, and we are accredited by
leading professional bodies from the Chartered Management Institute (CMI) to the Chartered
Institute of Personnel and Development (CIPD). Uniquely in Scotland, our BA Multimedia Journalism
is accredited by both the National Council for the Training of Journalists (NCTJ) and the Broadcast
Journalism Training Council (BJTC). Our extensive corporate partnerships with multinational
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companies such as Santander, Morgan Stanley in banking and finance and John Lewis, Marks and
Spencer and House of Fraser in fashion business and retail, ensure that our programmes remain
relevant and connected with the latest business developments.
In 2011‐12, the University became a signatory to the United Nations initiative, the Principles for
Responsible Management Education (PRME), to champion responsible management education,
research and thought leadership globally. The PRME seek to establish a process of continuous
improvement among institutions of management education in order to develop a new generation of
business leaders capable of managing the complex challenges faced by business and society.
7.2.3 School of Engineering and the Built Environment
The University offers a comprehensive suite of programmes in the areas of civil, mechanical,
electronic and environmental engineering, software and computer systems, digital security,
integrated product design, and industry leading courses in construction management, quantity
surveying and property management. We have a reputation for providing relevant courses to suit
the needs of industry and professions. In mechanical and electrical engineering as well as in
construction we have courses which include a large number of part‐time students from industry,
indeed we teach over 75% of Scotland’s part‐time construction and property students. We have
excellent links with professional bodies and develop our programmes in line with their accreditation
standards; these include: the British Computer Society (BCS) and the Institute of Engineering and
Technology (IET), the Institution of Mechanical Engineers (IMechE), the Royal Institution of
Chartered Surveyors (RICS), and the Chartered Institute of Building (CIOB). We are also the first
Scottish University with international accreditation from the Project Management Institute (PMI). 7.3 Portfolio development in 2012‐13
7.3.1 Nursing
We have been fully involved in sector discussions about the future of nursing education as a
strategically important subject for Scotland. We are keen to contribute to the national consideration
of the coherence of nursing provision, and to this end have initiated discussion with University of
Glasgow colleagues to consider options for greater collaboration and integration. In 2012‐13, we will
work on the development of a collaborative plan with the University of Glasgow to take this forward.
We will continue to promote excellence in our nursing teaching, as demonstrated by the outcomes
of the recent annual review of nursing programmes published by the Scottish Government. We will
build on our successful nursing and allied health research collaboration with the University of Stirling
through joint membership of the NMAHP research unit.
7.3.2 Modern languages
Delivered through a long‐standing collaboration with City of Glasgow College and its predecessor
Central College, we offer undergraduate students the opportunity to study modern languages as
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part of their courses. We are reviewing language provision with a view to broadening this offering to
undergraduates from across the University where appropriate. In 2012‐13, we will take forward
partnership working with the Open University in Scotland to seek to provide modern languages to
those studying at postgraduate level and, as part of this work, we will explore other areas of
collaboration in the delivery of specialist provision.
7.3.3 STEM provision
Our Schools of Engineering and Built Environment and Health and Life Sciences both contribute to
Scotland’s stream of STEM students. We recognise that there is a lack of Scottish graduates in STEM
subjects and believe there may be a case for investment to encourage and promote the uptake of
these subjects at school and college level. We are working with college partners to ensure that HN
students are well prepared to articulate to university study in STEM areas, for example by providing
Maths Summer Schools for HN students to progress onto our engineering programmes.
7.3.4 HN provision
As part of our new strategic partnership with City of Glasgow College, and our discussions with the
key colleges in Glasgow, we will undertake a mapping of HN offerings to consider the coherence of
provision in the region and to enhance pathways from college to university to promote articulation.
7.4 SFC capital funding to support our priorities
Over many years, GCU has taken a strategic approach to the investment of its SFC capital funding
allocations to enhance its learning environment and teaching and research infrastructure. We have
seen a significant reduction in capital funding for 2012‐13, and we will ensure that we invest in
maintaining our learning environment in line with SFC guidance and our Estates Strategy.
We are committed to environmental sustainability, as demonstrated by the fact that GCU is the only
university in Scotland to have achieved the Eco‐Campus Silver Award, Fairtrade status, and the
Student Green Impact Award. In 2012‐13, we will continue to implement our sustainability agenda
through major initiatives such as the development of a new combined heat and power energy
centre.
8. Conclusion
The University welcomes the opportunity to engage with the SFC through the development of this
Outcome Agreement for 2012‐13. We will monitor progress in the implementation of the actions set
out in this Outcome Agreement. We will work with the SFC to report on our achievement of
outcomes as well as our contribution to the outcomes for the higher education sector in the priority
areas of widening access; retention; equality and diversity; knowledge exchange; and patterns of
provision.
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Appendix1‐StudentEngagement
GCU promotes a consultative approach to working with its students and the Students’ Association,
and places great importance on good communication with students and learning from student
feedback. The Student President contributed formally to our 2012‐13 Outcome Agreement as a
member of the working group established to develop the Outcome Agreement, and this document
was shared with the Students’ Association in advance of submission.
The Student President has been a full member of Court and of key Court Committees since the
establishment of the University. The Student President is also a full member of Senate and Academic
Policy Committee, alongside an additional student representative on these committees. The
University Executive works in partnership with the Students’ Association through the University and
Student Liaison Group, and the Principal holds informal ‘drop‐in’ sessions for students each
Trimester. At Academic School level, there is a long‐standing commitment to involving students in
decision making process and a system of effective student representation is considered core to
delivering on this commitment.
The issues highlighted in this Outcome Agreement, including widening access, improving retention,
and enhancing equality and diversity, are key priorities for GCU. They are considered on a regular
basis through our Committee structure as well as within the Schools, and as such are subject to
consultation and discussion with students. Other examples of where the University and its students
have worked together to improve the student experience include enhancing accessibility to learning
resources and sports facilities and promotion of environmental sustainability and fair‐trade.
Statement from Carla Fyfe, GCU Student President
The Students’ Association has been fully informed of the 2012‐13 Outcome Agreement and we
continue to be at the front and centre of the debate, ensuring GCU continues to prioritise the issues
that matter most to the student experience. At the Students’ Association, our mission and values are
promoted by effectively representing our members. Student involvement in Senate, committees and
the Student Voice, ensures a high level of student engagement within the decision making process
whilst enhancing equality and diversity.
We welcome and fully support the objectives for widening access and the measures in place to
secure improved retention. The Students’ Association plans to take account of these within our
Community Engagement Framework which has the following values: diversity, community,
participation, fun, support and leadership. Our objectives are to encourage students to become
actively involved on campus and in the local community which enhance our members’ learning
experience. The student engagement framework already in place at GCU encourages key issues to
be identified and we are looking forward to working closely with the University to achieve these
outcomes.
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Appendix2–OutcomesandActions
WideningAccess
Key outcome: maintain the proportion of Scottish‐domiciled undergraduate students from MD20%
and MD40% entering the University in 2012‐13 and 2013‐14 at over 20% and 40% respectively.
These targets are as stated in our Regional Coherence Outcome Agreement. The articulation target
of 650 articulating entrants contained within the GGAP Outcome Agreement applies for 2012‐13.
Actions and activities in 2012‐13
Strategic
Develop a new Learning and Teaching Strategy, which is underpinned by our commitment to
widening access.
Develop a new Recruitment Strategy, which will set out clear actions in terms of recruitment
activities with local schools and colleges to support widening access.
Refresh our Admissions Policy and develop a contextualised admissions framework which is
underpinned by our widening access agenda.
Working with schools, colleges and local communities
Implement a programme of work for our newly established Schools and Colleges Engagement and
Transitions Team.
Establish a working group to examine the full implications of Curriculum for Excellence for
admissions criteria, curriculum, pedagogy and the student experience.
Continue to engage with FOCUS West to encourage increased applications and admissions from
SHEP schools, and monitor student numbers.
Deepen the work of the Caledonian Club within the five communities it serves, and continue
evaluation study to assess the impact.
Continue the activities set out in the GGAP Outcome Agreement to promote articulation.
Seek to increase articulating numbers to 670 students entering with full articulating status in 2013‐
14, through new strategic partnership arrangements, increases in the number of guaranteed places
agreed with college partners, portfolio review, and enhanced recruitment and admissions activities
focussed on articulating students.
Begin implementation of the Strategic Partnership Agreement with City of Glasgow College.
Engage with the other key college groupings in the emerging regional college landscape in Glasgow
to explore the development of strategic partnerships.
Continue to engage with SWAP to maintain the number of SWAP entrants at over 100, and monitor
student numbers.
Develop enhanced processes for RPL and seek to ensure learners with RPL are recorded in our
student record system so that we can more effectively monitor and evaluate progress in this area.
Continue to work with Buttle UK to support applicants and students who are or were looked after,
and monitor student numbers.
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Retention
Key outcome: stabilise and improve overall retention towards 90% by 2015, and improve
performance of students from MD20%.
The retention targets contained within our Regional Coherence Outcome Agreement continue to
apply, and the actions and activities below seek to achieve the stated in relation to improved
relation of MD20% students and articulation compared to all Scottish domiciled undergraduate
students, as well as contributing to improvement of our overall completion rate as measured by the
HESA Performance Indicators.
Actions and activities in 2012‐13
Strategic
Enshrine the aim to improve our quality indicators on progression, retention and completion for all
of our students in our new Learning and Teaching Strategy.
Structure
Embed our new structures for student support, learning enhancement and academic development,
both centrally and within the Academic Schools.
Process and policies
Implement a new transition support roadmap which focuses on a long, thin model of induction.
Develop and implement a new policy for academic advising.
Continue to report on progression and retention, including that of MD20% and articulating
students, to our Academic Schools and Executive, and formally through the Academic Policy
Committee.
Review our method of annual programme analysis including reports on programme progression
and retention.
Review assessment regulations, focussing primarily on progression and retention issues, and bring
forward proposals for consideration by Academic Policy Committee and Senate.
Continue to undertake research on issues relevant to progression and retention through the Centre
for Research in Lifelong Learning.
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EqualityandDiversity
Key outcome: in line with the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012, our
equality outcomes include eliminating unlawful discrimination; advancing equality of opportunity;
and fostering good relations between people who share a protected characteristic and those who do
not.
Actions and activities in 2012‐13
Strategic
Ensure that equality and diversity are embedded in the implementation of the University Strategy
and the development of new strategies.
Establish a set of core principles and expected standards of behaviour as part of the
implementation of our new People Strategy, which will emphasise our commitment to equality and
diversity and the importance of dignity, respect and fairness in our University community.
Compliance
Develop an implementation plan for mainstreaming equality and diversity for approval in 2012‐13,
with implementation to begin by April 2013 as required by Equality Act 2010 public sector equality
duty requirements.
Process and policies
Continue to promote equality and diversity as core values of the University, and build on positive
outcomes from our staff survey in relation to the protected groups.
Continue to collect and monitor student and staff data on equality and diversity.
Support our Equality and Diversity Committee as the formal mechanism for overseeing our public
sector equality duties, as well as monitoring data and discussing key issues.
Support our Equality Champions system and related equality working groups.
Undertake analysis of the issues relating to aspirations of male learners and set recommendations
to inform the establishment of joint initiatives with our school and college partners.
Further enhance services for disabled students including the provision of access to assistive
software; implement a pilot of provision of in‐house live transcription of webinars to facilitate
access to text support for disabled students; and participate in the NUS Think Positive project to
engage students in activities to improve their mental health.
Implement actions with a view to submitting an application for Athena SWAN Bronze Status in
April 2013, including expanding the self‐assessment group; enhancing engagement with leaders in
SET areas; improving collection and analysis of data; and demonstrating the positive impact of
policies on gender equality. Participate in Athena SWAN Scottish Regional Network.
29
KnowledgeExchange
Key outcome: improved university‐industry collaboration and more effective exploitation of
research.
Actions and activities in 2012‐13
Strategic
Develop a new Research and Knowledge Exchange Strategy.
Continue to invest in our Research Institutes in order to build on our strengths for REF 2014 and to
ensure we are well placed to respond to a range of knowledge exchange opportunities including
collaborative R&D funding, contract research and commercial consultancy projects.
Through our Business Academies, deliver high quality bespoke continuing professional
development training, co‐created with business and the public and voluntary sectors, and build on
the success of this model to explore new opportunities.
Process and activities
Further deliver on our research and development collaboration agreement with FMC Technologies,
and agree a new three‐year framework collaboration with Doble Engineering.
Continue to engage with university‐technology.com, participating in the activities to profile
university intellectual property and exploring suitable technologies and expertise to be profiled.
Engage with the development of a suite of harmonised contract agreements to be adopted across
the sector.
Fully participate in the Innovation Centre proposals which have been invited through to Stage 2.
Participate in the consultation on the development of Single Knowledge Exchange arrangements,
with a view to ensuring a successful outcome for the higher education sector and business and
industry stakeholders.
Continue to engage with the research pools and sector collaborations of which we are a member.
Continue to lead in the development of the agenda relating to social innovation and social
enterprise in Scotland.
Promote entrepreneurialism in our students through, for example, enhanced engagement with
Entrepreneurial‐Spark.
Support and deliver for Scottish SMEs through programmes such as Business Transformation Fund,
SFC Innovation Vouchers Scheme, Knowledge Transfer Partnerships, STAR Awards and EU funded
projects
Continue to work closely with Interface to enhance engagement with business, as well working
with Scotland Europa and Enterprise Europe Scotland to engage with SMEs to secure EU funding
opportunities.
30
PatternsofProvision
Key outcome: contribute to a more coherent pattern of provision in the higher education sector in
Scotland.
Actions and activities in 2012‐13
Strategic
Promote access and excellence in education through our new Learning and Teaching Strategy.
Strategic actions for 2012‐13 include embedding in our curricula the development of skills relevant
to employers; broadening work placements opportunities; investing in simulated learning
environments; developing international perspectives for all of our students; and enhancing student
satisfaction.
Key actions to develop our portfolio
Maintain the number of places for Scottish‐domiciled and EU students in 2012‐13 that were
available in 2011‐12.
Review our postgraduate taught offerings and launch a focussed recruitment strategy, as well as
evaluating the impact of the new Scottish Government funding arrangements for postgraduate
taught students.
Further enhance employment of our graduates, particularly graduate level employment, through
key activities set out in our new Learning and Teaching Strategy and Career Development and
Employability Strategy.
Embed our 21st Century Graduate Attributes which were developed in collaboration with
employers and the professions.
Continue to contribute to the national consideration of the coherence of nursing provision, and
engage in the development of a collaborative plan with the University of Glasgow to consider
options for greater collaboration and integration.
Build on our successful nursing and allied health research collaboration with the University of
Stirling through joint membership of the NMAHP research unit.
Review provision of modern languages for undergraduates, delivered in collaboration with City of
Glasgow College, with a view to broadening this offering to more undergraduates where
appropriate. Take forward partnership working with the Open University in Scotland to seek to
provide modern languages teaching at postgraduate level and, as part of this work, we will explore
other areas of collaboration in the delivery of specialist provision.
Further enhance our work with college partners to ensure that HN students are well prepared to
articulate to university study in STEM areas.
As part of our strategic partnership with City of Glasgow College and discussions with the key
colleges in Glasgow, undertake a mapping of HN offerings to consider the coherence of provision in
the region and to enhance pathways from college to university to promote articulation.
Strategically invest SFC capital funding allocations to enhance our learning environment and
teaching and research infrastructure in line with SFC guidance and our Estates Strategy.
Continue to deliver on our commitment to environmental sustainability towards the achievement
of our 2015 ambitions on carbon management and platinum Eco‐Campus status.