Scottish Learning and Teaching Strategies Support Group

Academy Scotland - Enhancement and Engagement

24 May 2007

Purpose of SLTS project

Seven Scottish HEIs* working with the Academy:• to develop a framework for monitoring and

evaluating the effectiveness of their strategies for enhancing teaching and learning

• to devise new models for using Subject Centres to support them in engaging front-line staff in enhancement

*Aberdeen, Abertay, Glasgow, Glasgow Caledonian, Paisley, St Andrews and UHI

Framework for monitoring and evaluating effectiveness

• Adapted from HEFCE good practice guide on Embedding learning and teaching strategies (Allan Schofield, HE Consultancy Group)

• Developed in consultation with the seven• Draft self-assessment guide discussed and

amended at residential meeting (16/17 May)• Workshop a chance for other HEIs to comment

on draft guide

Self-assessment guide: purpose

To assist institutions to:• identify and collect the evidence they need to

assess the effectiveness and impact of their enhancement strategies

• review what remains to be done to achieve and embed existing enhancement objectives

• plan how available resources can be most effectively used to sustain existing activities

Self-assessment guide: uses

• Planned as an aid to self-reflection in taking forward enhancement activities

• Not part of the accountability process

• But could help institutions prepare for external review and, duly adapted, help their schools and departments prepare for internal review

Self-assessment guide: format

• Based on a series of prompts – simple, brief and flexible

• For use by those responsible for managing and implementing enhancement activities

• Contains some generic advice about collecting evidence and data needed to make informed judgements about effectiveness and impact

• Prompts in the form of open questions on a number of themes

Self-assessment guide

A. The effectiveness of our strategies for enhancing learning and teaching Most Scottish HEIs have enhancement strategies and some have separate learning and teaching strategies. In addition, some others also have e-learning strategies. This section enables HEIs to reflect upon the effectiveness of their respective current strategies for enhancing learning and teaching, how they have been implemented, the extent to which key elements have been achieved, and what changes are required to meet future challenges.

The effectiveness of our strategies for enhancing learning and teaching

A.1 Looking at our institution's current strategies for enhancing learning and teaching, to what extent have their objectives and key elements been achieved, and what remains to be done?

A.2 Where more than one strategy exists (e.g. separate enhancement and learning and teaching strategies), how are they 'joined up' and have the intended benefits of having separate strategies been achieved?

A.3 What have been the main issues concerning the implementation of our strategies for enhancing learning and teaching throughout the institution? What problems have occurred, and how successful has been the action taken?

The effectiveness of our strategies for enhancing learning and teaching

A.4 Who has been responsible for managing the implementation of our enhancement strategies? How effective has this been, and what are its advantages and drawbacks?

A.5 To what extent are our strategies for enhancing learning and teaching integrated with other institutional strategies: eg, for research, widening participation, and HR? What needs to be done (if anything) to ensure better links?

A.6 What has been the effect – if any – of our strategies for enhancing learning and teaching in encouraging cultural change to support and give more prominence to enhancement?

The effectiveness of our strategies for enhancing learning and teaching

A.7 Is our approach to engaging students in the determination of our enhancement strategy effective, and what changes might we make based on our recent experience?

A.8 How do we assess the impact of our enhancement strategies on actual learning and teaching, and are these satisfactory? Have these included staff and student feedback, and if so what has been its value?

A.9 In what ways has the student experience been improved because of our strategies to enhance learning and teaching, and (where appropriate) has this improvement been consistent across our institution? If not, why not?

The effectiveness of our strategies for enhancing learning and teaching

A.10 What changes to human resource management have occurred (if any) to encourage the achievement of our strategies to enhance learning and teaching: e.g. promotion criteria, creation of new career pathways, staff development, probation, support for part-time staff and those on short term contracts? What else do we still need to do in this area?

What other questions do we need to ask (or what other data do we need to collect) in order to review the effectiveness of our institution's current strategies to enhance learning and teaching?

Self-assessment guide: themes

Other themes are:• Engaging with the Scottish enhancement

themes• Using external resources to enhance learning

and teaching• Enhancing learning and teaching in external

partnerships and collaborative provision• Future learning and teaching enhancement

activities

Self-assessment guide: omissions

Two significant omissions:

• Student engagement – important enough to merit its own section

• Advice about identifying and collecting the evidence of success: what counts?

Annex to be added illustrating kinds of key performance indicators, both qualitative and quantitative

Comments and questions?

• Feed back for consideration with Allan Schofield and report to group for incorporation in final version of guide

• Complete by end of June and publish on Academy website

• Planning follow-up event in a year’s time to discuss uses made of the guide and how to enhance its usefulness as a tool