Strategy Implementation: Learning &Teaching

Future Directions for Higher Education in Wales

Professor Andrea Nolan

Outline

• Case study

–2005 .... where we were

–L&T Strategy (2006 – 2010)

–Making it happen

–Development and Outcomes

• Reflection

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

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

• Scotland’s prosperity –Employability & Skills

–Lifelong learning

–Citizenship

• Scottish Funding Council –Widening access

–Internationalisation

–Articulation

–Employability

Scottish Parliament Building; primeinitiative.co.uk

External Environment

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

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

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

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

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

Making it happen

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

Making it happen

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

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

Staff support and engagement

• Profiling teaching

–Increased senior management attention

–Recognition, reward, promotion

–Teaching Excellence Awards

–NSS

–Funding

–Talent awards (access)

–Facilities development

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

Infrastructure Development

• Review committee structure

• New academic year structure

• Replace ‘CCIMS’

• Investment in IT infrastructure

• Investment in facilities

• Revise processes

• Annual Planning process change

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)

So what happened?

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

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%

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

Glasgow International College (GIC)

• Partnership with Kaplan International Colleges (2007)

–Support

–Timing

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

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

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

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

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

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

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

Celebrate success