Faculty of Arts and Humanities Teaching, Learning and Quality Committee
20.04.15
Enclosure J
PLYMOUTH UNIVERSITY: SCHOOL AND UNIVERSITY
ACTION PLAN TEMPLATE
2015-16
Action Plans are the University process for documenting, monitoring and evaluating the quality of the learning opportunities at University, School, programme
and module levels. They address the maintenance of academic standards, engagement with students regarding the quality of their experiences, and for
assessing progress against the University’s strategic ambitions. Plans should focus on enhancement, highlighting areas of particularly effective practices
which others may wish to note, and document developments that address pedagogical, disciplinary, and (where appropriate) sector/industrial/professional
initiatives, policy and practice. Actions should be mapped into the appropriate Sections, rows 1-7 as in previous years. To enhance transparency the TLSE
criteria are mapped onto this template:
Section
Teaching, Learning & Student Experience Goals (TLSE)
Section
1,
2,3
2,3,4,6
4
Goal 1: High quality programmes and curricula
Goal 2: Inspiring learning opportunities
Goal 3: Flexible learning & digital literacy
Goal 4: Student development
1
2
3
2,3,4
5
6
7
Student Engagement and Feedback (SEF) (including
NSS/SPQ/PTES/PRES results, KIS and DLHE data)
Curriculum Development
Teaching
Assessment and Feedback
Student Learning Experience including personal development,
employability and academic support
Organisation and Management
Learning Resources
Overall Satisfaction
Each Section should include actions against TLSE and SEF. Section 3 for example includes actions addressing “Assessment and Feedback” as per SEF and
“Goal 2: Inspiring Learning Opportunities” as per TLSE. References to the maintenance of academic standards should primarily appear within the Module
and Programme Action Plans for which the School is responsible, but where action is required to address any concerns regarding academic standards, these
should be recorded in School plans. Action plans can include additional Sections which map against other internal (e.g. School and Faculty strategic plans)
and/or external (e.g. government policy, professional accreditation) drivers as appropriate.
School: ……………………………………… Faculty: …………………………………………........ Head of School:……………………………………….
Action Plan Completed by…………………………………………………………………………..
1
Date ………………………………….………..
Faculty of Arts and Humanities Teaching, Learning and Quality Committee
20.04.15
Enclosure J
Sections
1. Progress on initiatives,
enhancement & actions
planned for 2014-15 as
set out in previous Action
Plan
(Please copy from column 3 of the
2014-15 action plan.)
2. Academic standards, progress and impacts of
enhancements, initiatives and actions in 2014-15
(University and School Teaching, Learning and Student Experience
Priorities. Internal and external drivers eg QAA Code, PSRB
engagements, national initiatives, external examiners reports, pass,
progression and attainment statistics, DLHE, student satisfaction
surveys, faculty and School committee minutes. This list of
evidence is not exhaustive)
Section 1.
TLSE Goal 1
SEF - Curriculum
Development
Section 2.
TLSE Goals 2 & 3
SEF -Teaching
Section 3.
TLSE Goals 2 & 3
SEF Assessment
and Feedback
Section 4.
TLSE Goals 2- 4
SEF- Student
Learning Experience
Section 5.
SEF-Organisation
and Management
2
3. Planned initiatives,
enhancements and actions for
2015-2016
(Please include milestones, completion
dates, and name of implementation lead)
Faculty of Arts and Humanities Teaching, Learning and Quality Committee
20.04.15
Enclosure J
Section 6.
TLSE Goal 3
SEF - Learning
Resources
Section 7.
TLSE Goals 1- 4
SEF - Overall
Satisfaction
Section 8:
Other(as specified)
APPENDIX
School Action Plans should also include:
 The list of programmes (UG, PGT, Professional PGR) with student numbers for which the School is responsible. For programmes offered in partnerships, the
partner(s) should be identified and the date when the partnership agreement is due for renewal.
 A list of programmes that have been approved, re-approved, suspended or withdrawn that occurred during the previous academic year. Where the title of a
programme has changed, the previous programme title should be specified.
 Engagements with professional, regulatory or statutory bodies with outcomes that occurred during the previous academic year, and expected date of next
visit.
3