Learning & Teaching Strategy 2006-10
Mid-term review
November 2008
1
Introduction
1.
The Learning & Teaching Strategy (Appendix 1) was developed in academic
session 2005-06. The vision for Learning and Teaching, then as now, was of a
motivated, vibrant, diverse community of learners and teachers working in
partnership to develop confident, skilled and highly valued graduates equipped
for a knowledge-based society, enabled by a learning culture that values
teaching and is shaped by the University’s research-rich environment. Our
strategic aim is to be renowned internationally for enquiry-led learning in a
knowledge culture shaped by the richness and diversity of our research
environment.
2.
Initially drafted by a cross-institutional group of academic staff chaired by the
Vice-Principal (Learning & Teaching [L&T]), the Strategy was developed through
consultation with staff and students, and approved by Senate in May 2006.
Details of its development are given in Appendix 2. Appendix 3 outlines
responsibility for developing progressing and monitoring the strategy
3.
A mid-term review of progress with the Strategy was submitted to the University
Court in October 2008 and to the University Senate in November. This paper
represents a summary of the review document, and of the report that was
submitted to the Scottish Funding Council in 2008.
Strategic Objectives
4.
The University’s Learning & Teaching Strategy is anchored in our strategic
ambition to be one of the small number of institutions recognised as being the
best in the world. It seeks to ensure that during the period of development the
University grows as a magnet for talented students and staff, who enhance the
synergy between Learning & Teaching, and Research & Scholarship.
5.
Enhancing
student
retention
and
success
and
promoting
internationalisation were agreed as institutional priorities when the L&T
strategy was approved by Senate in 2006. Other objectives embraced:
o
enhancing employability of our graduates;
o
improving assessment and feedback;
o
use of technologies to enhance the student learning experience;
o
recognising and rewarding excellence in teaching;
o
securing our position as a leading postgraduate university;
o
streamlining bureaucracy; and
o
consolidating our position as a university of choice to talented students
from under-represented groups.
Underpinning the Strategy is a commitment to seek student feedback and
input to learning and teaching developments in an increasingly
comprehensive manner.
2
Progress with Strategic Objectives
Enhancing student success/retention Objective: To develop a student-staff
partnership model that promotes student engagement with learning, and enhances
student success.
6.
Extensive work and institutional research has been undertaken over the last two
years, spearheaded by a group which has identified the significant factors
contributing to student drop-out.
A procedure has been established for
undertaking institutional cohort analyses to support institutional and faculty action
planning. Analysis and planning have also been informed by the outcomes of the
‘First
Year’
Quality
Enhancement
Theme
(http://www.enhancementthemes.ac.uk/).
Key risk factors for non-completion
within the University were identified and communicated, and funding was
directed towards a range of projects aiming to improve student retention across
the University. Institutional monitoring is being conducted using year 1
continuation rates. One of the risk factors identified was the entry tariff
(qualifications) of students. Significant progress has been made in recruiting
more highly qualified students, with c. 3% of students admitted below the
‘general’ University tariff in 2008 compared to 16% in 2007.
7.
Many activities have been supported by the University’s Learning and Teaching
Development Fund
(http://www.gla.ac.uk/services/learningteaching/awardsandfunds/). The allocation
of this resource was aligned with the Strategy objectives, and along with shortterm corporate investment funds, c. £440k has been invested over a 3 year
period to promote work in this area.
8.
Given the complex nature of the issues being addressed, the effects of our
actions cannot yet be fully assessed. If successful, the impact of work
undertaken during 06/07 will begin to appear in the 07/08 cohort analyses. The
impact of some significant developments - e.g. the establishment of a new unit,
‘NUMBER: Student Mathematical Support’ in 2008, the function of which is to
support students in disciplines requiring good mathematical skills - will not be
evident until December 09 at the earliest. Baseline Year 1 continuation rates
have remained largely unchanged during the last 3 years at 89.5% (2004/05),
90.6% (2005/06), 89.4% (2006/07). The institutional target is 94%.
Internationalisation Objective: to increase the University’s reach and standing in
learning and teaching internationally and develop the University as a culturally diverse
learning community.
9.
Three strands of work to promote internationalisation of Learning and Teaching
have been identified: growing our international student body; enhancing student
mobility; and curriculum development.
10.
In 2007/08 there were c 3,400 international students studying in the University. It
is planned to increase the non-EU component of our international student body
by approximately 1,400 students by 2012/13. Growth of non-EU based
international students reached a plateau in 2007/08 (c. 2,000). Action was taken,
3
including the re-shaping of relevant degree programmes, establishment of a
wider range of degree programmes, and investment was made to increase
recruitment and conversion activities. Firm data for 2008 intake are not yet
available, but applications increased between 2007 and 2008 by > 30%, and
preliminary data indicate that our intake for the year, 08/09, will grow by about
13%. The University (UoG) joined the International Student Barometer (ISB) in
2006. Feedback from the ISB indicates that UoG provides very good support for
its international students (outperforms the average results for the Russell group
of universities across the majority of indicators). In 2007 and 2008, GU has been
nominated for the Times Higher Education best international student experience
award.
11.
Through a range of opportunities, a significant percentage of students, c. 20%,
have an international study/development experience during their time in UoG.
Work to grow this number further and expand the range of opportunities on offer
is underway. A student mobility plan has been agreed with a commitment to
doubling the number of students travelling out from the University through formal
University networks. This is backed by a fund-raising campaign for travel
scholarships launched by the Development & Alumni Office.
12.
A pump-priming initiative launched in 2007-08 to grow the numbers of
collaborative teaching partnerships with international partners, and to encourage
more staff exchanges internationally has led to 13 collaborative links in
development and promoted internationalisation of the curriculum.
13.
In recognition of the ambitious challenge in international student growth, a
partnership with the private education provider, Kaplan International Colleges,
was agreed in 2006 to establish Glasgow International College (GIC). GIC
admitted its first students in 2007 and when operating at maximum capacity (by
2012), GIC will feed c. 600 students in to UoG degree programmes, both
undergraduate and postgraduate, in Science, Engineering, Business and Social
Sciences. The anticipated academic benefits of this initiative are significant:
specialised support with English language and familiarisation with UK academic
culture as well as the campus and its facilities are provided for students in
advance of them entering the University itself.
14.
A total of 106 new PGT programmes have been developed since 2006 in
response to market demand, and to promote UoG and its academic profile
internationally.
Employability. Objective: to embed and make transparent within the learning and
teaching culture the skills and learning opportunities that will encourage
entrepreneurship and enhance employability and enterprise.
15.
The major focus of work on employability has been the development of personal
development planning as a resource for our students, both at undergraduate and
postgraduate levels. A review of our employability strategy is currently underway;
this will identify further priorities for the future.
16.
During 2007/08, two key priorities for development were identified, i) to
implement a clearly defined Personal Development Planning (PDP) process for
all students backed by a sustainable support infrastructure; and ii) provide
4
support at Faculty level for employability development. Faculties, the Student
Representative Council, Learning & Teaching Centre and Careers Service have
worked in partnership to progress these priorities, one of which was to develop a
policy on PDP, which was approved by Senate in February 2008. Students
catalysed the PDP policy and requested action. They have been active
participants in every aspect of this area policy development which has also
included the decision making process for the University’s choice of e-PDP tool,
‘Mahara’.
17.
Other significant progress against this objective include:
Successful £1.2m bid to SFC Strategic Change Grant Fund in 2006 to undertake
a three-year project to integrate work related learning in the curriculum and bring
about a strategic shift in the sector.

Between 2006 and 2008, successful bids to the Fresh Talent Challenge Fund to
develop online career planning materials for international students and a series
of career planning workshops supported by graduate recruiters. This year, the
University of Glasgow will lead a project to create work placements for
international postgraduate students.

The Club 21 Business Partnership has been expanded to 87 members (from 36
in 2006), and the number of students on associated work placements has
increased from 49 in 2006 to 92 in 2008.
Assessment and feedback. Objective: To develop further a wide range of assessment
methods that are both effective in promoting student learning and efficient in their use of
staff time.
18.
The University has made major strides in systematically capturing feedback from
its students through a range of sources. The University joined the National
Student Survey (NSS) in January 2006. The University performed well in each of
the three surveys (achieving overall student satisfaction ratings of 83%, 87% and
86% in 2006, 2007 and 2008 respectively), with many subjects performing
exceptionally well. The NSS, completed by final year students, identified that, for
UoG, as for most universities, assessment and feedback was a concern to
students. In 2007, an in-house First Year Student Experience questionnaire was
developed, to gain insight in to these students’ learning experiences. The data
from this survey highlighted assessment and feedback as a significant concern
also.
19.
During 07/08, targeted action was taken in all Faculties to work with students to
gain more insight into students’ key problems, and to plan activities as
appropriate (e.g. by holding focus group meetings with final year students and
discussion of NSS data at all Staff Student Liaison Committees to identify and
agree how improvements might be made). Assessment and Feedback was the
theme of the University Learning and Teaching conference in 2008.
http://www.gla.ac.uk/services/learningteaching/seminarsworkshopsandsymposia/
ltconferenceassessmentandfeedback28308/. A code of practice on obtaining and
responding to student feedback was developed and disseminated across the
University during October 2008
5
Technology-Enhanced Learning. Objective: to use new and developing technologies
and associated methods of delivery to enhance the student learning experience and
promote flexibility.
20.
Investment in our technology infrastructure is underway, and this is welcomed.
There have been significant upgrades in the most heavily used teaching rooms
and in other key areas including the library. It is clear that technology will play an
ever increasing role in learning, and it is recognised that investment in
technology-related posts will be required into the future.
21.
A draft strategy designed to promote the use of technology to enhance student
learning was discussed by the Learning and Teaching committee during 2007.
Committee members concluded that improving the robustness of the technology
infrastructure should be the major priority for the University, along with further
development of the University’s Virtual Learning Environment, Moodle. Moodle
was adopted several years ago, and all Faculties and a number of University
Services are now using it. It has evolved from a small scale system to one used
in session 2007-08 by more than 27,000 students and nearly 3,000 staff.
Recognise and reward learning and teaching Objective: To ensure that staff have
excellent skills in teaching and in motivating and supporting student learning and that
their excellence is recognised, celebrated and rewarded.
22.
A multi-faceted approach has been adopted to promoting recognition of and
reward for excellence in teaching, and developing staff skills. Measures taken
include revised promotion procedures were agreed in 07/08 with more explicit
links between criteria for promotion and achievements in teaching (e.g. improving
retention, employability), supporting student learning, and recruitment activities.
Annual University Teaching Excellence Awards were introduced in 2006 and
since then, 12 individual awards and 2 team awards (comprising 8 staff) have
been made at graduations with great success.
http://www.gla.ac.uk/services/learningteaching/awardsandfunds/teachingexcellen
ceawards/. A pilot study on teaching enhancement awards was run in the Arts
Faculty in 07/08, to reward innovation and development; this will be considered
for roll-out in the current academic session.
23.
The New Lecturer Training and Development programme (NLTP) has been
revised and designed specifically to address feedback elicited during a review in
2006, to provide opportunities to take part in disciplinary orientated groups and to
develop disciplinary approaches to learning and teaching. Annually an average
of 120 staff attend the NLTP, and to date 208 staff have completed the
programme being awarded a PG Certificate in Academic Practice.
Secure our position as a leading postgraduate university. Objective: to secure our
position as a leading postgraduate university through further development of
postgraduate opportunities and the provision of high quality support.
24.
This overlaps with internationalisation (see above), where the emphasis has
been on postgraduate growth (both PGT and PGR), and with the University's
6
Research and Knowledge Transfer strategy.
25.
The postgraduate population has grown from 4,158 in 2003/04 to 5,081 in
2007/08, with the greatest percentage increase apparent between 2004/05 and
2006/07, and the majority of this increase comprising expansion of students on
postgraduate taught (PGT) programmes of study. The postgraduate research
population has been growing significantly during the last 2 years, to c. 1,500
students. As indicated above, faculties have been responsive in delivering
growth in PGT programme options and, to support further development, a
mapping exercise for PGT provision is being undertaken currently to provide
faculties with an evidence base for development of the curriculum as appropriate
to markets both nationally and internationally.
Streamline bureaucracy: Objective: to modernise our programme structures and
streamline our educational procedures in order to assure and enhance the quality of our
learning and teaching and uphold our academic standards while minimising
bureaucracy.
26.
The Academic Standards Committee and its subgroups have streamlined the
course and programme approvals processes, and the revised process is
being monitored for further enhancement. In response to feedback of poor
performance of the course management information system, a new system is
being piloted in four faculties, with full roll-out planned for autumn 2009. This
system will streamline new programme / course development and production of
the course catalogue - the latter being a vital tool supporting student choice in a
University where the Faculty Entry system provides broad flexibility for students.
27.
In 2006, Senate approved a radical change in the structure of the academic year
and a revision of programme structures. The new Academic Year structure is
being implemented from September 2008, while a generic undergraduate degree
regulation, approved during 2007/08, is one of the changes to the academic
structures. The pro forma for Annual Monitoring of courses and programmes has
been simplified and revised, with positive feedback from, and improved
engagement of, users.
28.
In a further instance of streamlining - while retaining QA rigour - staff have
developed and continue to work on more efficient processing of academic
collaborations to support international programme growth.
Consolidate our position as university of choice for talented students from underrepresented groups. Objective: to consolidate our position as the leading University of
choice for talented students from under-represented groups and through targeted
developments to enhance our performance
29.
Scholarship funding has been released to support the recruitment of talented
students from under-represented groups. The Talent Scholarships were
launched in 07/08. Currently 50 new scholarships worth £1,000 p.a. (value under
review) for the duration of a student’s study in UoG are available annually. Each
7
award is for the duration of the student’s programme, subject to satisfactory
progress. These scholarships are being used to support applicants with
evidence of high achievement who face financial hardship in attending
university. This is designed to support our retention work.
30.
We have contributed to the radical restructured programme (formerly GOALS)
run by the West of Scotland Wider Access Forum with Scottish Funding Council
funding. The restructuring has meant that enhanced activity is now focused on a
smaller number of schools with the lowest levels of progression into tertiary
education. The Top-Up programme, devised and delivered by UoG, remains one
of the flagship elements of the new programme which has seen major changes.
We are already in discussion with local authorities on increasing access to the
Top-Up programme beyond the Forum funded activity, and the draft recruitment
strategy for the West of Scotland is systematically addressing these newly
available avenues.
31.
We have developed a Widening Participation Strategy with each faculty to
support the attainment of targets. The Faculty Widening Participation Officers, a
network of locally-based staff, play a pivotal role in progressing our objective.
Initiatives such as the Further Education College based access courses leading
to (selective) entry to Medicine and Dentistry are promising, with students
already progressing onto professional degree programmes. A Scottish Wider
Access Programme (SWAP) has been initiated between the University and
Dumfries and Galloway College to promote adult entry to HE at our Dumfries
campus with effect from 2008.
32.
The University has historically performed strongly in the HESA Widening
Participation PIs and achieved well above benchmark in most Widening
Participation (WP) indicators. However, a new HESA methodology, which is
generally accepted as distorting the picture in Scottish HE, means that we have
fallen from our position as leaders within the Russell Group in WP in 2008 (200607 data) and are ostensibly below benchmark in key indicators. While it is a pity
that such misleading statistics were published, we expect a more robust
methodology to be secured for future years. More positively, UoG continues to
have high participation of Full-Time First Degree entrants from state schools
(86.6%) and NS-SEC classes 4, 5, 6 and 7 (21.9%) compared with the Russell
Group (74.6% and 20.0% respectively).
33.
As examples of other key activities in this area, the Student Network, which was
previously restricted to on-course students, has been opened up to applicants.
The Network allows those without a family background of HE an opportunity to
familiarise themselves with university life before they start by putting them in
touch with existing students. The University’s long-established Summer School
also remains popular. Following a review in 2007-08, its focus has been resharpened.
The Student Voice
34.
Engagement with and input from the student body has played an important part
in the original development of the L&T Strategy, and student representatives
8
continue to be effective contributors to its implementation and advancement. A
range of actions were taken to promote systematically the student voice in
enhancing the student learning experience, and to deepen a culture of
partnership working. More broadly, the University places importance on the
student views expressed through such channels as the National Student Survey,
the Postgraduate Research Experience Survey, the University’s First Year
Student Experience Questionnaire, the International Student Barometer as well
as the range of mechanisms that exist - course and programme questionnaires,
Student-Staff Liaison Committees, etc – to facilitate systematic gathering and
response to student feedback. Results from such review mechanisms are
regularly considered in committees and elsewhere to identify challenges,
successes and actions against the strategic framework. A 'student voice' website
has been created for students and staff to house all relevant institutional student
feedback data (http://www.gla.ac.uk/students/). Much has been done to enhance
the student-University partnership. Activities include the development and
implementation of a number of joint projects, such as the revamping of the
Freshers’ and Orientation programmes, quality management processes
(including student membership of internal review panels) and the introduction of
a Code of Practice on Student Representation.
Summary
35.
Good progress is being made in L&T across the University to enhance teaching
and the student learning experience. The L&T Strategy was intended to provide
a framework for development; in the University’s judgement, it has served that
purpose well. At this mid-point, and given the complexity of the aspects of the
Higher Education environment we are addressing, it is too early to judge the
extent of the success of some initiatives. The detailed planning and examples of
activity noted in this summary constitute part of what has been a step-change in
the way the University is harnessing, catalysing and leading its engagement with
the institutional and global L&T agendas.
Looking forwards
36.
During 07/08, the continuing relevance of the strategic L&T objectives and the
institutional priorities were reaffirmed: enhancing student retention and
internationalisation. During discussion it was agreed that increased focus on
assessment & feedback and promoting employability, both objectives in the
Strategy, should be brought to the fore in developments between 2008 and 2010.
.
9
Appendix 1
Learning and Teaching Strategy
The vision for Learning & Teaching is a motivated, vibrant, diverse community of
learners and teachers working in partnership to develop confident, skilled and highly
valued graduates equipped for a knowledge-based society, enabled by a learning culture
that values teaching and is shaped by our research rich environment.
Our strategic aim is to be renowned internationally for enquiry-led learning in a
knowledge culture shaped by the richness and diversity of our research environment.
The strategy sets out how we shall realise the vision. Our objectives are built on five key
principles which define the learning and teaching culture in the University of Glasgow.
 Enquiry-led learning
As an institution, we are committed to international excellence in research and our
belief that our research activity informs student learning in a myriad of ways which
enhance the student experience. We want our students to have a rewarding and
fulfilling experience in Glasgow, and to provide them with a rich learning
environment. We will engage them with teaching and approaches to learning which
support their development as motivated learners, independent and critical thinkers,
and promote confidence and awareness in their skills, knowledge and
understanding. We will promote a learning environment that develops and values
these attributes.
 Excellence in teaching
Our students will be educated by a variety of teachers recognised for their teaching
excellence and their abilities to facilitate effective student learning, and who
engage students in innovative, relevant and challenging curricula which draw on
the research environment. Teachers will be skilled and equipped to be excellent in
this role, and such excellence will be recognised, valued and rewarded.
 Access and opportunity
Our student community will be a diverse group of individuals from a broad
geographical and socio-economic base, who are recruited to the University on the
basis of ability and potential, and who will thrive in our distinctive learning
environment and capitalise on the exceptional opportunities it affords them.
 Equality and Diversity
We will mainstream equality in all activities to provide a learning and teaching
environment free from discrimination and unfair treatment in accordance with the
University’s policies on equality and diversity.
10
 International Education
We are committed to delivering an internationally relevant learning experience to
our students by providing them with learning opportunities abroad, by ensuring
diversity of the student and staff populations, by developing an internationally
relevant curriculum, and through engagement and mutual development with
strategic partners around the world. In so doing we shall enhance the University’s
learning and teaching profile worldwide as befits the ambition and excellence of
the University and provide graduates equipped for the global economy and global
citizenship.
Strategic objectives
Theme: Shaping the University Learning Community
1. To increase the University’s reach and standing in learning and teaching
internationally, and develop the University as a culturally diverse learning
community.
2. To secure our position as a leading postgraduate university, through further
development of postgraduate opportunities, and the provision of high quality
support.
3. To consolidate our position as the leading University of choice for talented
students from under-represented groups and through targeted developments
enhance our performance.
Theme: Excelling in Learning and Teaching
4. To ensure that staff have excellent skills in teaching and in motivating and
supporting student learning, and that their excellence is recognised, celebrated
and rewarded.
5. To develop further a wide range of assessment methods that are both effective
in promoting student learning, and efficient in their use of staff time.
6. To modernise our programme structures and streamline our educational
procedures in order to assure and enhance the quality of our learning and
teaching and uphold our academic standards, while minimising bureaucracy.
Theme: Enhancing the Student Experience
7. To develop a student-staff partnership model that promotes student
engagement with learning, and enhances student success
8. To embed and make transparent within the learning and teaching culture the
skills and learning opportunities that will encourage entrepreneurship and
enhance employability and enterprise.
9. To use new and developing technologies and associated methods of delivery
to enhance the student learning experience and promote flexibility.
11
Appendix 2
Development of the Learning & Teaching Strategy 2006-10
1.
The Learning & Teaching Strategy was developed in academic session 2005-06.
The vision for Learning and Teaching, then as now, was of a motivated, vibrant,
diverse community of learners and teachers working in partnership to develop
confident, skilled and highly valued graduates equipped for a knowledge-based
society, enabled by a learning culture that values teaching and is shaped by the
University’s research-rich environment. Our strategic aim is to be renowned
internationally for enquiry-led learning in a knowledge culture shaped by the
richness and diversity of our research environment.
2.
Initially drafted by a cross-institutional group of academic staff chaired by the
Vice-Principal (Learning & Teaching [L&T]), the Strategy was developed through
consultation with staff and students, and approved by Senate in May 2006. The
Strategy was informed by the outcomes of the Enhancement-led Institutional
Review (ELIR) conducted by QAA in 2004. At the time of the ELIR review, there
was no separate Learning and Teaching Strategy; instead, strategic L&T
objectives were articulated within the University Strategic Plan (2002-06) and a
separate Quality Enhancement Strategy existed. When the current L&T Strategy
was developed, the institutional approach to quality enhancement was integrated
within it.
3.
The core objectives of the L&T Strategy (see Appendix 1) provide a framework
for faculty and University service department development, and a tool to focus
prioritisation and decision making. When the Strategy was being developed, a
number of key areas were highlighted for further work during the implementation
phase. Chief among these areas for early prioritisation were enhancing student
retention and internationalisation, and all faculties, supported by University
Services were asked to address these. In progressing other objectives within the
Strategy, faculties were advised to decide on the priority order that was
appropriate to their local context. This is articulated in Faculty L&T Plans.
4.
An essential component of the successful delivery of the Strategy is the ability to
set targets in support of its implementation and to measure and report progress
towards its objectives. A suite of Key Performance Indicators (KPI) for Learning
and Teaching was developed and approved by the Senior Management Group,
Senate and Court between March and June 2007. It was recognised that
assessing the impact of many inter-related developments in learning and
teaching on the student learning experience is complex, and in many cases is not
measureable through available performance indicators or metrics. Consequently
it was agreed that evidence of enhancement and innovation would be collated
from across the University through the provision of short case studies/
development profiles, and that these would be provided for all our stakeholders,
internal and external, to consider (http://www.gla.ac.uk/services/planning/)
12
Appendix 3
Responsibility for the Strategy
1.
The Vice-Principal (Learning, Teaching & Internationalisation) is responsible for
the Learning and Teaching Strategy across the University. Within faculties,
through responsibility delegated from Deans, Associate Deans (Learning &
Teaching) take the lead in L&T matters.
2.
The Associate Deans, together with other staff and student representatives, form
the University’s Learning and Teaching Committee (L&T committee), which is
convened by the Vice-Principal (L,T&I). L&T Committee is a sub-committee of
and reports to the Education Policy and Strategy committee (EdPSC), which is
also convened by the Vice-Principal (L,T&I), and comprises the Deans of
Faculties, heads of key student-facing services, the Academic Secretary, the
Clerk of Senate and student representatives. The other EdPSC sub-committees
are: Academic Standards Committee (ASC) and the Recruitment, Participation
and Admissions Committee (RAPC). Staff and students on these sub-committees
have worked along with L&T committee, with overarching guidance from EdPSC,
to progress key areas of the strategy. Other working groups have, as required,
supported the progression of committees’ work to enhance and promote the
student experience.
3.
EdPSC is itself a sub-committee of Senate. Under the terms of the Universities
(Scotland) Act of 1858 and subsequent legislation, Senate bears statutory
responsibility for the academic affairs of the University. As the University’s
governing body, the University Court is responsible for the overall management
of the institution, and as such has agreed Key Performance Indicators for the
range of areas within the overall University Strategic Plan, of which the Learning
& Teaching Strategy forms part. As noted above, Court receives updates – on
an annual basis – on progress with the KPIs.
13