College of Medicine, Biological Sciences & Psychology
Learning & Teaching Strategy 2011-16
Targets/KPIs:
Admissions:
Undergraduate
 Biological Sciences: maintain current intake numbers for H/EU (236) and O/S
(20) students and increase the proportion of AAB+ to 45% of the intake
 Psychology: ?increase planned H/EU intake (2012 plan 138, 2011 intake 155)
through AAB+ to 160 (103 quota plus 52 AAB+). One option would be to use
the BSC Applied Psychology as an AAB+ only route.
Taught Postgraduate
 Increased O/S recruitment to MSc programmes – agree targets
 Partly achieved through development of new PGT programmes
Student Experience
Undergraduate
 National League tables & NSS: – Medicine & Biological Sciences to retain top
10 status; Psychology to aim for top 20
Postgraduate
 PTES – to be ranked in the top 20 across the sector
Employability
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Graduate Employment – To increase the proportions of Psychology &
Biological Sciences students in employment being in graduate jobs. Currently
these are 45% and 48%, respectively. The College should aim to increase
these to 60%
Maintain top 20 Graduate Prospects status in Times league tables
Recognition & Development of Teaching
 At least 1 University Teaching Fellowship to be awarded each year for the life
of the Strategy
 Double the number of staff holding either Associate or Fellow status of the
Higher Education Academy, through the Professional Standards Framework –
UoL is currently @ 10% compared with 16% for 1994 group
 To continue to develop pedagogical research across the College
 To support the promotion of academic staff on the basis of learning &
teaching
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011
College of Medicine, Biological Sciences & Psychology
Learning & Teaching Strategy 2011-2016
University of Leicester Learning & Teaching Mission Statement to 2015
The University of Leicester is committed to providing the highest-quality education for all its
students, enabling them to achieve success in their career paths and make a valuable
contribution to society.
This mission will be underpinned by the following strategic aims, founded on the explicit
reaffirmation of the centrality of teaching, jointly with research, to:
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enrich and value the entirety of the learning experience for all students
foster the critical intellectual development of all students through guided learning in a
research environment
provide an equivalent experience regardless of mode of learning or learning locations
celebrate the diversity of the student body as a contribution to learning
encourage personal reflection and the acquisition of subject-specific and broad-based
skills to enable graduates to achieve success in their career paths and make a valuable
contribution to society
develop all staff and enhance and fully utilise the University’s physical and virtual
resources in order to further these academic purposes.
The strategic aims articulated by the University are supported by sets of specific, high level
objectives. The purpose of this College Strategy document is to identify specific action
points that will enable us to support the aims of the University’s over-arching strategy over
the next 5 years. The University’s objectives are to
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enhance the University’s national and international reputation for excellence in
teaching
be recognised nationally and internationally for providing a student learning experience
of the highest quality
build on the University’s current position as a major UK provider of postgraduate,
distance and flexible education by enhancing the quality of provision
offer research-led programmes and select students solely on the basis of their potential
to succeed academically
provide our graduates with the skill-sets and ethos to make them a stand-out choice for
employers
develop the University’s international reputation for research and innovation in learning
and teaching
recognize and fully reward the contributions of staff and students to the attainment of
these objectives.
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011
College Context
The College of Medicine, Biological Sciences & Psychology has a significant reputation for its
undergraduate and postgraduate programmes. The quality of the student experience and the
record on employability are major contributors to this reputation and are key factors in
determining league table positions. In the 2012 University Guides, published by the Sunday Times
and the Guardian (both of which are generated based predominantly on teaching and learning
related metrics) the School of Biological Sciences is ranked 3rd, and 4th, respectively, Medicine is 13th
and 7th and Psychology 51st and 29th, respectively. In the National Student Survey, both Medicine
and Biological Sciences achieved scores of 95% in terms of overall student satisfaction (Q22), while
Psychology scored 78% (the University mean was 89%).
In relation to employability metrics, the 2012 Times Good University Guide rates Universities
according to ‘Graduate Opportunities’. By this metric, Psychology is rated 13 th and Biological
Sciences 10th in the UK.
Similarly the University, and this College, received a very positive response in the 2011
Postgraduate Research Experience survey (PRES); a national survey coordinated by the HEA, which
provides an evidence base for evaluating our provision for, and support of, research postgraduates.
The data show that 89.4% of responders from the College felt that their overall PGR experience had
met or exceeded their expectations. The University overall average was 88.4%, being higher than
the aggregates for all institutions surveyed (86.2%), the 1994 group (86.0%), and the Russell Group
(86.2%). College PGR students felt that their experience met or exceeded their expectations in
Supervisory Support & Guidance (87.8%), Research Skills Development (92.8%), Transferable Skills
Development (90.6%), and Guidance on Standards (80.4%); satisfaction ratings, again as having met
or exceeding expectations, %) were also very positive for Research Facilities (91.1%) and Research
Environment (82.7).
Although not currently afforded the same recognition as the NSS, it is possible that PRES ratings
could become a factor influencing the UK Research Councils in their future allocation of Doctoral
Training funding. PRES ratings, and any consequent UK PGR funding changes, could also impact on
recruitment of international PGRs; particularly those supported by scholarships from their
government or home institutions which select the UK HEIs that their students may apply to.
Underpinning the second of the University’s objectives is an essential feature of this College
Learning & Teaching Strategy, which is to at least maintain the rankings of the College in terms of
Medicine and Biological Sciences and to significantly improve the position of Psychology. This will
become increasingly important once HEIs are required to publish the Key Information Sets (KIS) for
each programme and as competition for the most able students is opened up across the sector. It is
further recognised that the increases in student numbers, changes in Student-Staff Ratios (SSRs)
and pressures to perform strongly in the REF have the potential to impact negatively on the quality
of the student experience. It is vital that the College as a whole commits to ensuring that the
student learning experience is not affected detrimentally and that there is effective management of
student expectations.
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011
Proposed Action Points 2011 - 2016
These headline action points are derived from the University Learning & Teaching Strategy and the
accompanying text and bullet points indicate how they may be operationalised at College level. It
should be noted that within this proposed College Strategy, not all of the University’s proposed
actions can be implemented; rather the College Strategy will focus on the local priority issues and
on maintaining current thematic developments. The action points should be read in conjunction
with the summary document setting out the proposed targets/KPIs for the strategy.
1.
To develop ways of working that foster students’ active engagement with their learning and
career progression and that welcome their contribution to the design and delivery of their
programmes.
The College has been pro-active in working with the Students’ Union to develop University-wide
Codes of Practice for the operation of Student-Staff Committees (SSCs). The College will work
to:
o encourage representation and active participation of students in the SSCs and the
College Academic Committee
o take full consideration of the views of students as expressed through their feedback
on modules and programmes
o consult with the student body regarding proposed changes to programme structure
o enhance student employability (see section 6)
o enhance curricula, being attentive to internationalisation, sustainability and the
requirements of employers
The College regularly reviews the curricula of its programmes. Undergraduate programmes
within the Schools of Medicine and Psychology are subject to scrutiny and accreditation by
employer-based organisations including the General Medical Council, British Psychological
Society and the Health Professions Council. Taught post-graduate programmes within
Psychology and Social Work are likewise subject to external accreditation.
The College will work to further enhance its curricula through:
o developing the appreciation of sustainable development in students of Biological Sciences,
as part of the University’s Education for Sustainable Development (ESD) Strategy;
o working with the Careers Service to enhance the embedding of employability skills in the
undergraduate curricula (see 6 below).
2.
To enhance the provision, scope, flexibility, sustainability and delivery of taught programmes
The College maintains active oversight of all its taught programmes through the system of
Annual Development Reviews and evaluation of the viability of programmes and individual
modules. During the first stage in the life of this Strategy, the College plans to undertake
strategic reviews of the undergraduate programmes in Biological Sciences and of the taught
postgraduate programme portfolio to address the parameters of this action point.
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011
3.
To improve students’ breadth and level of achievement
The College has in place a range of activities aimed at supporting student achievement, both
academically and in the wider sphere of employability. These include specific skills modules
within the undergraduate curricula, support for programmes such as the Leicester Award and
the enhancement of student engagement through, for example, the mentoring programmes.
4.
To achieve a shared understanding with students of what they can expect to receive in terms of
academic support, contact and resources and to contribute in terms of their own investment of
effort
This should be auctioned in conjunction with the University’s development of the Student
Charter. Within the programme documentation etc provided for students, there should be set
out specific guidance regarding e.g. personal tutoring, assessment & feedback (including turnround times and forms of feedback) , Student-Staff Committees.
5.
To improve the employability of graduates with a renewed emphasis on their securing
graduate level employment
The College has a relatively strong record on graduate employability, as exemplified by the
published Graduate Opportunities metrics for the Schools of Psychology and Biological Sciences
(Times Good University Guide, 2011). Both Schools (Medicine is considered separately given the
career track of the graduates), however will aim to improve the numbers of graduates entering
graduate-level employment through:
o the establishment of a team of staff from the Schools of Psychology and Biological Sciences
to take responsibility for liaison with the Careers Service and to work to implement the
following actions
o encouraging and sponsoring student participation in the Leicester Award scheme;
o working with the Careers Service to increase the number of bespoke careers events
designed to allow engagement with employers and activities to promote employability
including CV development, enhancing application form completion and enhancing interview
technique;
o working with the Careers Service to embed employability-related development within the
curricula;
o encouraging student participation in placement and industrial year schemes;
o supporting the CABS (Careers After Biological Sciences) programme and developing an
equivalent programme for Psychology.
o encouraging personal tutors to address employability and career planning during student
consultations/tutorials
6.
To provide high quality student facilities and services
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011
7.
To foster engagement with research into learning and teaching as means of underpinning the
enhancement of educational programmes and the University’s reputation as a leader in this
field.
The College is actively developing pedagogical research and its application in higher education
into learning & teaching through a series of defined activities including:
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the ReSULT research theme: Research and Scholarship Underpinning Learning &
Teaching;
the Pedagogical Research Group: established in the School of Biological Sciences but
drawing in membership from the College’s three Schools and also from other Colleges;
the establishment of a Director of Medical Educational Research and Development within
the School of Medicine;
the ongoing research being undertaken through the GENIE CETL and the development of
educational resources.
Through these core activities, the College aims to:
lead the University in developing pedagogical research in higher education &
build on its national reputation as a research leader in this field
key areas of activity will include:
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8.
evaluating and enhancing the use of the VLE;
developing processes for facilitating on-line marking and feedback provision;
researching institutional policy development, in particular in the areas of educational
integrity;
researching the factors contributing to an enhancement of the student learning
experience, leading to improved retention and success;
engaging with BDRA to develop research activity in on-line learning.
To formalise career paths and implement promotion procedures that recognise and reward the
contributions made by staff to the development and direction of teaching excellence
Through the work of the Reward & Recognition project, led by Professor Cashmore in collaboration
with the HEA, the College has been pro-active in leading the University’s thinking and policy
development regarding recognition and career progression for staff whose primary activity is
focused on learning & teaching.
To this end the College will support these staff by:
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Establishing a team of mentors to advise colleagues on the development of their career
portfolio in relation to learning & teaching, with particular emphasis on achieving
promotion;
Promoting engagement with professional recognition for teaching & learning through an
aim to double the number of staff holding Associate Membership or Fellowship of the
HEA;
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011
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Encouraging and mentoring staff in attaining internal recognition for learning & teaching
through the University’s Teaching Fellowship and Achievement Bonus Schemes, with the
aim of the College gaining at least one Teaching Fellowship Award each year.
Encouraging engagement with the national/international pedagogic community through
publications and attendance at conferences etc
To enhance quality assurance and enhancement processes
The College has established a position as a leader within the University in terms of the development
of quality assurance and enhancement processes. During the period of the last Learning & Teaching
Strategy (2006-11) this included leading on: development of the Codes of Practice for the operation
Student/Staff Committees and the Personal Tutor System; development of the University’s policies
on Annual Development and Periodic Review; Assessment & Feedback and Academic Integrity.
The College aims to enhance this role with supporting further development of policies on Academic
Integrity and Assessment & Feedback and to be pro-active in ensuring the dissemination and
implementation of the University’s revised Codes of Practice.
MBPS College Learning & Teaching Strategy 2011-16
JS Oct 2011