Merger Proposal: A proposal for the Merger of Anniesland
College, Cardonald College and Langside College to create
Glasgow Clyde College – serving South and West Glasgow.
Table of Contents:
FOREWORD
.......................................................................................................................................................................................
1. INTRODUCTION TO THE MERGER PROPOSAL ............................................................................................................ 1
2. CONTEXT................................................................................................................................................................... 3
2.1. INTRODUCTION .............................................................................................................................................................. 3
2.2 ANNIESLAND COLLEGE ...................................................................................................................................................... 3
2.3 CARDONALD COLLEGE ...................................................................................................................................................... 4
2.4 LANGSIDE COLLEGE .......................................................................................................................................................... 5
3. AIMS AND OBJECTIVES OF THE MERGER ................................................................................................................... 6
3.1 WHY MERGE? ................................................................................................................................................................ 6
3.2 THE VISION AND OBJECTIVES OF GLASGOW CLYDE COLLEGE .................................................................................................... 6
3.3 FIT WITH CURRENT STRATEGIC PLANS .................................................................................................................................. 7
3.4 DEVELOPING VALUES........................................................................................................................................................ 8
3.5 ADDING VALUE ............................................................................................................................................................... 9
4. OPTIONS APPRAISAL ................................................................................................................................................10
4.1 MAINTAINING THE STATUS QUO....................................................................................................................................... 10
4.2 A FEDERATED MODEL .................................................................................................................................................... 10
4.3 FULL MERGER WITH THE RIGHT PARTNERS ........................................................................................................................ 10
5. ACADEMIC BENEFITS................................................................................................................................................12
5.1 INTRODUCTION ............................................................................................................................................................. 12
5.2 EXCELLENCE IN LEARNING AND TEACHING........................................................................................................................... 12
5.3 DEVELOPING THE CURRICULUM ........................................................................................................................................ 13
5.4 DELIVERING THE CURRICULUM ......................................................................................................................................... 15
6. IMPLICATIONS FOR TERTIARY EDUCATION IN SCOTLAND ........................................................................................19
7. FINANCIAL BENEFITS ................................................................................................................................................20
7.1 GENERAL ..................................................................................................................................................................... 20
7.2 COMMERCIAL AND INTERNATIONAL STRATEGY .................................................................................................................... 21
8. ISSUES ARISING FROM CONSULTATION ...................................................................................................................26
8.1 EXTERNAL CONSULTATION............................................................................................................................................... 26
8.2 STAFF CONSULTATION .................................................................................................................................................... 27
8.3. STUDENT CONSULTATION ............................................................................................................................................... 28
8.4 TRADE UNIONS ............................................................................................................................................................. 28
8.5. CULTURE AND VALUES STUDY ......................................................................................................................................... 29
8.6 BRAND STRATEGY RESEARCH ........................................................................................................................................... 29
8.7 RESPONSE TO CONSULTATION .......................................................................................................................................... 31
9. STRATEGY ................................................................................................................................................................33
9.1 STAFFING ISSUES ........................................................................................................................................................... 33
9.2 STUDENT ISSUES ............................................................................................................................................................ 35
9.3 ESTATES ISSUES ............................................................................................................................................................. 36
9.4 ICT ISSUES ................................................................................................................................................................... 36
9.5 EQUALITY, DIVERSITY AND INCLUSION................................................................................................................................ 37
10. GOVERNANCE AND MANAGEMENT .......................................................................................................................39
10.1 PROPOSED COLLEGE NAME ........................................................................................................................................... 39
10.2 MANAGEMENT ARRANGEMENTS .................................................................................................................................... 39
10.3 COMMUNICATIONS ...................................................................................................................................................... 43
10.4 IMPLEMENTATION TIMETABLE ........................................................................................................................................ 44
10.5 RISKS TO IMPLEMENTATION OF THE MERGER .................................................................................................................... 47
10.6 MEASURES OF SUCCESS ................................................................................................................................................ 48
10.7 MERGER COSTS........................................................................................................................................................... 51
APPENDIX 1: MERGER GOVERNANCE MODEL ..............................................................................................................52
APPENDIX 2: DRAFT PORTFOLIO STRATEGY 2013-16 ...................................................................................................53
APPENDIX 3: DRAFT LEARNING AND TEACHING STRATEGY .........................................................................................56
APPENDIX 4: STUDENT ‘MANIFESTO’ AND THE COLLEGES’ RESPONSE .........................................................................59
APPENDIX 5: DRAFT ORGANISATIONAL DEVELOPMENT STRATEGY .............................................................................64
APPENDIX 6: PROPOSED SENIOR STAFF STRUCTURE ...................................................................................................67
APPENDIX 7: DRAFT ESTATES STRATEGY ......................................................................................................................68
APPENDIX 8: DRAFT ICT STRATEGY ..............................................................................................................................72
APPENDIX 9: COMMUNICATIONS ACTION PLAN TO AUGUST 2013 ..............................................................................74
APPENDIX 10: DRAFT COMMUNICATIONS STRATEGY 2013-14 ....................................................................................76
APPENDIX 11: DRAFT FINANCIAL STRATEGY (2013-2016) ............................................................................................79
APPENDIX 12: DRAFT QUALITY ENHANCEMENT STRATEGY (2013-2016) ......................................................................82
APPENDIX 13: RISK REGISTER ......................................................................................................................................87
APPENDIX 14 BALANCED SCORECARD .........................................................................................................................90
APPENDIX 15: PARTNERSHIP BOARD MEMBERS ..........................................................................................................91
APPENDIX 16: PARTNERSHIP BOARD AGREEMENT ......................................................................................................92
APPENDIX 17: PROPOSED DRAFT GCSP ORGANISATIONAL STRUCTURE FOR 2013/2014 .............................................95
FOREWORD
This proposal to merge three successful colleges builds on the considerable strengths and
proud traditions of our existing colleges, to create a new dynamic institution that will make a
positive difference to our learners and communities, and a vital contribution to the
prosperity and social well-being of our city, region and country.
There is a long history of collaboration between the three partner colleges, and the new
college is being created as a result of a true partnership. We are all rooted in community,
with excellent Education Scotland reports, skilled and dedicated staff, and state-of-the-art
facilities. We are all known Scotland-wide and internationally for what we do, and for the
quality of our delivery.
The new college will secure and enhance all of that. The scale of the new institution will
help us deliver more than we could have done as individual institutions. It will broaden the
opportunities for our learners with a greater breadth and depth of curriculum, improved
retention and attainment, and enhanced progression. It will allow us to strengthen and
develop the links with our communities, improving provision and local access, and will
enable us to be more responsive to the needs of local, regional and national economies.
At the core of this venture are our shared values and aims; educational excellence, valuing
people and enhancing skills, honesty, integrity, creativity and aspiration. The proposed
name for the new college is Glasgow Clyde College, and our vision for the new college is
that it will uphold the traditions and history of the Clyde. The phrase Clyde-built means
something in Glasgow and around the world – it means quality and sustainability. We
believe that Glasgow Clyde College will stand for quality; in education, in experience and in
employability.
These are challenging, yet exciting times within the Further Education sector, and we do
not underestimate the financial management challenges that will face the new college.
However, our three Boards of Management approach this merger with the confidence that
we have the support of the Scottish Government to deliver on our plans, and a genuine
belief that we are creating a college that will be successful, sustainable and a major force in
education in Scotland.
Ken MacAldowie
Chair, Anniesland College
Mark Toma
Chair, Cardonald College
Brian Keegan
Chair, Langside College
1. INTRODUCTION TO THE MERGER PROPOSAL
This document sets out a proposal agreed by the three Boards of Management to merge
Anniesland College (AC), Cardonald College (CC) and Langside College (LC) to create a
new institution serving the South and West of Glasgow and beyond.
This merger proposal is about establishing a more effective and efficient institution that
meets the needs of students, stakeholders and staff, which is able to offer a greater breadth
and depth of curriculum. All three of the partner colleges are well-run, effective institutions
that have contributed to the development of learning within Glasgow and beyond for many
years. In response to the Scottish Government’s publication Putting Learners at the Centre
and the regionalisation agenda, the Boards of Management strongly believe that creating a
new, dynamic institution is the right solution for the people and communities of South and
West Glasgow and the wider communities and businesses served by the three colleges.
It is proposed that the new college will be known as Glasgow Clyde College, a name that
resonates with the locations, the history and the heritage of the three colleges. A new
name will help create a new identity for the college, however, the existing campus names
will be retained to maintain an important link with the heritage of the institutions. The style
of usage will be Glasgow Clyde@Anniesland, Glasgow Clyde @Cardonald and Glasgow
Clyde@Langside.
In addition to the benefits that will arise for the students and communities served by the
new college, the merger will ensure that given future funding constraints the new college
will be able to maintain, and, as appropriate, enhance the delivery offered by the three
colleges.
The three partner colleges have already taken a full and active role in the development of
the Regional Outcome Agreement for Glasgow. The new institution is fully committed to
contributing at a strategic and operational level to the ongoing development, delivery and
evaluation of future ROAs.
Following the agreement of the Boards of Management of Anniesland, Cardonald and
Langside Colleges to pursue merger, a full Partnership Board was established in April 2012
to ensure delivery of a comprehensive merger proposal and to begin working towards
implementation in order that the new institution will be ready to begin operations following
consideration of this merger proposal.
The Partnership Board appointed a project manager to support the merger process, and a
Principals’ Merger Group and an Executive Merger Group supported by a number of
workstreams managed the operational development of this proposal and the
implementation plan. Appendix 1 illustrates the Governance model used for the merger
work.
The three Boards of Management have considered this merger proposal and believe it to
be realistic and robust. The proposal draws on the outcomes of the legal and financial due
diligence exercises, which confirmed that there were no legal or financial obstacles to the
merger; ongoing discussions with staff, students and stakeholders; the results of the
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internal and external consultation process which took place between August 27 th and
November 16th 2012, and the outputs of the merger workstreams.
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2. CONTEXT
2.1. Introduction
The proposal is to merge Anniesland College, Cardonald College and Langside College to
create one effective, financially sustainable institution serving the people and communities
of South and West Glasgow and beyond.
This new institution, to be known as Glasgow Clyde College will have three main campuses
in Anniesland, Cardonald and Langside providing a supportive learning environment for
students and a dynamic teaching environment for staff.
2.2 Anniesland College
Established in 1964, Anniesland is a community college serving the west and north of
Glasgow. In August 2010, the college completed its move into a new campus in Hatfield
Drive with outreach provision offered in centres in Ruchill and Milton.
Anniesland’s students reflect the diversity of the Glasgow population. Its catchment
includes Knightswood, Drumchapel, Ruchill, Milton, Maryhill and the Dumbarton Road
corridor, and it also attracts learners from a wider geographical area. The college recruits
extensively from ethnic minority communities and has a large number of migrant workers,
asylum seekers and refugees studying on its programmes. A significant number of learners
live in the 30 most deprived areas of Scotland. In 2011-2012, the college had around 6,000
student enrolments of which approximately 2,000 were full time. Over 42% of college
enrolments were learners from the 20% most deprived data zone areas.
Anniesland is achieving its strategic aims to widen access and increase participation
through a range of targeted programmes and support services. The college has focussed
on delivering recognised qualifications to help support the Government’s skills strategy with
a continued focus on 16-24 year olds. Approximately 74% of all college enrolments are
students under the age of 25.
The college’s Learning and Teaching mission is ‘to provide a high quality learning
experience meeting the needs and aspirations of individuals, our communities and
business’. Curriculum areas range from Access (SCQF1) to HNDs (SCQF8) and include
Business and Digital Technologies; Creative Industries and Sport; Care, Health and
Communities; English and Highers; and Engineering and Construction.
Anniesland’s excellent facilities include interactive whiteboards in every teaching room and
industry standard workshops and resources for Engineering, Automotive, Construction,
Musical Instrument Making, Art, Dance, Sport, Catering, Health and Child Care. The
college has a wide range of partnerships with industry including nearly 100 of its own
Modern Apprentices in Engineering and over 300 apprentices with other small and large
engineering companies.
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2.3 Cardonald College
Cardonald College, which celebrated its 40th anniversary in 2012, is a large community
college serving the south west of Glasgow, as well as offering regional and national
provision.
In 2011-2012 the college had approximately 8,500 learners with around 3,100 studying on a
full-time basis. Approximately 60% of all college enrolments are students under the age of
25. Around 38% of college enrolments were learners from the 20% most deprived data
zone areas. While 58% of learners came from Glasgow and 32% from surrounding local
authority areas, a significant number travelled from across Scotland to attend programmes
where the college has a national reputation for excellence, such as the creative industries,
water operations and health. The college ensures it supports national, regional and local
economic growth through close collaboration with a range of external partners, including
local and national public sector agencies and an extensive range of employer
organisations.
The college portfolio offers a wide range of programmes from Access level (SCQF1) to
Degree level (SCQF9) including Fashion and Textiles, Digital Media, Journalism,
Communications and Media, Business and Management, Engineering, Construction, Health
Care, Social Care, Life Sciences, Hairdressing, Highers in a variety of subjects, community
based taster courses and transition courses targeted at supporting young people into
employment. Tailored workforce development solutions are a major and growing element
of the college’s work.
Cardonald has excellent facilities to support its portfolio. A new Skills Centre was officially
opened in 2007 and extensive refurbishment of existing facilities was completed in 2008. In
the last few years upgrading of accommodation and equipment has taken place with new
suites in Hairdressing, Beauty and Holistics, Healthcare and Life Sciences which includes
the development of the Brookfield Multiplex Healthcare and Life Sciences suite to support
the new South Glasgow Hospital.
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2.4 Langside College
For more than 60 years Langside College has been delivering quality education and
training on the south-side of Glasgow. The college sits within the South East Community
Planning Partnership area and serves local communities including Pollokshields, Govanhill,
Toryglen, Castlemilk and King’s Park. In 2011-2012, the college had over 5,400 students,
of whom just under 2,000 were full time.
Langside’s commitment to equality and widening access is reflected in the diversity of the
student body. A significant proportion of students originate from countries outwith the
European Union. More than one third of students come from some of the most deprived
areas in Scotland as identified by the Scottish Index of Multiple Deprivation. Half of
Langside’s enrolments are students in the under-25 age group, accounting for two thirds of
all delivery.
The college offers a broad curricular portfolio of recognised qualifications with specialist
areas including Drama, Music, Care and Occupational Therapy. Langside has a
longstanding reputation for the delivery of an extensive Highers programme.
The college also delivers bespoke programmes in partnership with a number of local, citywide and national organisations, providing learning at both the main campus and a range of
community venues, including community centres, schools, libraries and employment
support organisations. National Certificate Engineering programmes are delivered in
Partnership with East Kilbride Group Training Association, and November 2012 saw
Langside College’s Horticulture Programme delivered in partnership with Glasgow City
Council at Queen’s Park.
In February 2012, the new Langside College building in Prospecthill Road was officially
opened, providing students, staff and the community with state-of-the-art facilities, including
a theatre arts complex, indoor sports centre, five-a-side pitches, science laboratories,
engineering workshops, art studios, a beauty therapy centre and training kitchens.
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3. AIMS AND OBJECTIVES OF THE MERGER
3.1 Why Merge?
Against a background of great economic challenge, the Government has proposed a new
regional structure for Further Education in Scotland. It is designed to make the sector more
efficient and responsive to the needs of students and local economies through a coherent
and sustainable curriculum offer, with a sharper focus on outcomes, funding based on
regional needs, and a strong accountability for regional performance.
The Glasgow Region plays a vital role in the Scottish economy and needs a strong and
vibrant Further Education sector. The Glasgow Colleges’ Strategic Partnership (GCSP)
has been formed by all seven of the current Glasgow Colleges’ Boards of Management as
a strategic framework within which all colleges will cooperate.
The aim is to build an efficient regional structure that meets the needs of our city, region
and country. Our priorities are to ensure that there are fewer young people in Glasgow and
Scotland not in employment, education or training; and to help more learners progress to
further study or employment.
The Boards of Anniesland, Cardonald and Langside Colleges believe that by merging to
create a new college we can better address these challenges and make a stronger
contribution to the on-going development of the Glasgow and Scottish economies.
3.2 The Vision and Objectives of Glasgow Clyde College
The overall aim of the merger is to create a dynamic, sustainable institution that builds on
the strengths of the three partner colleges to achieve more for students, staff and
stakeholders. By streamlining delivery, processes and systems the new college will be able
to create greater value for the public funds invested in it.
The new college will be a significant force in education with the capacity, influence and
ambition to improve the future prosperity and wellbeing of Glasgow and Scotland. The
Boards of the three partner colleges firmly believe that, by building on their successful track
records, together they will be able to achieve more than they have done individually.
The new College will:

Be a single inclusive community of learning with one set of shared values and aims
that will make a positive difference to people and communities and a vital
contribution to Glasgow’s economic and social well-being.

Improve provision for local communities by reducing unnecessary duplication and
increasing co-ordination to ensure that learners have improved access to a diverse,
vibrant but streamlined range of learning opportunities.

Have a positive effect on learners and employers in terms of shared expertise, joint
planning, shared resources, curriculum cohesion, provision and progression.
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
Drive up attainment for every individual in our communities and improve their life
chances thus recognising and affirming achievement, building confidence and
opening up future opportunities to enable individuals to play their part in the
regeneration of a confident, successful country.

Create Regional and National Centres of Excellence to deliver skilled people to work
in the key economic sectors identified by the Scottish Government.

Be an organisation which is ethically and positively governed and known for fairness,
respect and equality of opportunity and which seeks to maximise the potential of all
individuals and to recognise and celebrate their success.

Be a sustainable organisation which is confident and enthusiastic about its local,
regional and national future and where high performance is valued and students and
staff are encouraged to maximise their potential.

Celebrate and build on our overseas links to develop the institution’s national and
international profile.

Offer state-of-the-art campuses, linked by existing and emerging technologies, with
industry standard facilities, and expansive and attractive student spaces.

Offer our staff a challenging and rewarding career with opportunities to develop their
skills and progress their career.
3.3 Fit with Current Strategic Plans
The strategic profiles of the 3 colleges are closely aligned and the strategic themes of each
partner provide a synergy of specific corporate outcomes. The colleges work successfully
within communities that present common challenges. The new college will aspire to
integrate existing strategic themes and will reinforce them with effective and efficient
planning processes based upon demand and meeting the priorities of these communities.
In doing so, the college will take cognisance of the new regional structure of Further
Education.
Each partner college has a strong focus on the enhancement of governance, management
and leadership within their college. These strategic commitments facilitate a positive and
inclusive work environment for staff and the opportunity to engage in CPD that will be
beneficial to both individuals and institutions. The new college will be able to maximise the
synergies of cultures, values and management innovation to inspire the life experiences
and aspirations of students, partners and the community.
The core business of each college is fully reflected by a grouping of learning and teaching
based strategic themes. The drive toward a sustainable, relevant portfolio is informed by
the demands and expectations of employers, the Government and the wider community.
All colleges have cultivated formal partnerships and collaborative agreements within the
local community and beyond with a range of stakeholders and delivery organisations to
improve the life chances of learners.
The existing commitment to high quality learning, strong student engagement and
continuous improvement will enable the merged college to support the individual goals,
aspirations and employability of a diverse student profile with respect to socio-economic
7
background, age, gender and ethnicity. An accessible curricular portfolio will widen
inclusion and students will be supported in their learning to ensure continued promotion of
the equalities agenda.
The uncertain financial environment in which the three colleges perform has stimulated
robust financial management and innovative strategic development to safeguard the
financial stability and sustainability of the institutions. The reincarnation of responsive
organisations that work with stakeholders to meet the challenges of highly volatile economic
and political circumstances has been successfully managed. Colleges have prioritised the
development and modernisation of an infrastructure to support effective provision of high
quality education, skills development and learning. The need to perform on a local, national
and international scale has been embraced by the partner colleges to secure the status and
enhance the reputation of each institution.
The merged college will continue to prioritise the strategic legacy of tackling the unique
social and economic challenges that Glasgow presents, through high quality learning,
teaching and skills development.
3.4 Developing Values
As described later in this document (section 8.5) a Culture and Value survey was
undertaken with staff to understand their views of the current cultures within the three
colleges, and, perhaps more importantly, their aspirations for Glasgow Clyde College. As
part of this exercise participants were asked to identify the most prominent characteristics
they would like to see in Glasgow Clyde College. While there were slight differences in
emphasis between different groups of staff, overall the characteristics identified, in rank
order were:
1.= Student Focussed
1.= Well led
3. High Standards
4. Supportive
5. Organised
6. Outward looking
The only significant difference in response was that senior management gave a higher
emphasis to the new organisation being creative ahead of organised.
Participants were also asked to consider a number of propositions for the new college,
among them:





Staff should be involved in detailing the front line needs of the new college
The new college should develop a culture that strongly values the importance of
employers and preparing students for the world of work
The new college should aim to be evidence based in all its decision making
The new college should make a strong commitment to developing commercial
activity with employers
The new college should develop a culture that is welcoming of people from deprived
communities, and
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
The new college should give particular priority to enhancing the employment
prospects of young learners
The responses to this set of questions were summarised as staff having a dominant desire
to see the new college being strongly vocationally focussed, and to meet the needs of both
students and the wider economy.
All of this work provides a very strong foundation upon which to develop a comprehensive
and cohesive set of values for Glasgow Clyde College. This work will be progressed in the
coming months. As described later in section 8.6, work to develop a brand strategy for
Glasgow Clyde College was undertaken, as part of this potential brand values were
explored, students and potential students described the values they would like to see in
Glasgow Clyde College as friendly, modern, innovative and caring. The future work to
develop values will also draw on this research.
3.5 Adding Value
Glasgow Clyde College is being built on a strong foundation. All three partner colleges
already add significant value to their students and to the local and Scottish economies. The
colleges enjoy an enviable reputation for the quality of the learning they provide and for the
knowledge and expertise of their students. Employability levels among graduates are high,
staff are well qualified, experienced and dedicated to delivering the best possible student
experience. In the Culture and Values study that was carried out as part of the merger
work staff at all three colleges consistently described their institution as student focussed,
and this remains their number one ambition for Glasgow Clyde College.
With the creation of Glasgow Clyde College an opportunity now exists to build on the
excellent reputations of the three partner colleges and create more value for students, the
sector and the economy.
Glasgow Clyde College recognises the need to further develop the practice of learning and
teaching in the Further Education sector, ensuring that the way we teach is as relevant for
modern learners as what we teach. Glasgow Clyde College intends to establish a unique
Education Development Unit to initiate and progress research into teaching processes at
FE level. The output of this unit will help not only Glasgow Clyde College to ensure its
learning methods are appropriate for all its students, it will also support the development of
the sector throughout Scotland. Glasgow Clyde College intends to disseminate its research
findings widely and to develop appropriate mechanisms to support the teaching of teachers
based on its research findings.
As indicated later, in section 5.4.6, Glasgow Clyde College will have a focus on Youth
Employability across all its provision. Working with appropriate partners and funders, the
College plans to investigate new and different ways of supporting young people through
education and into the labour market.
This document in describing the approach to planning for the merger and the ambition of
Glasgow Clyde College illustrates the range of ways in which the College will add value to
its students, its communities and the local, regional and national economy.
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4. OPTIONS APPRAISAL
This proposed merger is in response to clear policy direction from Ministers in both Putting
Learners at the Centre and in the regionalisation agenda outlined in the Post-16 Education
(Scotland) Bill 2013. Equally, the uncertainty in funding that the sector is facing is driving
unprecedented change in colleges as they work out how to deliver savings while
maintaining learner provision, driving up quality and demonstrating innovation in service
development and delivery.
4.1 Maintaining the Status Quo
The Boards of Management of Anniesland, Cardonald and Langside Colleges recognised
that while the colleges were successful, solvent and played an important part in their local
communities, the status quo was not an option that was sustainable in the medium term,
particularly given reductions in SFC funding. The Boards therefore sought to investigate
options that would support the creation of a dynamic new institution designed to serve the
current and future needs of students and communities in South and West Glasgow.
4.2 A Federated Model
All three partner colleges had previously been members of the Glasgow Community
Colleges’ Federation working with the other Community Colleges in Glasgow to deliver joint
projects and developments. The Glasgow Community Colleges’ Federation was originally
established as a vehicle to support inter-college collaboration in Glasgow. However,
following early policy decisions by the Cabinet Secretary for Education, the level of cuts that
the sector was facing and with an acceleration of the Change Agenda, the Boards of the
partner colleges did not believe that pursuing a federated model in the medium to long term
would be a sustainable option as it would not deliver the cost savings required within the
identified timescales for regionalisation without a substantial impact on the curriculum. This
option was therefore rejected.
4.3 Full Merger With The Right Partners
The Boards of the partner colleges were committed to ensuring that by entering into a
merger it would be for the benefit of the students, staff and communities they served.
Following a consideration of options that looked at factors such as the size of the
institutions, the geographical coverage, the complementarity of provision and the cultural
‘fit’ Anniesland and Cardonald Colleges entered merger discussions towards the end of
2011.
Prior to becoming involved in the merger process the Board of Management at Langside
College instructed an independent option appraisal considering the potential for merging
with Anniesland and Cardonald colleges, or Stow, John Wheatley and North Glasgow
Colleges. The report concluded that:
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“Langside, Cardonald and Anniesland would be a powerful player in college learning, and in
people, community and economic development in the south and west of the city of
Glasgow.


It offers the geographically logical combination of community centred learning with a
number of opportunities for developing regional and national Centres of Excellence.
A shared commitment to access, progression and excellence for learners in this
option is a good basis from which to develop a new and effective college of scale in
the south and west of the city. “
(Source: Frontline Consulting Merger Option Study, March 2012)
Following consideration of this report the Board of Management of Langside College
agreed to enter merger discussions with Anniesland and Cardonald Colleges. These
discussions were formalised with the creation of a Partnership Board in April 2012 to direct
and oversee the merger process.
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5. ACADEMIC BENEFITS
5.1 Introduction
The Portfolio and Learning and Teaching Strategies for Glasgow Clyde College (see
Appendices 2 and 3 for draft versions) underpin the organisation’s ambition to be locally,
nationally and internationally recognised for the excellence of the learning it provides.
Glasgow Clyde College will be a dynamic and innovative centre of educational excellence
offering flexible and personalised learning, tailored to fit our students’ needs and lifestyles,
with the best quality teaching, round-the-clock access through the Virtual Learning
Environment, and a comprehensive range of support and engagement services. Glasgow
Clyde College will enable and encourage all its students to realise their full potential,
developing the skills necessary to excel in learning, life and work.
5.2 Excellence in Learning and Teaching
Glasgow Clyde College will set the highest standards in driving up student retention and
attainment, benchmarking its performance against provision in Scotland and the UK.
Glasgow Clyde College will create opportunities for students to learn with the best possible
teachers in excellent facilities and learning environments.
All three partner colleges have recently received excellent external reviews from Education
Scotland, and Glasgow Clyde College will build on this success and be seen as a partner of
first choice for learners and stakeholders. The experience of the three partner colleges in
Quality Improvement through Self Evaluation is well embedded and, by building on this,
Glasgow Clyde College will continue to develop its offering taking advantage of best
practice wherever it exists.
Glasgow Clyde College will be in a stronger position to increase the proportion of learners
progressing from programmes not leading to recognised qualifications to full-time national
qualifications (NQs). Glasgow Clyde College will also work with its sister colleges in
Glasgow to deliver the Regional Outcome Agreement and increase the retention and
achievement of students on full-time NQ programmes. By simplifying and streamlining
Quality and Management Information Systems we will be able to more effectively set
standards and targets and monitor performance data to drive up results across the city.
The creation of Glasgow Clyde College will bring opportunities for staff in related
disciplines, both in teaching and support areas, to develop wider communities of practice
with increased opportunity for the exchange of excellent and innovative practice. Part of
the unique selling point of the new college will be the development of an evidence-based
research and practice unit to support excellence in teaching and service delivery. With the
creation of Regional and National Centres of Excellence, Glasgow Clyde College will
continue to develop the flair and creativity in its students and staff, and make a distinctive
contribution to the local and national economy.
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5.3 Developing the Curriculum
Glasgow Clyde College will continue to review and develop its portfolio to ensure it meets
community, employer and industry needs. An essential part of this will be the evaluation of
the portfolio against identified curriculum drivers, such as economic and skills needs and
national, regional and local policies. Curriculum plans will be developed in response to
these drivers. This process of regular review will lead to a responsive portfolio that is
designed to meet the needs of the economy and employers.
Through its portfolio plans Glasgow Clyde College will seek to provide a relevant broad
based curriculum at as many levels as possible, delivering programmes from introductory
level through to HND, degree and professional workforce development qualifications.
Within this there are areas where the College already has, or plans to develop expertise
which is sector leading.
The following principles provide the basis on which portfolio decisions regarding the
Glasgow Clyde College curriculum will be taken.
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Curriculum areas supporting both the Scottish Government and Glasgow Region
priorities will be developed and strengthened
Local, regional and national economic growth will be supported by delivering
provision matched to identified sector and employer needs
Existing and, where appropriate, new sector leading specialisms will be built upon to
create Regional and National Centres of Excellence
Help will be provided to build and grow businesses
Activity that supports local community and economic needs will be promoted;
Provision that meets the needs of 16-24 year olds will be prioritised
A portfolio will be delivered that provides, breadth, depth and aspiration and ensures
local access routes and progression opportunities for our communities
A portfolio will be delivered which supports progression routes to employment and/or
articulation to higher education
Provision will be targeted to support key groups of learners e.g. MCMC,
School/College learners, Looked After Young People
Programmes will meet acceptable levels of recruitment, retention, and outcome PIs
Programmes will be based on a recognised qualification (or justified if not)
Social responsibility will be recognised through the promotion of local access to
provision
Programme financial viability will be optimised
Portfolio provision will be aligned with the other Glasgow Colleges’ provision in line
with the Glasgow Regional Outcome Agreement
These guiding principles will help Glasgow Clyde College to avoid unnecessary duplication
and provide a relevant curriculum with appropriate breadth and depth.
An extensive review of the curriculum being delivered by the three partner colleges was
carried out against these principles in the second half of 2012. This review has led to the
strengthening of provision in areas of growth and the streamlining of courses in areas of
lower priority.
13
Provision has been grouped into three broad categories; Key Growth Sectors, Other Skills
Sectors and Access, Transition and Continuing Learning. Based on this categorisation, the
diagrams below demonstrate the proposed shift in provision for Glasgow Clyde College’s
core activity.
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5.4 Delivering the Curriculum
Building on the approach set out above Glasgow Clyde College will continue to develop a
curriculum offering that will allow its students to gain the skills needed to make a positive
contribution to the Scottish economy in the future. The curriculum will continue to be
developed to align with the needs of the local economy and reflect the growth sectors in
Glasgow and Scotland. In addition, reflecting Government policy and the challenge of
securing a positive future for all of Scotland’s young people, Glasgow Clyde College will
ensure an ongoing focus on youth employability.
5.4.1 Creative and Culture
Each of the partner colleges is renowned for provision in this area and the creation and
delivery of programmes to prepare students for employment in the culture and creative
industries sector will continue to be a specialist, national provision offered by the new
college. We believe that the scale of resources, expertise and innovation on offer will
enable this contribution to flourish and help to extend the existing opportunities for work
placements and industry links. Programmes will be offered in Art, Fashion Design, Fashion
Manufacturing, Textiles, Dance, Acting and Performing Arts, Music and Sound Production,
Journalism, Communications and the Media, and Stringed Musical Instrument Making.
Provision will range from introductory to degree level with articulation to universities
throughout the UK. Given the specialist nature of much of this provision the new college
will look to strengthen its position and develop further degree courses to meet industry
needs.
5.4.2 Technology
An extensive range of Modern Apprenticeships and SVQs will be offered in Engineering,
Energy, Water Technology, Plumbing, Gas and Construction related areas. All of these
programmes will be developed and delivered in conjunction with a range of Sector Skills
Councils and key employers such as BAE Systems, Scottish Power, Rolls Royce, Scottish
Water and Scottish and Southern Energy.
Glasgow Clyde College will be in a strong position to develop its partnerships with industry
and focus on Scotland’s strengths in the growing renewables and power generation
markets. We will also continue to make a significant contribution to Glasgow and
Scotland’s Marine, Mechanical, Electrical, Automotive Engineering and Construction
demands whilst supporting small and medium sized engineering and construction
companies in developing skilled employees.
There is considerable depth of experience across all three partner colleges supporting the
needs of these sectors, and the new college will seek to strengthen the scale and level of
support where appropriate.
Working with COGENT new opportunities have been identified to support the Chemical
Sciences industries building on existing expertise in water management and on the
management and control of water utilisation in industrial processes.
15
Glasgow Clyde College will continue to develop and support these areas, which, while
small at present, represent significant opportunities for growth in the future.
5.4.3 Finance and Business Services
Recent labour market intelligence forecasts that any new employment growth in Glasgow
will be largely dependent on its success as a centre for business services. Based on the
expertise built up in the three partner colleges the new college will offer a significant range
of Business, Financial, Information Technology and Computing courses with provision
being from introductory to HND level. Good articulation links already exist with a range of
universities from all the subject areas, and these will be further developed. Delivery of HNC
and PDA Learning and Development programmes, a provision not commonly available
within the Glasgow region, will also be a feature of Glasgow Clyde College’s provision.
Glasgow Clyde College will build on existing expertise in computing e.g. Cardonald College
is the accredited Microsoft Lead Centre for Scotland, acting as a link between the Scottish
Qualifications Authority, Microsoft and other colleges supporting them in their
implementation of the Microsoft suite of qualifications.
The scale of the new college will mean that local students are offered enhanced
opportunities in a key growth area that will be a provider of jobs for years to come.
Glasgow Clyde College will work to develop new and innovative approaches to meet
identified demand in this area.
Economic reports indicate that 40% of Glasgow’s employment is now in the service sector.
This covers a diverse range of industries, and the subjects that will be delivered by
Glasgow Clyde College to support them include Travel and Tourism, Catering, Hospitality
Management, Sport and Fitness, Complementary Therapies and Hairdressing and Beauty.
Provision will be provided from introductory level through to NQ and HN level. In addition
within this area there already exist very positive relationships and reputations with sector
bodies offering many specialist awards alongside standard provision and, in so doing,
providing better employment opportunities for students.
Glasgow Clyde College will build on the excellent articulation links that exist with
Universities, and the well-developed Skills for Work and Winter Leavers programmes.
Glasgow Clyde College has well developed facilities to support Hair and Beauty and the
Catering and Hospitality sectors and will seek to enhance these facilities in the future.
5.4.4 Health and WellBeing
Care programmes will be provided for students in Health, Social and Early Years Care, and
also for employees who require mandatory occupational qualifications. Glasgow Clyde
College will help simplify and sharpen the strong links that exist with local authority and
private sector employers to meet regional and national skills priorities. Two of Glasgow
Clyde College’s campuses will be close to the new South Glasgow Hospital, soon to be the
largest health care facility in Europe. The health sector has been specifically highlighted by
the Government for support, and is considered a strategic priority for Glasgow Clyde
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College in terms of job opportunities and growth for the local economy. Glasgow Clyde
College will be a member of NHS Greater Glasgow and Clyde Education Partnership which
has created a Centre of Excellence, supporting the development of new qualifications and
the upskilling of existing staff.
Life Sciences is a growing area of provision that has developed in response to both the
Government’s identification of Life Sciences as a key sector and partnership discussions
with NHS Greater Glasgow and Clyde on their need to ensure good quality recruits into
their medical laboratories. New provision at HNC and NQ level has been introduced and
approval has been obtained to run an MA Life Sciences, with articulation being strong
across all courses. Glasgow Clyde College will continue to work closely with local schools
to encourage young people to consider Life Sciences as a viable and positive career choice
thus building on future local employment opportunities. The new college will build on this
strong position.
5.4.5 Access and Continuing Learning
The main focus of provision in this area is to offer access routes into learning which then
have clear progression outcomes into employment or further study. While some of the
provision offered may not be immediately vocational in nature it provides the essential
foundation for eventual entry into employment. Much of the provision in this area is driven
by Government and regional policy and community needs as identified in the Glasgow
Single Outcome Agreement and the Scottish Government’s ESOL Strategy and Adult
Literacy and Numeracy Strategies.
Glasgow Clyde College will continue to develop
customised provision in conjunction with local partners to meet the diverse range of needs
demonstrated by these groups.
Glasgow Clyde College will build on the excellent reputation enjoyed by the three partner
colleges for the delivery of Advanced Higher, Higher and Intermediate level courses which
provide access to qualifications which support entry to vocational and higher education
programmes.
Young People who require additional support for learning are one of the four target groups
of the Glasgow Youth Employability Partnership (YEP). Courses focussing on employability
and progression will be offered within Glasgow Clyde College to ensure that we are
responding to the action plan of the YEP, and to ensure that consistent support is offered to
vulnerable young adults during the transition from school, and in preparation for
employment.
Glasgow Clyde College will continue to provide appropriate educational provision to those
with additional support needs to ensure that we continue to fulfil the roles and
responsibilities described in the ‘Partnership Matters’ document.
5.4.6 Youth Employability
Glasgow Clyde College will ensure a focus on youth employability across its provision. This
is in part driven by the Government’s priority to ensure that all 16-19 year olds are in
positive destinations. Glasgow City has developed youth employability structures to assist
achieving this and all three partner colleges already work extremely closely with the
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Community Planning Partnership, Skills Development Scotland (SDS), Glasgow Education
Department and local third sector organisations to implement the City’s Youth Employment
Gateway Strategy.
Glasgow Clyde College will build on this strong foundation delivering a range of
programmes, both to engage young people who are not in employment, education or
training and to assist those who are ready to move into employment, training or education.
Glasgow Clyde College will work with partners to determine the appropriate entry points for
these cohorts and investigate the need for shorter courses focusing on skills for
employability. Glasgow Clyde College will also continue to develop a range of customised
programmes both through programmes such as the Princes Trust and within the context of
the SDS Employability Fund provision, seeking to develop innovative solutions to help
ensure all 16-24 year olds are able to fulfil their potential and make a positive contribution to
the Scottish economy.
5.4.7 Building Businesses for Scotland
Glasgow Clyde College aims to extend the support already offered to entrepreneurs in the
creative industries to start and sustain their own businesses. Funding from Digital
Enterprise Scotland and Creative Scotland provides access to specialist facilities supporting
a range of creative sector businesses. Glasgow Clyde College will seek to expand this
backing to widen the sectors being supported beyond the creative industries. Glasgow
Clyde College will establish business incubator units in all three campuses utilising the links
in key areas of curriculum strength appropriate to each campus. This ambitious model
characterises the imaginative approach Glasgow Clyde College will take to support the
development of a skilled, educated and creative workforce.
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6. IMPLICATIONS FOR TERTIARY EDUCATION IN
SCOTLAND
Glasgow Clyde College will be a major force in education with the capacity, influence and
ambition to impact upon and improve the prosperity and wellbeing of its local communities,
Glasgow and Scotland. All aspects of provision by Glasgow Clyde College will be
developed and delivered in recognition of their fit to local, regional, national and
international need. Through the benefit of shared expertise and resources, regional and
national centres of excellence will be created, delivering skilled and motivated people to the
key economic sectors, supporting local communities and helping grow business for
Glasgow, Scotland and beyond. In achieving this Glasgow Clyde College will work within
the Glasgow Colleges Regional Outcome Agreement and in partnership with the Higher
Education sector to maximise opportunities for widening access and articulation at
appropriate SCQF levels. This articulation work will also encompass the emerging higher
level Modern Apprenticeships.
Provision will continue to be delivered through the three existing campus locations ensuring
we continue to serve our local communities. Outreach work will be designed to be as
flexible as possible, aligned with local community planning needs and delivered in locations
matched to identified need. There are excellent existing links with Glasgow Education
Department, Glasgow Life, Glasgow Community Planning Partnership, Glasgow
Regeneration Agency and local Voluntary Sector organisations and these will continue to
be enhanced to ensure the best possible access and support for local people entering
further education. The increased pool of knowledge and expertise of staff will help provide
a single community of learning with one shared set of values and purpose that will make a
positive difference to people, communities and partners in Glasgow.
Beyond Glasgow, Glasgow Clyde College will also work closely with our neighbouring
regions and Local Authorities to develop coherent provision and services to meet their
needs.
It is our aspiration that Glasgow Clyde College offers students a seamless learner journey
from entry level provision to degree level qualifications. The creation of this progression
framework is a key aspect of the college portfolio, allowing students to decide at each stage
of the process whether to progress to the next level through a single college structure or
exit to employment. The new college will have a greater influence to increase its
progression links with universities and also develop programmes and partnerships at
undergraduate level.
Both as part of the Glasgow Regional Outcome Agreement and in our own right Glasgow
Clyde College will be accountable to all stakeholders including funding agencies, awarding
bodies, employers and most of all students. We will regularly seek feedback from all our
stakeholders and act on their responses to further improve our service.
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7. FINANCIAL BENEFITS
7.1 General
The merger proposal for Glasgow Clyde College seeks to respond to the reduced level of
funding available to the Further Education sector and the intention of the Scottish
Government to move towards increased regional accountability.
We are in a difficult time for the sector. Substantial cuts have been incurred in core grant
funding for both 2011-12 and 2012-13. The outlook for 2013-14 and 2014-15 is uncertain.
We are expecting a reductions of 11% in 2013-14 but hopeful that there will be no further
reduction in 2014-15. This assumption is guided by the Scottish Government Budget
announcement on 6th February 2013. In later years the plan assumes further cuts of 2%
per annum in cash terms.
In cash terms the combined grant income of the merging colleges will reduce by £3.2m in
2013-14. The cut in funding will lead to a reduction in senior management, teaching and
support roles but the merger will provide an opportunity to minimise the level of reduction
whilst maintaining provision across the college campuses.
Merger will enable Glasgow Clyde College to reduce management overheads, compared to
the cost within the individual colleges. In addition merger will provide the opportunity to
reduce duplication of some support functions.
The level of income reduction outlined will lead to a reduction in output unless cash is
invested in new ways of delivery. Glasgow Clyde College will continue to invest in facilities
to ensure that all students can access learning in good quality premises and through
modern delivery channels. The merger business case assumes fixed asset investment of
£13m over the plan period.
The combination of the colleges will provide opportunities to increase commercial and noncore/supplementary grant income. Glasgow Clyde College has developed an exciting but
achievable plan to help grow other income channels in order to help mitigate the effect of
core grant funding reductions.
The business plan for Glasgow Clyde College is supported by the following key
assumptions
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A sustainable financial position will be attained within two to three years of merger with
accounting and cash surpluses generated at that stage and beyond.
A rapid reduction in management posts across the College
An ongoing level of operating surplus and cash generation to enable continued
investment in teaching and student facilities
Sufficient cash and net current assets to enable prudent management of the College’s
balance sheet position
Continued usage of the core campus sites at Anniesland, Cardonald and Langside
together with community access support.
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The business plan for Glasgow Clyde College (Confidential appendix BC) has been
prepared for submission to the Scottish Funding Council and used to inform the decision
making of the Partnership Board.
7.2 Commercial and International Strategy
7.2.1 Commercial Strategy
Building on the experience and expertise of the three partner colleges Glasgow Clyde
College will offer a range of commercial services which will support the growth of the
Glasgow and Regional economies, an essential component of economic growth: “For
Glasgow to grow its key sectors, boost innovation, productivity and employment, it is vital
that the colleges and universities are fully engaged with key sectors and work with
businesses to produce the skills, knowledge, design and innovation needed to be world
class.”1 Glasgow Clyde College’s commercial activity, much of which will be based on
knowledge transfer and innovation, complements our mainstream portfolio, updates staff
knowledge and skills and provides regular contact and dialogue with businesses in
Glasgow, Scotland, the UK, Europe and internationally. Glasgow Clyde College is
committed to developing and embedding commercial collaborations, partnerships and
initiatives which:
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Supports businesses in improving productivity, competitiveness and profitability
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Provides people with the right skills to trade in the labour market
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Creates opportunities for the College to contribute to the economy of Glasgow and
Scotland
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Develops and sustains productive relationships between staff and a variety of
external agencies, key sectors, local employers, customers and other stakeholders
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Provides opportunities to enhance staff skills and knowledge
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Reduces reliance on public funds by providing continued growth of independently
generated income and operational surplus for the College;
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Supports cooperation within the Glasgow Colleges’ Strategic Partnership, providing
flexibility and responsiveness in serving the key sectors and local employers of the
Glasgow region.
7.2.1.1 Expanding the portfolio of commercial courses
It is intended that all academic delivery units of Glasgow Clyde College will have a
commercial delivery activity plan for the session. The new college will utilise existing links
and relationships to assist the academic delivery units in the development of commercial
business. The main focus in the first year will be to offer more to existing corporate clients.
1
Glasgow Economic Commission, Final Report, June 2011
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The commercial portfolio will also include the expansion of the existing leisure programmes
which have the potential to achieve early expansion in session 2013-14 and are predicted
to increase by 30% over the period to 2016.
7.2.1.2 Securing Customised Training, tendering for commercial contracts and
offering other services to businesses.
The expansion of customised training will be supported by a proactive approach to
identifying business training and service needs. Glasgow Clyde College will build on
existing relationships between staff and corporate customers and will seek to support
businesses with a range of services including marketing, design and consultancy.
The main focus will be on business within the UK but will also include the potential to bid for
international commercial business. We will source opportunities to benefit from the
European Union’s (EU) new multiannual financial framework for 2014-20202. This will
include programmes in Scotland but will also link to international commercial contract
opportunities arising, for example, through the pre-accession assistance to encourage the
adoption of EU laws and standards.
7.2.1.3 Sourcing Funding from External Agencies
In pursuit of its strategic ambitions, Glasgow Clyde College will seek to maximise its funding
from appropriate external agencies including the National Lottery, Knowledge Transfer
Partnerships, Trade Associations and European Funding. Glasgow Clyde College will
actively work with business start-up agencies to provide opportunities for its learners to
consider business as an alternative progression route. Recent research identifies colleges
as “having a role to play in promoting enterprise within Scotland”3. As highlighted in section
5.4.7. Glasgow Clyde College will build on the support already provided to ensure business
start-up is a viable option for its students
7.2.1.4 Maximising the Use of College Facilities
Glasgow Clyde College has three high quality campuses with excellent facilities. Glasgow
Clyde College will seek to maximise the use of these facilities through offering local
businesses and groups the opportunity to access and hire them at times that are
complementary to the delivery of education. Glasgow Clyde College will initially focus on
establishing its offering and promoting it to current customers as well as sourcing new
customers.
7.2.1.5 Establishing Sponsorship Opportunities
Glasgow Clyde College will establish a range of sponsorship packages for both individuals
and corporate clients. Various sponsorship options will be pursued including, financial
contributions to the College, donations of equipment and materials and in-kind contributions
to enhance the learner experience, for example providing guest lectures or supporting
student visits.
2
http://ec.europa.eu/europeaid/how/finance/mff/eu-budget_en.htm
Further Education, the Scottish Labour Market and the Wider Economy, Paper no.94, The David Hume Institute, Oct
2012
3
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7.2.2 International Strategy
Through the experience and expertise of the partner colleges Glasgow Clyde College will
immediately be involved in significant international activity in a number of areas contributing
towards the economic growth of Glasgow and Scotland. Glasgow Clyde College is
committed to developing and embedding international collaborations, partnerships and
initiatives which:
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Creates opportunities for sharing knowledge, expertise and international best
practice to develop its services to learners, communities and businesses
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Offers opportunities for developing staff capacities to undertake international work
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Provides opportunities for students to enhance their learning
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Supports the development of mutual respect and inter-cultural awareness
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Supports economic growth in Glasgow, Scotland and internationally
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Provides income streams for the College, reducing reliance on public funds by
providing continued growth of independently generated income and operational
surplus for the college
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Encourages cooperation within the Glasgow Colleges Strategic Partnership to
contribute to developing sustainable colleges in the Glasgow region
7.2.2.1 Developing International Commercial Contracts
Glasgow Clyde College will actively seek out opportunities to grow the volume of business
being undertaken on a commercial basis with international customers. We will engage with
other colleges as appropriate and when this would add benefit to the potential to bring
international business to Glasgow and Scotland. We will work to establish an international
vocational education and training partnership with other colleges and institutions to allow us
to tender for larger contracts. Initially Glasgow Clyde College will target the expansion of
business with existing customers through promoting the wider range of specialisms
available as a result of merger. The early focus of international work will be on regions
where Glasgow Clyde College currently has contracts e.g. on the Middle East countries
where very large levels of investment in education and infrastructure are likely to be
sustained over the next 20 years.4
We will seek to investigate and develop a flexible, responsive and blended approach to
delivery of taught content; sensitive to the needs of learners and employers in target
international markets.
Initially Glasgow Clyde College will focus on products and services in the following
curriculum areas:
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4
Creative Industries
Engineering
Your Guide to doing Business in the MENA region, UK trade and Investment, 2010
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English Language Training (ELT)
Extended Learning Needs
Health and Safety
Health and Social Care
Hospitality
Tourism
Management for the Vocational Education and Training Sector
Training and Development
Water and Wastewater
The range of areas covered will be broadened as opportunities arise and as new market
intelligence is available.
Glasgow Clyde College will actively develop business relationship-building opportunities
resulting from the Glasgow 2014 Commonwealth Games.
7.2.2.2 International Delivery Partnerships
Glasgow Clyde College will develop institutional links with overseas providers where such
links can be shown to offer commercially viable, sustainable and mutually beneficial
relationships between the institutions. The key objective in developing institutional links will
be the establishment of delivery centres within overseas providers premises, utilising
Glasgow Clyde College’s learning and assessment materials and quality assurance
systems to assist the partner institution to deliver high quality learning and assessment.
The initial focus will be on international institutions that currently operate in competitive
markets for privately funded education and would benefit from a relationship with Glasgow
Clyde College. The initial country focus for this strand of international activity will be India.
The Indian economy is the second fastest growing economy in the world 5 and the language
used for education is English. In addition, the Scottish Government India Plan6 provides a
strategic focus to support business engagement with India.
7.2.2.3 International Student Recruitment
The recruitment of non-European Economic Area (EEA) students represents an opportunity
to enrich the learning experience of home based students and to enhance the job
satisfaction of staff. Glasgow Clyde College will be recognised by international applicants
and agents as offering a high quality learning experience and welfare support. Excellent
articulation arrangements will offer the students secure routes to progress to higher
education institutions or to complete a degree.
As Langside College is the only one of the three partners to currently hold a tier 4 HTS
licence, Glasgow Clyde College will initially recruit visa-sponsored students for courses
based at the Langside campus for session 2013-2014. International student recruitment
will involve all three campuses in session 2014-15. Glasgow Clyde College will focus on
recruiting fewer, but well prepared, international students.
5
6
India and the Global Economy, Chapter 14, www.indiabudget.nic.in
Scottish Government India Plan, March 2010
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A renewed focus on compliance with the Tier 4 immigration route and online management
of data will underpin this area of the international strategy. The initial geographic focus will
be on India, Sri Lanka, Malaysia and China. Glasgow Clyde College will also investigate
the potential of, and where possible, recruit government-funded students from Saudi
Arabia, Qatar and other Gulf states.
7.2.2.4 Externally Funded International Projects
This strand of international activity includes initiatives funded by, for example, the European
Union, the British Council and the UK-India Education and Research Initiative (UKIERI).
Many of these projects address the main principles of Glasgow Clyde College’s
international strategy, in addition they also provide excellent opportunities for staff and
students to benefit from professional development and enhanced learning experiences
through mobility projects.
Some of the projects within this category of international work can be considered precommercial with the potential to develop as future commercial activities, supporting the
other three areas in the international strategy. Glasgow Clyde College will devise wellstructured, valuable externally funded international projects that will make a social,
educational and financial contribution to the College through the sharing of best practice,
knowledge transfer and contributing to supporting College costs.
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8. ISSUES ARISING FROM CONSULTATION
The formal consultation on the merger took place between 27th August and the 16th
November 2012. This date was subsequently extended to allow the newly elected student
representatives additional time to submit a considered response, and to allow additional
input from stakeholders. A consultation document ‘Achieving More’, which set out the case
for merger, was produced and more than 2000 copies distributed internally and externally.
8.1 External Consultation
The consultation document ‘Achieving More’ was sent out to a joint database of more than
600 stakeholders inviting comment. This was followed up by phone and email. 42
responses were elicited this way, of which 5 were opposed to the merger.
Six separate themed lunches/suppers were held in November and December for around 70
key partners in different sectors, at which they could discuss their views on the merger with
staff and senior management. These events were held in the Training Restaurant at
Anniesland College and the Theatre Bar at Langside College, and provided an excellent
opportunity to showcase the skills of the student body.
In addition presentations outlining the merger proposals were made to a number of
Community Planning Partnership meetings and Local Area Committee meetings.
Stakeholders were overwhelmingly positive about, and supportive of, the merger and the
opportunity to enhance and build on existing relationships.
Where they expressed a preference, stakeholders liked the name Glasgow Clyde College
and considered it appropriate for the new college with its associations of heritage,
regeneration and creativity.
“We are sure that these three colleges working together will make a great impact on
widening access to education in Glasgow and beyond.”
Professor Sir Jim McDonald, Principal, University of Strathclyde
“We are pleased to support this proposed merger. The structure of the combined colleges
offers excellent diversity of provision along with opportunities to create a critical mass for
specialist areas of education and training.”
NHS Education Scotland
“We support the approach you are taking to the creation of the new college and believe that
the planned merger will present the college with an opportunity to create efficiencies,
remove duplication, develop specialisms and centres of excellence, improve education and
training options and create a curriculum that relates to the labour market and delivers real
economic growth.”
Lorraine McMillan, Chief Executive, East Renfrewshire Council
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Further stakeholder events are planned in a similar format to the themed lunches to keep
stakeholders involved in the merger process, to build on existing relationships and create
new contacts for the new college.
8.2 Staff Consultation
Copies of the Consultation Document ‘Achieving More’ were distributed to all staff at the
start of the consultation process. All staff were invited to attend a workshop to discuss their
hopes and fears for the new college and the practicalities of working in a new college. 10
workshops were held across the three college campuses, each was hosted by a Principal
although Principals did not host in their own college. To encourage discussion it was
decided not to choose a lecture theatre setting, but to set up more informal sessions where
staff could discuss the merger in smaller groups.
On arrival at the workshop staff were put into groups of 10-15 and directed to one of three
‘stations’, each of which had a different theme;
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What are your hopes for Clyde College Glasgow?
What are your concerns about the merger?
What do we need to have in place for vesting day?
Each station was hosted by a facilitator, a member of the senior management team whose
job it was to keep the conversation flowing. The tables were laid with writable tablecloths
and staff were encouraged to write down their thoughts as the session progressed, to
ensure that as many of their views as possible were captured.
The chief concerns for staff were jobs and courses. Understandably, staff were concerned
about their own position, however they also expressed their concerns about the continued
provision of courses and the options that would be available for students.
“Where will I be based?”
“Is my job safe?”
“How do we ensure the teaching is consistent throughout the three campuses?”
“Will there be enough places for student demand?”
Staff comments from consultation event.
Staff wanted more information about the merger process, including the timeline,
appointment of Principal Designate and senior management, and details of what was being
discussed at merger meetings.
Staff were ambitious for the new college and hoped it would be ‘bigger and better,’ leading
to the sharing of best practice, greater opportunities for career development and an
enhanced experience for students.
27
“I hope that Clyde College will be the best college in Scotland as soon as possible. We can
do that through very careful planning, accepting there will be shortcomings but with
everyone wanting to do their best and working to the best of their ability.”
Staff comment from consultation events.
A dedicated merger website was set up as a source of information about the merger
process, including background information and a poll on the proposed name.
Staff had mixed views about the name Clyde College Glasgow.
Staff were surveyed following the consultation sessions and 86% said they were satisfied
with the opportunity to comment and felt fully consulted on the merger plans.
8.3. Student Consultation
Consultations with students were led by the Student Associations and supported by
Partnerships for Change and included an online survey, postcard campaign and
consultation events. A very successful Question Time style student debate on the merger
was held at Langside College in December. The debate, which was attended by more than
100 students, was Chaired by BBC Business presenter Graham Stewart. The panel
comprised senior management from the three colleges, including 2 Principals, Robin
Parker, President NUS Scotland, and the Student Presidents from each college.
At the start of term initial consultation was carried out with the student body via meetings
with class representatives and a presence at Freshers’ week where students were given
information about the merger and asked for their initial views.
At each college, a majority of the students were not against the merger, but they had
concerns about course viability and location. They felt hopeful about the new college
sharing best practice and wanted savings reinvested to improve the student experience.
Students who participated in this strand of the consultation were split almost 50-50 on the
name Clyde College. The Student Associations prepared a combined report on the student
consultation which was presented to the Partnership Board and included a ‘manifesto’
outlining their wishes for the new College. A copy of this and the college’s response is
attached as Appendix 4
8.4 Trade Unions
Early and regular communications were established with all three recognised trade unions:
EIS, Unison and GMB through a series of informal meetings. These meetings involved
Union representatives from all three colleges meeting together with the College Principals
and senior staff. The purpose of these meetings was to ensure that Union representatives
were kept informed of progress with the merger, and to get early input from them on a
range of key issues.
28
As a result of these informal meetings a new workstream was established, led by the
Unions, to develop proposals for a new approach to employee relations in Glasgow Clyde
College.
A programme of formal meetings for Teaching Staff Unions and separately Support Staff
Unions was established in January 2013 to progress merger related discussions. These
groups were established under the title of Merger Joint Negotiating Committees.
These formal meetings will be the mechanism to deal with negotiations on the
harmonisation of staff terms and conditions, an ambition shared by senior management and
unions. In addition to seeking harmonisation of salaries and terms and conditions, in order
to ensure efficient and effective delivery of the portfolio there is also a need to harmonise
and realign teaching hours and the teaching calendar. This will need respectful and
realistic negotiations, the basis for which already exists within the partner colleges. It will
also require financial investment, and support from the Funding Council.
8.5. Culture and Values Study
In addition to the consultation events outlined above an independent Culture and Values
study was carried out with staff towards the end of 2012. The study involved an
anonymous online survey followed by the opportunity to participate in a focus group. In
total more than 460 staff contributed to the study and 33 focus groups were held. The
study set out to understand staff’s views of the current Culture and Values within the three
partner colleges, and importantly to understand what staff wanted for their new college.
The study authors commented that the quality of staff engagement in the study was
excellent. The study concluded that
“There is no evidence from our study that any cultural misalignments exist which should
threaten the proposed merger”
Roger Mullin and Colette Lynch, Culture and Values Study
The study found that there are many positive cultural characteristics in each college which
should prove a helpful basis for further development. All three colleges are already strongly
student focused, and in general communications and trust characteristics compare
favourably with other colleges. Staff are, however, highly uncertain about their own future,
and this is driving down levels of optimism.
Going forward there is a strong desire among staff at all levels to help shape the new
college and no desire to merely replicate existing cultures within the new college. Staff also
recognise significant opportunities to develop an effective new college, and have a desire to
see the new college as serving students by becoming strongly externally focused.
8.6 Brand Strategy Research
As part of the work to develop a brand for the new college research was carried out with
current students from the three colleges and local school pupils. In total 42 students and 31
school pupils took part in 9 focus groups.
29
In respect of current brand values participants considered that all three colleges were
caring, friendly, innovative and modern. Students think very positively about all three
colleges. The following word clouds summarise their views of the current brand values of
all three colleges.
Anniesland College
Cardonald College
Langside College
“The college gives me everything I want for my future. This is the perfect college for me”
Full-time student from Anniesland.
“The staff are amazing – They are supportive, nice and professional”
Full-time student from Langside
“This is a very modern place to study. There is a good sense of community and the
facilities are fantastic – really up-to-date”
Part-time student from Cardonald
The students’ vision for the new college is about adding to what they already have rather
than a reinvention. A word cloud describing the participants’ ideal college is below.
This study also asked participants about the name for the new college and interestingly
found that the name is not particularly important to students or school pupils. Participants
did however suggest that the River Clyde is the thing that links Glasgow and their most
30
preferred names had Clyde in the title. The preferred college name of those participating in
the study was Glasgow Clyde College.
“I don’t care what the college is called as long as the name is not ridiculous.”
Part-time student from Langside
“The name of the college is not important. It is the reputation that is.”
Part-time student from Cardonald
“I don’t think that it is really important. As long as the college is a good college it really
doesn’t matter what it is called.”
School pupil Rosshall Academy
8.7 Response to Consultation
8.7.1. Staff Consultation
Following the staff consultation sessions senior management have been keen to respond to
the issues raised.
While it is not yet possible to provide specific information on individual jobs at this stage
management in all three colleges have continued to hold all-staff briefing sessions to
answer questions and provide as much information as possible.
The development of the joint portfolio for Glasgow Clyde College as outlined in section 5.3
has allowed questions about course provision and viability to be answered by senior
management.
The merger portal has continued to be used as a key medium for sharing information, and,
as requested, minutes from key merger meetings have been made available. Staff were
also invited to suggest alternative names for the new college and to vote on any
suggestions made. Drop boxes have been positioned in all three colleges to allow staff to
ask questions anonymously. Staff received a weekly update on merger activity until the
launch of a fortnightly newsletter in January 2013 which provides information on the
merger.
8.7.2 Student Consultation
The Partnership Board were keen to provide a response to the ‘Manifesto’ developed by the
Student Associations, and workstream leaders have considered and responded to the
issues raised. A copy of this response is included in Appendix 4.
To support the Student Associations to engage the student body in the merger process the
Partnership Board agreed to fund a dedicated Research and Communications Officer who
will be in place until August 2013. A merger pamphlet for students will also be created; the
31
web portal will be developed as a student resource; and a social media campaign will be
launched. Further informal sessions with senior management will also take place.
The Communications Group are identifying the key themes that have emerged from all of
the consultation activities, and the Culture and Values study to allow management to
provide a comprehensive response.
32
9. STRATEGY
9.1 Staffing Issues
The core business of Glasgow Clyde College is the delivery of high quality education. The
knowledge, skills and expertise of our staff are critical to the success of the new institution.
Integrating staff from three colleges which have different terms and conditions and
workplace cultures is challenging, however it will be critical to the success of the new
college that this is done in an open and transparent way. All activity in this area will be
underpinned by the College Organisational Development strategy which is outlined in
Appendix 5.
Key to the success of the new institution is the development of a new curriculum and
management structures to support the delivery of that curriculum. Following extensive work
by the Curriculum workstream a new curriculum is emerging that reflects the strengths of
the three partner colleges and the current and likely future demands of the local and
regional economy. This curriculum is described in more detail in Chapter 5.
Based on the emerging curriculum, work has progressed on developing appropriate staffing
structures. A number of principles have been agreed by the Partnership Board against
which the structure will be developed, these are:

The curriculum will deliver key Government policies in skills development which,
therefore drives the structure

The structure must support a curriculum which is coherent and offers progression

Support services and their location will be the infrastructure to support the curriculum
delivery mechanism

A staff structure which offers a level of career progression and preparation for more
senior roles for support staff is being incorporated

The structure must be efficient, effective and sustainable

Optimising opportunities for students in relation to learning and essential support
services take priority over other items

The volume, location and level of provision will be designed to support the Regional
Outcome Agreement and maximise opportunities for the students of Glasgow Clyde
College

Local provision at access level is provided in all three campuses with increasing
expectations of learners assuming more responsibility for their own learning as they
rise through SCQF levels

Trade Union colleagues will be engaged at appropriate times in co-creation of
structures

The new College will live within its means. This is particularly challenging as sector
budgets have been cut by 24% with disproportionate application to the Glasgow
region
33

Bearing in mind future known funding cuts maximising staff reductions in Year 1 is
essential whilst Transformational Funds are available

The new College will not be in a position to offer staff a guarantee that there will be
no compulsory redundancies but will be committed to endeavour to take every
practical measure to avoid compulsory redundancies

Engagement and consultation with those affected, first at management level and
then throughout the organisation with appropriate individuals/teams will take place
The first appointment to the new structure was made in December 2012 with the
appointment of Susan Walsh, currently Principal and Chief Executive at Cardonald College
as Principal Designate of Glasgow Clyde College.
The objective of the proposed new structure is to ensure high quality learning experiences
for students underpinned by excellent teaching, high quality support services and sound
leadership and management. The function of management is to support a sustainable and
productive partnership of teaching and support staff to deliver high quality and positive
experiences for students.
The first phase of the new structure provides a senior management model (see Appendix 6
for proposed structure) which will deliver strategic leadership, robust operational
management, a sustainable delivery model and ensure the balance between centralised
and dispersed management across three campuses. This balance is important as students
and staff need local access to decision-makers but within a model which allows more
efficient centralisation of appropriate services.
The proposed senior structure provides each campus with a dedicated Vice Principal
role. The VP roles are cross-college in relation to prime function. In addition three of the
posts will also hold a specific campus responsibility. Each Vice Principal will provide line
management for a number of Director posts, academic and corporate, which have crosscollege responsibilities. Each Director will lead a specific area of activity. Through this
structure every member of staff in the new college will have someone at senior
management level to provide a voice for them and to ensure direct communication between
staff and those charged with leading the college.
It is recognised that the new college will be formed at a time of great change for the sector,
specifically the emergence of a new Regional Governance structure, and the college is
committed to ensuring that it plays a full and positive part in developing the best possible
educational outcomes for the citizens of Glasgow. This will bring new responsibilities and
the structure is designed to be adequate, efficient and affordable, but also flexible in order
to meet any challenges which may emerge.
34
9.2 Student issues
9.2.1 Student Involvement in the Merger Process
The Students’ Associations of Anniesland, Cardonald and Langside Colleges have been
working with the Colleges and the Partnership Board to help ensure that the students of the
three colleges have a voice in the merger process. The Student Presidents meet on a
regular basis to progress relevant activities. The Student Associations submitted a wellreceived formal response to the merger consultation which detailed students attitudes to the
merger, as highlighted in section 8.3. The Student Associations were also involved in
organising and supporting the successful Big Debate that was held in December 2012 and
are taking the lead on developing further debates. There are also three student members
on the Partnership Board.
9.2.2 Merger of the Students’ Associations
The Student Associations of Anniesland, Cardonald and Langside Colleges are merging.
The work on the merger is being led by the Presidents of the three Student Associations
with the support of a Partnerships for Change Consultant. The intention is to:

Establish a Shadow Executive who will be responsible for planning and
implementing the merger

As far as possible, given the timeframes, to work through the democratic and
representative processes of the existing Student Associations.
Planning for the merged Student Association began towards the end of 2012, and an initial
options paper was presented to the Partnership Board in January 2013. The Student
Presidents will continue to work with the senior management team and the Partnership
Board to agree appropriate structures and funding for the new Student Association.
The Student Associations intention is to:

Develop a mission, vision and values for the new Student Association

Develop new structures that will enable them to function as an autonomous Student
Association, that is held to account by its members and that effectively represents all
student members across all campuses

Develop processes that will ensure the sustainability of the Student Association year
on year

Develop democratic and governance processes and ensure the Association fulfils its
legal duties

Develop a constitution, election process and budgetary reporting mechanisms

Work with the college to develop student engagement mechanisms to ensure that
students will be able to shape plans in partnership with the new college to ensure
that it builds on the legacy of the three partner colleges to deliver a world class
student experience
35

Work with the college to ensure appropriate financial mechanisms are in place
The intention is to have the new Student Association in place for the college’s vesting day.
The new Student Association structures will be reviewed after a suitable bedding in process
to ensure they are fit for purpose.
9.3 Estates Issues
Glasgow Clyde College recognises that the facilities in which the curriculum is delivered
have a significant impact on the learner experience as well as on staff morale, and aims to
have an appropriate estate which contributes positively to student and staff satisfaction
across all of the campuses. Glasgow Clyde College recognises that it is crucial that the
planning and management of its operations and its property assets are integrated
throughout the whole organisation, at all levels and all stages of the lifespan of the
operation. A copy of the Estates Strategy for Glasgow Clyde College is attached as
Appendix 7.
The condition of the College’s estate is largely good or very good with the majority of the
three main campuses at Hatfield Drive, Mosspark Drive and Prospecthill Road being
Condition A (new or as new) or B (sound) based on the RICS (Royal Institute of Chartered
Surveyors) building maintenance indicators. There are however some parts of the
Mosspark Drive campus and the Prospecthill Road campus which are likely to need some
further capital refurbishment/development over the timescale of this estates strategy. In
addition there are significant life cycle maintenance costs for the College’s buildings which
are required to be addressed to ensure the condition of the estate does not deteriorate
particularly after the significant capital investment which has been made over recent years.
The College estates strategy is predicated on the College curriculum plans, and it is
assumed that for year 1 of the strategy there will be limited curriculum related estates
redevelopment. Estates changes are however likely within the future years of the strategy
once curriculum planning evolves across Glasgow Clyde College and the Glasgow region.
Also staff reductions and economies of scale may mean a reduced requirement on the
capacity of the estate in the second and third years of this strategy and the potential for
further rationalisation of the College’s estate as a result.
In addition, the College needs to plan its estate taking into account good industry practice,
and various policies or target areas for estates for example efficiency, value for money and
environmental sustainability.
9.4 ICT Issues
Significant work has taken place over the past few months in relation to addressing the ICT
requirements of Glasgow Clyde College both in the period leading up to vesting day and in
the first few years of the new College. An initial scoping exercise looked at the key systems
in use in Anniesland, Cardonald and Langside colleges with a view to identifying where
there were similar systems in place and the extent to which these could be modified in
advance of a merger. A systems map was drawn up to identify the key systems that are in
36
use and each system was then examined for compatability. Very quickly the work of the ICT
workstream developed into two distinct strands; one looking at key infrastructure
requirements and the other looking at the MIS systems and the crucial student records
system. On the infrastructure side a number of tasks have been identified as “day-one”
crucial and in order to achieve the required services for vesting day the plan could be
summarised in the following order:







Reconfigure the three College JANET connections to allow full connectivity of
systems and services including purchase and installation of any new equipment.
Design, implement and configure the new College domain to allow staff and students
to access network resources across the three campuses with a single log on
account.
Design, implement and configure the new College email system to allow all staff to
have a unified email address.
Design, implement and configure the three Colleges telecom systems to interoperate
as well as possible while at the same time working towards a new single unified
communications system.
Provision staff and student accounts in the new Domain including cloud based email
and VLE for students in readiness for vesting day.
Design and implement new single staff intranet portal in SharePoint
Design and implement a new College web presence, website, student portal etc.
In relation to a new single occurrence of a student records system it was identified early on
that this would not be possible in the timeframe available before vesting day due to the
complexity of the three separate systems. Whilst all three colleges use the “Unit-e” product
from Capita there are too many differences in the operation of the systems to facilitate an
early alignment of these databases. Work will progress on this area up until and beyond
vesting day with a clear target of a single database being established by December 2013
A range of common ICT policies and procedures is also being developed prior to vesting
day.
With respect to post-vesting ICT activity there will have to be an investigation of other key
systems such as Finance / HR & Payroll / Bursaries.
9.5 Equality, Diversity and Inclusion
Work to address equality and diversity is a well-established aspect of developing and
delivering policies and practices in Further and Higher Education. Further Education has
been recognised as being particularly effective in providing inclusive approaches to
learning, seeking to include and engage all students, whatever their background, culture or
ability. All three partner colleges are compliant with legislation and Government policy and
strive to provide accessible, worthwhile post-16 education to a broad range of students,
recognising that a diverse and cohesive student body enhances the individual learning
experience, is beneficial to the college and supports positive learning outcomes.
Consequently, advancing equality and diversity will continue to be embedded in all aspects
37
of Glasgow Clyde College’s strategy and policy, across all facets of employment and the
delivery of services, from learning and teaching to cleaning, catering and support. Our aim
will be to bring new perspectives to addressing equality and diversity through
mainstreaming, enabling us to take a coordinated, holistic approach to current activity and
sustainable change.
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10. GOVERNANCE AND MANAGEMENT
.
10.1 Proposed College Name
As previously indicated it is proposed that the new college be called Glasgow Clyde
College. The style of usage will be Glasgow Clyde@Anniesland, Glasgow Clyde
@Cardonald and Glasgow Clyde @Langside. During the official consultation the proposed
name of Clyde College Glasgow was tested with all groups of consultees, and staff were
also given the option to suggest an alternative name for the new College. The name was
also tested within the research work for the brand strategy. Having considered all of the
feedback on the name, and reflected on the competitive positioning of the new college, both
at home and overseas, the Partnership Board believes that it is important to position
Glasgow appropriately within the name and that Glasgow Clyde College should be the
name for the new College, a name that can easily be built upon to create strong brand
awareness. Consultees have responded well to the refinement of the proposed name.
10.2 Management Arrangements
10.2.1 Arrangements to Support the Merger
A Partnership Board was established in April 2012 to oversee the merger process. A list of
Board members and a copy of the Partnership Agreement are include as Appendices 15
and 16. The Board, which is chaired by Ken MacAldowie, Chair of the Board of
Management at Anniesland College, comprises 21 members, 7 from each college. The
Board includes 6 staff members and 3 student members. The Board meets on roughly a
six week cycle with meeting timings co-ordinated with individual Board meetings to ensure
a seamless approval process.
In addition a number of executive structures have been established to ensure merger
activity is progressed in a timely fashion.
The Principals Merger Group (PMG), which comprises the three Principals and their
deputies, meets on a weekly basis, and acts as the Executive Management Group for the
merger process. This group provides a regular forum for issues to be debated and
discussed, papers to be considered before being presented at the Partnership Board, and
ensures there is an agreed single approach to merger related issues.
The Executive Merger Group (EMG), meets on a monthly basis and comprises the senior
management teams from the three partner colleges. This Group is an essential channel for
ensuring collective understanding of the merger process and progress, and consistent
communications at this level.
The Workstream Leaders Group (WSL) comprises the senior staff who are leading on
individual workstreams and meets fortnightly. This group provides the vital link between
workstreams to ensure that key issues are properly discussed and examined,
dependencies are understood and managed, and the overall work programme is
progressed in an efficient and effective manner.
39
The Partnership Board also appointed a Project Manager to support the merger process.
The Governance structure for the merger process is illustrated in Appendix 1.
10.2.2 Management Arrangements post-Merger
10.2.2.1 Governance
Governance arrangements for Glasgow Clyde College are being developed against the
background of legislative changes and the development of a regional structure. As
guidance emerges over the coming months the proposals being developed to support the
establishment of a Board for the new College will be amended and adapted as appropriate.
At its meeting in November 2012 the partnership Board decided to adopt a Fusion model
for the new college, with Cardonald College acting as the legal ‘host’ (this is further
discussed in section 10.4.7).
In January 2013 the Partnership Board considered initial proposals for the establishment of
a new Board for Glasgow Clyde College. The Board recognised that due to legislative
changes governance arrangements need to be considered in a number of phases. Phase
one being prior to vesting day in August 2013, phase 2 being between August 2013 and
August 2014, when Glasgow Clyde College will have been established and the regional
structure will not fully be in place, and phase 3 being post August 2014 when the regional
structure is fully in place with the Regional Board as the fundable body and Glasgow Clyde
College an assigned college.
Based on this, the Partnership Board agreed that they and the individual College Board
would continue to provide the Governance structure for Phase 1. For Phase 2 the Board
agreed that the Cardonald College Board should be used as the ‘shell’ with most of the
Cardonald Board resigning on the 31st July. The new Board would comprise 16 members,
4 from each of the old Anniesland, Cardonald and Langside Boards, selected to provide the
appropriate mix of skills for the new College, the Principal, the Student President and two
staff members. This would give a degree of continuity as the colleges’ transition into
Glasgow Clyde College. A process has also been developed to identify a Chair for the
College Board. A skills matrix has been developed which will be used by the three existing
Chairs of the Boards Management and the new Chair to help determine the membership of
the new College Board.
Glasgow Clyde College will be part of the Glasgow multi college region. At a meeting in
January 2013 the GCSP Chairs and Principals considered a paper exploring potential
relationships between the Glasgow Region, GCSP Assigned Colleges and Operational
Groups in 2013/14, as the regional structure develops. A summary diagram highlighting
these potential relationships is contained in Appendix 17.
10.2.2.2 Executive Management
The Senior Management Team (SMT) will provide leadership and direction to the newly
merged college. It is the intention of the Principal Designate to run a parallel shadow SMT
as senior managers are appointed from early March 2013 onwards.
40
Leadership relies on intelligent appreciation of the needs of the students and creativity in
fulfilling those needs. It is based on integrity, honesty and good judgement exercised for the
benefit of students, staff and the college as a key contributor to the economic and social
well-being of the communities it serves.
Management will operate in a transparent and accountable manner. The purpose of
management is to ensure the infrastructure necessary to support the ambitions of the new
college is implemented effectively and efficiently through proper engagement of staff and
physical resources. In Glasgow Clyde College staff will be empowered to solve problems at
the lowest level, be encouraged to take responsibility and to make meaningful contributions
to decisions affecting their work life.
Glasgow Clyde College will operate on a partnership model of employee relations based on
mutual respect, understanding and a shared focus on the well-being of students and all
staff. Every member of staff in Glasgow Clyde College will be represented by a member of
the SMT.
10.2.2.3 Proposed Structure
All elements of the proposed structure will be subject to consultation. The proposed
structure will provide appropriate, effective and efficient management. The Principal will
operate across all three campuses. As previously described, three of the proposed Vice
Principal posts will have a responsibility for a specific campus.
Director posts will be based in appropriate locations dependent upon function and
departmental interdependencies. A mixed model of centralised and dispersed function will
be designed.
Heads of Faculty, which operate at Director level, will be based in the most appropriate
campus and be supported by Curriculum Managers, who will in turn manage a team of
Curriculum Leaders, teaching staff and technical/specialist support staff.
Corporate Service Directors will manage a series of functional inter-related areas led by
either a Head of Service or a Manager. Heads of Service Units will manage discrete teams
of highly experienced professionals and specialists whose function will support the student
experience, whether it be through ensuring appropriate ICT access, providing research and
information services in Learning Resource Centres or maximising student support funding
in Bursary and Finance Services.
The proposed structure has been designed around a draft set of ten job levels to provide
clarity in relation to job role and responsibility. Teaching and support staff roles have been
levelled using the same criteria. Early work will address issues of harmonisation of
salaries, terms and conditions for staff.
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10.2.2.4 Planning Model
Moving forward Glasgow Clyde College has decided to adopt a 4 step cyclical planning
model as illustrated below:
Glasgow Clyde College Planning Model
This model will be used to inform decision-making at strategic level and can also be utilised
in both project and operational planning. The 4 stages can be summarised as:
Research - this stage consists of relevant political, economic,social,technological,legal and
environmental (PESTLE) scanning to contribute to planning and setting strategic aims and
objectives and to assisit in carrying out analysis of strengths, weakenesses, opportunities
and threats (SWOT).
Planning – this stage identifies the key areas where plans are required and consists of a
college/corporate plan which identifies high level aims and objectives, along with a set of
targets set out in a Balanced Scorecard framework. High level strategic plans, normally of
3 years duration, which support and develop the college aims/objectives are derived from
these documents and operational development plans for academic and support areas are
devised annually.
Action – strategies and plans are then tranlated into actions which are reviewed, monitored
and amended on a regualr basis
Evaluation – This consists of a mixture of rigorous internal and external evaluation and
review to identify areas of excellence and opportunities for improvement and feeds back
into the cycle to contribute to decision making.
42
At this point in time, research is on-going as information at national, regional and local level
becomes available and this paper seeks to inform the Partnership Board about current
progress in the area of developing strategic plans for Glasgow Clyde College.
10.3 Communications
Good, strong communications will continue to be vital in order to maintain awareness of the
merger, outline the process clearly for all staff, students and other stakeholders, and
promote the new college. Following the appointment of the Principal-Designate in
December 2012 a shift in emphasis took place from explaining the merger process to
building a sense of unity around the new College.
The main aims of communication activity going forward are:

To ensure all staff, students and external stakeholders are fully informed, engaged
and consulted on all aspects of the new college.

To continue to engage with key audiences, cultivating interest in and support for the
merger project

To deliver and communicate a strong brand for the new college

To sustain a culture of trust and mutual understanding through open, honest and
inclusive communications

To develop a positive impression of the new college, and a sense of purpose and
collaboration among students, staff and stakeholders

To build relationships with key external stakeholders of Glasgow Clyde College
A detailed communication action plan for the period to August 2013 is included as Appendix
9.
Post vesting day a programme of intensive internal and external communications will be
needed for the bedding-down period, with a different tone, delivery and scale from the premerger communication programme.
This will then be developed into a comprehensive, consistent and proactive
communications programme to ensure staff, student and stakeholder engagement; to
support and publicise the work of the College; and to enhance and build upon the college
brand and reputation. A draft Communications strategy for 2013-2014 is included as
Appendix 10.
10.3.1 Brand Strategy
As indicated in section 8.6 work on developing a brand strategy for the new college is
underway, being led by the Marketing teams from the three colleges. The branding work will
dovetail with and inform the communications strategy going forward. Consideration will be
given to identifying staff who can act as Brand Ambassadors for the new college. A student
43
competition is being used as part of the development of the visual identity for the new
college, further engaging the student body in the merger process.
10.4 Implementation Timetable
Since embarking on the merger process the three Boards of Management and the
Partnership Board have been clear that the colleges should not wait until vesting day to
begin to plan for implementation. Wherever possible, bearing in mind that the three
colleges are still independent institutions, preparations for implementation should be
progressed prior to vesting day. The Principals Merger Group, working with the
Workstream Leaders, has developed a detailed timeline for implementation that considers
all of the activities that will need to be in place to ensure that the new college can operate
efficiently and effectively. The following sections highlight key areas of progress against
this.
10.4.1: Portfolio
As mentioned in section 5.3 a significant review of the portfolio across all three colleges
took place during the second half of 2012. This included a mapping of the portfolio and an
assessment of the curriculum drivers including Government priorities and local and regional
demand. This was then considered and challenged by the Unions with further discussion
taking place and improvements made to the document. Separately to this a number of
cross college Curriculum Hubs were formed to ensure common approaches were in place
in terms of such aspects as course entry criteria and progression routes. This resulted in a
combined portfolio for Clyde College being developed by the end of 2012. The new
combined portfolio for session 2013-14 was advertised via each college’s individual web
site at the end of January 2013.
10.4.2 ICT Integration
ICT is recognised as an enabling activity, which supports the delivery of the business and is
driven by business need. Over the last few months of 2012 the ICT workstream engaged
with the other workstreams to understand their ICT requirements and the timeframes
associated with them. This has led to the development of a prioritised work plan for ICT
that takes account of the business need, the resource requirements and the financial
requirements of delivery. To fit in with business cycles and requirements this plan
necessarily extends over several years. A prioritised list of day one ICT requirements has
been developed as follows:









Website ‘Landing Page’
Intranet
Staff E-Mail
Student E-Mail
Directory Service
Identity Management
Internal Phonebook
Storage Area Network
Telephony
44


Virtualisation
Helpdesk/ Service-desk Solution
10.4.3 Student Services and Support
The student engagement workstream has been focussing its activity on ensuring that a full
suite of consistent policies and guidance is in place for vesting day on the 1st August 2013.
They have reviewed the policies and guidance currently in place across the three partner
colleges with a view to developing best practice policies for Glasgow Clyde College. By
vesting day all policies will be in place and available to the student body. Policy areas
being progressed include the following;









Safeguarding
Enrolment and Matriculation
Student Care
Guidance and Support
Widening Access and Inclusion for Under Represented Groups
Extended Learning Support
Employability, Careers and UCAS
Student Engagement
Equality and Respect
10.4.4 Staffing
As indicated in section 9.1 based on the emerging curriculum, work has progressed on
developing appropriate staffing structures. The first appointment to the new institution was
made in December 2012 with the appointment of a Principal Designate. In mid-January
2013 the next phase of the proposed structure covering Vice-Principal and Director level
posts (see Appendix 6) was released and the official consultation process entered into.
Working with the Teaching and Support Trade Unions it is hoped that further progress can
be made in developing, releasing and populating the structures in the run up to vesting day.
Work is also progressing in understanding and analysing the different terms and conditions
that are offered across the three colleges. Again, working with the Teaching and Support
Trade Unions it is hoped that significant progress can be made in harmonising terms and
conditions over the coming months.
Within the Industrial Relations workstream, which is led by the Trade Unions significant
progress has been made in developing the principles that will govern industrial relations in
the new college.
10.4.5 Estates
Significant work has been progressed to understand the current use and utilisation of the
estate at all three main college campuses. A room audit of teaching and non-teaching
space has been completed to understand the space available and develop proposals that
will support the delivery of the new curriculum. Work is progressing on articulating standard
room facilities for the new college and developing an investment plan to achieve the
required facilities across all three campuses. An estates strategy for the new college has
been drafted (see Appendix 7) and work is progressing on a carbon management plan.
45
10.4.6 Finance
Ensuring robust financial management processes and procedures are in place to support
Glasgow Clyde College from day one has been a priority for the finance workstream, and
work has progressed to create a single financial reporting process. A draft finance strategy
has been developed (see Appendix 11) and a proposed fee structure is also at draft stage.
Work is also underway on developing a procurement strategy. Policies and procedures for
this area of the business are also being reviewed, amended and consolidated, areas being
reviewed include Treasury Management, Fraud and Corruption, Purchase Order
Processing and Goods Receipts and Returns.
10.4.7 Governance
Strong Governance will be a feature of Glasgow Clyde College. The Governance
workstream has been supporting the Partnership Board to consider Governance
arrangements going forward.
In November 2012 the three college Boards met collectively to consider an options paper
on the model to be used to establish the new College. The paper contained an analysis of
the pros and cons of the options available; host, phoenix and fusion, along with the outputs
from the legal and financial due diligence exercises that were conducted in the summer of
2012 in respect of which college would be the most appropriate host, should that be the
route the Boards chose to go down. The due diligence exercises had not identified any
issue that would favour one college over the other as being the host for the new College.
The paper, therefore also considered the practical issues involved in transfer. Having
considered all of these issues the three Boards of Management approved the use of a
fusion model with Cardonald College being the legal ‘host’.
10.4.8 Quality and Planning
As indicated in section 10.2.2, Glasgow Clyde College will adopt a four stage planning
model to inform decision making at a strategic level. This model will be supported by a
suite of strategies, many of which are included as Appendices to this document. By taking
a strategic approach to planning Glasgow Clyde College will be well placed to deal
effectively with the changing environment in which it operates and to ensure that there is
constant improvement in the learning that it delivers.
Glasgow Clyde College will take responsibility for its own quality assurance and
enhancement and its quality management systems are designed to meet the requirements
of the SFC and the Education Scotland quality framework for external review.
Glasgow Clyde College’s Quality Management System will be guided by the principles and
beliefs expressed in Board of Management Policy and will consist of: a documented quality
management system, including policies, procedures and reference materials; robust
arrangements for quality assurance, improvement and enhancement including internal and
external audit, bench marking, self-evaluation for all areas of the college and monitoring
and review of activity. The College is committed to the ‘quality of the student experience’
being at the centre of all activity and will promote this through learner engagement and the
work of the Student Association as well as student feedback and representation on the
Board of Management, key committees and groups.
46
10.5 Risks to Implementation of the Merger
A full risk register has been developed with input from the merger workstreams. This
register is ‘owned’ by the Partnership Board and reviewed at every meeting. The risk
register is a dynamic document that will be used as a comprehensive management tool
throughout the merger process until full implementation.
The following table provides an outline of the highest risk areas, the likelihood and impact of
the risk have been assessed after the mitigating actions have taken place. Likelihood and
impact have been assessed on a scale of 1 to 3. The risk score is the product of these and
has been assessed as high if the score is 6 to 9, medium if it’s 4 to 5, and low if it’s 1 to 3.
A copy of the full risk register is provided at Appendix 13.
Risk Description
Insufficient
information
and guidance pertaining
to the Regional Board
Insufficient
merger
funding support from
SFC
Failure to establish new
college
identity
and
culture
Mitigation
Actively monitor position,
Develop
pragmatic
options.
Maintain close dialogue
with SFC. Develop robust
bid.
Develop new corporate
identity through in house
competition. Engage with
staff on culture and
values exercise
A move to a needs based Continue to engage in
funding model for the policy forums and seek to
sector could have a influence decision making
negative
impact
on
Glasgow Region and
Glasgow Clyde College
Strategic decisions of the Continue to engage in
Regional Board may dialogue with Regional
have a negative impact Lead
and
emerging
on
Glasgow
Clyde Regional Board
College
Assumptions used in Use informed judgement
Business
Case
are and available information
flawed
to develop Business Case
Failure to harmonise ICT Workstream to map
business critical systems: and prioritise applications
Finance, HR, Bursary, based on business need;
Student
records, agree
implementation
Timetables
timelines and resources.
Monitor through EMG
Failure to harmonise staff Early work to identify
terms and conditions
differences
between
terms and conditions and
policies and procedures.
Likelihood Impact Score
3
3
9
2
3
6
2
3
6
2
3
6
2
3
6
2
3
6
2
2
4
2
2
4
47
Risk Description
Mitigation
Likelihood Impact Score
Set realistic timescales.
Negotiations with relevant
unions.
Failure to manage staff Arrange for Employee 2
2
4
stress/concerns
Counselling Service to
have a presence within
each college at key times.
Arrange
joint
CPD
activities, e.g. interview
skills.
10.6 Measures of Success
Glasgow Clyde College has established a series of success indicators operating at different
levels throughout the merger process and beyond. These are explained below in relation to
the five Regional Outcomes as defined by the Scottish Funding Council. We see our
success being evidenced by quantitative data and qualitative feedback from students,
employers, schools and universities supplemented by specialist reports from Education
Scotland, our many Awarding Bodies and those organisations which provide external
validation of specific elements of our service e.g. the Buttle Trust which addresses the
needs of care leavers.
10.6.1 Efficient Regional Structures
Glasgow Clyde College will be deemed successful in relation to this item if the merger
proposal is accepted by the Cabinet Secretary for Education, a smooth transition takes
place from existing Boards of Management to a new Glasgow Clyde College Board and the
new college plays a positive part in developing Glasgow Region and the new Regional
Board.
The college has been proactive in proposing a new relationship between the Regional
Strategic Body, the Glasgow Colleges’ Strategic Partnership (GCSP) and the constituent
colleges, presently seven and soon to be three assigned colleges, to improve coordination
and coherence across the Region without developing additional bureaucracy and
associated costs. This proposal will be considered by the GCSP Chairs and Principals
group, chaired by the Regional Lead, The Right Honourable Henry McLeish.
A major success would be the avoidance of compulsory redundancies which may result as
part of the merger process, recognising the detrimental effects such actions could have on
staff morale and potentially the service received by our students.
More broadly, this merger will be a success where Glasgow Clyde College is recognised as
an institution of influence nationally, not only for the specialist expertise and reputation for
excellence, but because it is a proactive, problem-solving organisation which actively helps
build post-16 education in Scotland.
48
10.6.2 Right Learning in the Right Place
The college will continue to produce an annual Economic and Skills Analysis, based on
curriculum drivers, as has been the case in the constituent colleges. From this analysis we
shall develop a portfolio based on Scottish Government and Glasgow Regional priorities,
employer need and local aspirations. This follows our college strategic planning process as
outlined in section 10.2.
Our measure of success is whether this portfolio, its delivery and product, are viewed by
users: students, employers, community partners, schools, universities and other partners,
as meeting their needs.
However the mission of the college sector and of Glasgow Clyde College goes beyond
education as a route to employment. It is also our mission to widen access to those with
protected characteristics. For this area we would deem success as protecting a broad yet
aspirational curriculum and providing a supportive and caring environment in which all
individuals are valued, and, where possible, supported to achieve their full potential.
10.6.3 High Quality and Efficient Learning
The new college will actively seek feedback from key stakeholders as to the
appropriateness of the portfolio in addressing the economic and skills needs of the Region
and also with regard to the way in which it supports those with protected characteristics and
the social inclusion and widening access agenda.
This external feedback is part of the evidence gathering process which helps inform the
college’s Balanced Scorecard. This is used to demonstrate progress towards internal and
external performance measures of quality and performance, and to ensure early action can
be taken to correct variances. The ten proposed national performance measures as
outlined by the Scottish Funding Council have been incorporated in the Balanced
Scorecard. This allows us to build the evidence base of our contribution to regional targets.
A copy of the Draft Balanced Scorecard is included as Appendix 14.
We shall work co-operatively with Education Scotland and our 31 Awarding Bodies to
ensure our focus on improving learning and teaching is fully demonstrated. Part of this
work is to internalise self-evaluation in all practices, both teaching and support services.
Self-evaluation within a framework of strong professional development and support
provides the best route to increased achievement for students.
Efficiency in relation to resources, capital, financial and human are also captured. We set
stringent targets at all levels to support quality and sustainability, fundamental elements of
practice in Glasgow Clyde College.
10.6.4 A Developed Workforce
Our success will be demonstrated by increasing the level of employer engagement
throughout the life cycle of courses, including increasing employer support for internships,
work placement and work experience for the majority of full-time students on vocational
programmes, and seeing a rise in the number of students leaving the college and entering
into vocationally relevant jobs within six months of leaving college.
49
The developed workforce outcome overlaps with the Right Learning in the Right Place as
the whole college portfolio is developed from a set of curriculum drivers as described in
section 5.3. The activity undertaken to achieve a developed workforce enhances
mainstream delivery and focuses on more tailored business training solutions, developing
support and consultancy roles and strengthening engagement with employers locally,
regionally and nationally.
The College works very closely with employers, employers’ federations, trade associations,
sector skills councils and other stakeholders where daily communications, formal feedback
opportunities and consultation events provide a continuous and dynamic influence on the
College’s portfolio and services.
As stated previously the three partner colleges jointly planned the portfolio of programmes
and conducted a rigorous annual review of provision to ensure it responds to local, regional
and national drivers, specifically for this outcome addressing the needs of particular
workforce sectors and employers. As a result the new College will deliver a very relevant
and responsive portfolio of vocational education and training, meeting the needs of learners
across the stages of Skills Development Scotland’s strategic skills pipeline, whilst balancing
the competing needs of all of our stakeholders in a context of limited resources. This
process reflected previous individual college practice and will continue to be embedded
within new college processes.
10.6.5 Sustainable Institution
Our planning model is based on sound Governance and we would see success as a
sustainable institution related to the achievement of the Efficient Regional Structure
outcome, whilst recognising that Glasgow Clyde College will be a separate and
Incorporated college with specific legal, business and ethical responsibilities falling upon
the Board Members and Senior Executive. Success as a sustainable institution is in
upholding good practice and seeking independent validation from staff, students and
stakeholders on the way in which Glasgow Clyde College carries through its business;
honestly, openly and transparently.
From the Business Case it is clear that the new college will not achieve financial
sustainability in the form of surplus for the first two years. However, this period of transition
will include a number of investments which serve to increase financial security in order to
support new and innovative practice and delivery models.
We have developed a robust Business Case based on a number of prudent assumptions
and the financial information we have available. Part of that case is a ten year Capital and
Estates Plan which is being developed in support of a new Learning and Teaching Strategy,
and to maintain the excellent facilities we presently enjoy across three campuses.
Success would be to return to surplus within the stated three year timeframe, however, we
would always strive to appropriately reduce costs and increase income, especially
commercial income, with the intention of returning to surplus earlier if possible. We are
aware, and have recorded within the risk register for merger, the reliance we have placed
on the financial information we have received from the SFC and the resultant damage that
could be done to this institution should funding be further reduced.
50
At the time of writing the Regional Outcome Agreement is still being developed for 2013 –
14, there is a possibility that two of these outcomes may be combined, however Glasgow
Clyde College will still measure its success against the measures detailed above.
10.7 Merger Costs
10.7.1 Merger Enabling Costs
The partner colleges have been engaged in merger activity since the first quarter of 2012.
The SFC has provided funding of £300,000 to support the process. Merger enabling costs
are currently estimated to be in the order of £460,000.
The key areas of expenditure are:




Staff costs, including project management and communications - £190,000
Legal and Financial Due Diligence - £57,000
Staff release costs (Trade Unions) - £36,000
Consultancy support - £60,000
10.7.2 Merger Implementation Costs
Merger implementation costs are forecast to be £9.9million of which £5.7million relates to
voluntary severance (VS) costs with the balance allocated to a range of integration and
harmonisation activity.
SFC funding of £5million, in addition to the £300,000 already allocated, will be required to
support the merger process, £3.1million will be utilised to support VS activity and
investment in the Student Association prior to Vesting Day.
The business case prepared for the Scottish Funding Council (separate Appendix –
Confidential) contains detail on the nature and expected timing of the implementation costs.
51
APPENDIX 1: MERGER GOVERNANCE MODEL
Anniesland Board
Cardonald Board
Langside Board
Partnership
Board
Chairs x 3
Principals Merger
Group
Executive Merger
Group
Project Manager
Workstream
Leaders Group
Communications
Curriculum
Estates &
Facilities
Finance (inc
Commercial)
Governance
Quality &
Planning
Industrial
Relations
Staffing &
Culture
Student
Experience
ICT/MIS
APPENDIX 2: DRAFT PORTFOLIO STRATEGY 2013-16
Purpose of Strategy
The purpose of the Portfolio Strategy is to ensure the continual review and development of
the College portfolio and skills provision in line with individual, employer and key sector
needs, whilst supporting the achievement of local, regional and national priorities. The
College will review its portfolio annually carrying out a curriculum drivers analysis based on
future sector needs, policies and initiatives including government priorities, alongside an
evaluation of its current provision in terms of quality and match to current and future
developments. This will lead to ongoing changes within the portfolio as some areas of the
curriculum are withdrawn or reduced while other skill areas are increased or introduced for
the first time. Through this process the College seeks to provide a relevant broad based
curriculum at as many levels as possible, delivering programmes from introductory level
through to HND, degree and professional workforce development qualifications. Within
this there will be areas where the College has or plans to develop expertise which will be
sector leading and support ‘niche’ provision. An important aspect to this approach to the
portfolio is the creation of an aspirational environment for all learners.
It is recognised that an essential element to the success of the portfolio is the strength of
our partnerships with relevant organisations and employers at national, regional and local
level and this will continue to be at the heart of the development of the curriculum.
Context
The strategy will be implemented within the context of the Glasgow Regional Outcome
Agreement and the outcomes set for regional curriculum planning, overall and targeted
WSUM delivery. Over the period of the strategy there will be an increasing dialogue and
exchange of practice within the Region leading to a fully coordinated and coherent
regional portfolio.
Principles of Portfolio and Skills Development

the portfolio will remain closely aligned to national, regional and local economic
developments and priorities

partnerships and joint development with key stakeholders ( employers, SSCs, LAs,
CPP, HEIs) will be core to the development of the curriculum

a balanced overall portfolio will be delivered to ensure a relevant and aspirational
environment for all learners exists

progression routes to employment and/or articulation to higher education will inform
the design of all programmes

targeted provision to support key groups of learners will be supported (e.g. MCMC,
School/College learners, LACS)
Key Areas for Development
Meeting Emerging Skills Needs
Through labour market and other intelligence, the College will continue to provide high
quality, valued learning programmes matched to national, regional and local employment
needs. While this will ensure relevant provision throughout the curriculum there are
specific skill areas emerging where the College already has or will develop the expertise to
meet identified needs. These skill areas are based on the existence of strong employer
and Sector Skill Council links in the selected skills areas which is enabling the clear
identification of skills needs and good partnership working to meet these. There are also
excellent partner arrangements in place to support joint development activity with other
relevant Colleges and Universities. Improving workplace innovation and productivity will
be a focus over the next 3 years.
Expanding and Promoting Areas of Specialist Expertise
The College serves a number of specialist employment sectors and national markets
and, in particular, has achieved national recognition as a provider of training for industry
in such areas as engineering, construction, water, creative industries, and training of
trainers. It also has expertise in the delivery of such areas as ESOL and supported
learning. This position is reflected in close involvement in a number of partnerships.
The College will continue to review its specialisms.
Establishing and Developing New and Existing Partnerships
While the College has many effective partnerships in place steps will be taken to develop
links in those skill areas where traditionally links and partnership working have been less
prevalent and/or effective. A key approach will be the consolidation and enhancement of
relationships with Skills Development Scotland, relevant Sector Skills Councils (SSCs)
and employers. Equally important will be increased engagement with Higher Education
institutions. There will be ever improving links with local agencies, building on already
strong relationships and working practices with local organisations such as Community
Planning Partnerships, Glasgow Regeneration Agency and Local Authorities. A range of
learning opportunities will be delivered to encourage engagement in learning and develop
employability and vocational skills linked to local opportunities.
Sustaining a Balanced, Aspirational Portfolio
The College is committed to providing as broad a curriculum as possible alongside
provision where specialism allows delivery to HND and in some cases degree level. This
approach is essential to allow students to experience a learning environment which has
students working at all curriculum levels with opportunities available to articulate to 3 rd
year University degrees. Providing students with this type of aspirational environment,
where new entrants are able to see members of their own communities working at very
advanced levels, has created an inclusive ethos which the College will continue to
support and develop
54
Development of Employability Skills
The College will engage in joint working arrangements with relevant Local Authorities,
schools and other local partners to provide more innovative programmes and delivery
models for pupils and those in the MCMC group. Part of this will be the rolling out of 16
+ Learning Choices and Curriculum for Excellence and the College will work closely
with the Education Departments in Glasgow and East Renfrewshire to establish good
practice in relation to each of these initiatives and provide young people with relevant
vocational experiences and transferable employability skills. The College will work
equally closely with local employability partnerships to develop skills and work related
experience and optimise employment opportunities.
.
.
55
APPENDIX 3: DRAFT LEARNING AND TEACHING
STRATEGY
Purpose of Strategy
The Learning and Teaching Strategy will ensure the ongoing development of a sector
leading college through the provision of excellent learning experiences, delivered by
innovative, professional staff deploying the highest quality and most appropriate learning
and teaching methods and resources.
Through this strategy the quality and innovation of learning and teaching in all areas will
be continually enhanced, the relevance of the delivery of provision to meet employer and
HEI expectations will be monitored and ensured, and the ongoing commitment to
appropriate CPD activity of staff will be evident and recognised. Students will be
encouraged to become active learners engaged in all aspects of their programme,
including working with staff to optimise the use of appropriate resources in making
learning a successful and positive experience. Staff relationships with a variety of
agencies, employers and HEIs will also be central to the strategy to support programme
development, staff work based CPD and the enhancement of the student experience.
The college will set out to provide excellence in learning and teaching, creating
opportunities for students to learn with the best possible teachers in excellent facilities
and learning environments. There will be a range of existing practices in place and wider
communities of practice will be developed with increased opportunity for the exchange of
excellent and innovative practice.
Context
The strategy will be implemented within the context of the Glasgow Regional Outcome
Agreement and the outcomes set for retention, achievement, progression
and
articulation. The value of ongoing dialogue and exchange of best practice within the
Region will also be recognised and promoted.
Principles of Learning and Teaching

innovation in learning and teaching will be promoted and supported through staff
CPD and within the student learning experience

all programmes will be informed by the Curriculum for Excellence Capacities and
Design principles

all learning and teaching material and delivery methods will be of the highest
standard and continually reviewed, taking account of relevant industry practice and
standards


flexibility of programme delivery and accessibility of material will be optimised
keeping abreast of current andragogy will be paramount and research in Learning
56
and Teaching promoted

learner engagement will be promoted within the classroom and the College
generally;

all aspects of equality and inclusion will be promoted within the curriculum; and

reflection and independent learning will be supported and developed.
Key Areas for Development 20013-16
Learning and Teaching Skills
The College will set out clear professional standards for all lecturing staff in relation to
planning and preparing the learning experience; teaching and facilitating learning;
assessment practice; quality and standards; creating an inclusive learning experience;
and optimising the appropriate use of IT within learning. Alongside these standards staff
will be expected and supported to take account of current innovative practice and relevant
industry practice and standards within their curriculum area. Crucial to the achievement of
the above will be a comprehensive CPD programme, accessible by all lecturing staff.
There will be a strong focus on innovative learning, both through the identification of new
practices and approaches, and the provision of support to trial and implement them.
Curriculum for Excellence
The key factor in the successful implementation of Curriculum for Excellence will be to
ensure a level of understanding exists among staff and managers of the implications for
practice at strategic and operational level and any potential changes to the curriculum
planned and introduced. To support this, significant staff development will be provided.
College self-evaluation procedures will reflect Curriculum for Excellence principles. In
partnership with Local Authorities and local schools the potential for joint staff
development will be investigated.
Quality and Accessibility of Learning and Teaching Resources
All College learning and teaching resources should be appropriate and meet high quality
standards. It will be crucial to ensure that learning material is relevant, up to date and of a
high and consistent level of presentation. It will also be essential that learning and
teaching material is developed in an accessible format, readily available to all learners
and supports flexible delivery and assessment modes. The use of IT to support learning
will be instrumental in much of this. Steps will be taken to ensure the content and delivery
of learning promotes equality and diversity and that arrangements are in place to support
those with additional learning needs.
Learner Engagement
Learner engagement, one of the 3 key principles of the Education Scotland quality
framework, is essential to enhancing the quality system; with students and staff working
together to deliver improvements within the learning process and with students cocreating the curriculum. In addition the College, through all staff attitudes and behaviours,
57
must provide an inclusive learning experience for all. This is crucial in all aspects of
College life, be it widening access for all local learners and school pupils or welcoming
and catering for an international student population. The aim is to provide a learning
experience that is truly student centred, reflected where necessary in new practices.
Development of Effective and Independent Learners
Evidence shows that there is a significant number of adults and young people who do not
meet employers' ‘essential’ skills criteria and that this needs to be a key focus for
colleges. Equally, employers want people with the ‘softer', less definable, skills that are
vital for the success of their organisation, e.g. effective time management; planning and
organising; the ability to solve problems; to take responsibility for their own professional
development. It is, therefore, vital that lecturers ensure that their programmes and units
have within their design and delivery, respectively, opportunities for students to develop
both their essential and employability skills. It is equally the case that, given the
increasing desire of HNC/D students to access articulation routes into degree
programmes at second and third year level respectively, there is a need to create
effective, independent learners who can successfully make the transition to university,
able to respond to the different learning styles and requirements of HEIs. Therefore,
measures which enhance learning experiences, and improve progression and retention
rates will be promoted and supported
The key aspect to developing effective and independent learners for both employability
and articulation will be the ability of staff to create self-motivating learning environments
through use of appropriate programme design and delivery methods. Steps will be taken
to identify relevant CPD and any improved College systems needed to support creating
learning environments that will develop these types of learners and support their transition
to employment and/or university.
58
APPENDIX 4: STUDENT ‘MANIFESTO’ AND THE COLLEGES’ RESPONSE
Learning and Teaching
Curriculum
 The prospectus contains an accurate description of
what students will learn. This would be our intention
and students will be able to feedback if they think
we don’t achieve this.
 More work experience should be incorporated into
courses. We will endeavour to include work
experience as appropriate and within available
resources and sourcing of placements, which has
become increasingly difficult in recent years. The
focus on work experience will predominantly be
targeted on the new Employability Fund
programmes in line with the funding criteria.
 Course content and structure should be clearly
communicated throughout the course. Yes, agree.
 Course content should be challenging. Yes, agree.
 Students should be able to help plan what they will
learn. Yes, agree, within the context of the unit
specification.
 Course content should be updated each year (where
necessary). Yes, agree.
Learning resources
 Classrooms need to have what we need for the
classes i.e. computers with the right software. Yes,
agree, based on agreed requirements for each
course.
 More access to workshops for practical subjects.
Access as appropriate and within available
resources and health and safety constraints.
 Access to library resources, such as books and
Guidance and Support
Access to guidance staff. How guidance/personal
development/academic support is provided is at an early
stage of development and so feedback below is
necessarily of a generic nature.
 Everyone has different needs so time with staff should
be decided between the individual student and staff. It
has always been the case that the level of support
required varies greatly from student to student and
we see no change to this.
 Particular attention should be paid at the early stages
in a student’s academic career. Again, students will
be responded to relevant to their needs.
 It doesn’t just need to be face to face time; texts and
email can be used. This is already common practice
in some areas, is increasing and will be
considered for common adoption.
 They should cover issues such as progress,
attendance, feedback from students and guidance
overview on where they should seek to improve.
Again, it has always been the case that these types
of areas are covered.
 They should also refer students to student services
when necessary. Current practice is to refer to
more specialist services, in particular in-house
student support when appropriate and this should
continue.
Student services
 A central information centre is important as it allows us
to access all the services in one place. Not sure what
is meant by all services but there will be a central



journals. Yes, agree, and widening of access
should assist.
Resources that are industry standard. Yes, as far as
is possible within resources available and
reasonable.
Access to comprehensive electronic resources
through VLE, such as blogs, past papers, links to
websites, etc. Yes, as far as is possible and within
ICT guidelines/acceptable use policy and access
to external links/sites.
A well designed VLE that can be accessed out with
the College. Yes, agree.
Learning and teaching process
 It should be recognised that everyone learns
differently and courses should be able to meet their
needs. Yes, agree, and staff CPD should support
this.
 Additional opportunities should be made available
such as college-wide group projects. Where possible,
this already happens and this will continue to be
encouraged.
 There should be a mix of learning opportunities, such
as class time, e-learning and individual learning. Yes,
agree, and this is already supported and
encouraged.
 Enough time given to develop skills for practical
courses, such as Jewellery, ESOL, etc. Courses are
designed and based on the overall scale of each
programme, and where appropriate practical skills
training should be built into this – additional
access to facilities may be available within
resource and health and safety constraints and/or
through online options.



information point.
They should communicate the services they offer to all
students effectively. Agree.
They should be able to refer us to specialist
organisations if needed, such as mental health issues,
financial support etc. Yes, agree.
The staff providing the services should be
professionals in their field. All staff will be well
trained to perform their roles.
International students
 International students have particular needs therefore
services should be tailored to them. Yes, agree.
 They should include careers advice, national
insurance, support when settling in, etc. Yes, agree.
Students with additional support needs
 Services should be tailored to meet their particular
needs. This has been delivered by all three
colleges and will continue.
 Support should be given, where necessary, for these
students to engage with mainstream processes.
Where a student has the appropriate entry criteria
and ability to undertake a course, and reasonable
adjustments can be made, they will be fully
supported to undertake a course.
Bursaries
 There should be a fair, transparent bursary system
available to all students. Yes, agree.
 The College should talk with SAAS/Student Loans.
Yes, agree.
 Students should be told how and when they can apply
for our funding before we apply for college. Yes,
60

Students should be supported and developed so that
they are able to become self-directed learners. Yes,
agree, and independent, self-directed learning will
be encouraged. This is a priority for the new
Learning and Teaching Strategy.
Assessment and feedback. Assessment practices are very
much linked to the type of subject area and it is difficult
to give global answers to each of these – these issues
raised and other assessment practices will be fully
considered by both the Quality and Learning and
Teaching Groups within the new college.
 Continuous assessment should be used to aid
students’ learning in conjunction with final
assessments.
 There should be clear, concise criteria for all
assessments.
 The assessment criteria should be used to enable fair
marking.
 Anonymous marking should be used.
 Assessments should be adequately spaced out rather
than bunched together.
 Feedback should be clear, explaining what students
have done well and what they can improve upon.
Student progression and achievement
 Progression routes should be explained at the start of
courses and revisited at intervals throughout the year.
Yes, agree.
 There should be opportunities to gain higher
qualifications, such as moving from an NQ to an HNC
or from HND to Degree. It is our intention to do this,
at least from NQ to HN where possible within the
new college and is clearly part of our overall
agree.
Careers
 Careers advice should be there for those who wish to
take it up. Already exists.
 Employers should run employability sessions
informing students of what they want and how they
can get into internships. We do some already and
more could be set up where possible within
resources.
 There should be targeted careers fairs for different
disciplines, such as fashion or hospitality. We do
some already and more could be set up where
possible within resources.
 There should be a job shop advertising part time jobs,
internships and other opportunities. This already
exists and will continue.
Development Opportunities
 There should be opportunities to volunteer both within
the college and externally. Yes, agree.
 There should be opportunities to gain extra-curricular
awards, such as Duke of Edinburgh, first aid, Microsoft
Certification, etc. A number of these are part of the
college’s portfolio offer and can be accessed in
the normal way. If a student is on a full-time
programme no further funding can be accessed to
support the student undertaking such
programmes.
 There should be soft skills sessions available to
students which are run outside class times and are
student led. This will be considered as part of the
Learning and Teaching Strategy as well as, we
assume, the Student Executive/Student
61


aspiration as outlined within the consultation
document. Where we cannot provide progression
within the college we will work to create positive
progression and articulation routes.
There should be an opportunity to plan ahead for the
future when we start the course. Yes, as far as
possible.
Support should be given to students who choose to go
onto university. Yes, we work constantly with HEI’s
to achieve this with them often providing support
directly.
Guidance and support
 Support should be signposted by teaching staff. While
the new college approach to guidance is still to be
finalised, it is expected that as part of their
ongoing lecturing role staff provide appropriate
guidance in relation to their subject area and
course, and appropriate progression and career
routes.
Quality enhancement and assurance
 Students should be able to comment and shape their
own learning. Yes, agree.
 Staff should be looking to continuously develop and
enhance courses and students’ learning experience.
Yes, agree.
Physical Environment

Access to adequate parking. The parking levels are
anticipated to remain as per current levels. The
City Council restricts organisations from




Association.
Students should be supported to take advantage of
these opportunities. Yes, agree.
There should be access to clubs, societies and sports
such as choir, band, dance classes, amateur
dramatics society, Zumba, debating society, yoga,
basketball, badminton, rugby, etc. Where student-led
these will be supported as far as possible. There is no
central funding for such activities and discussion
with the Student Executive on how such activities
can be introduced and sustained would be
welcomed.
There should be academic societies run by students.
Yes, agree.
The opportunities should be recognised by the college.
This can be looked at.
Social space
 There should be access to space to socialise between
classes. Agree.
 This should be separate from study space. This will
be the case for most areas although there are
some catering facilities which are alongside study
spaces. Any issues can be considered for review.
 It should be able to be converted into different uses,
such as holding fashion shows, exhibitions, etc.
Agreed. Social space should have as much
flexibility of use as possible.
 Students should have access to pool tables,
computers, etc. This will be considered although
depends on space available and the number of
people able to use that space. Pool tables and
computers limit the use of space to only a few
individuals and reduce flexibility of use indicated
62


increasing parking spaces.
There should be access to good quality sports and
exercise facilities to all students. Student and staff
sports facilities will be available at each of the
three sites.
Classrooms should be well equipped and a suitable
size. Agreed. This will be part of room timetabling
planning.


above.
There should be access to good quality, affordable,
nutritious food. Agreed. Catering providers will
have this within their remit.
Outside areas should be kept in good condition. This
will be done although it does require students to
also keep areas tidy and not drop litter/cigarette
ends.
Space to study
 There should be a mix of quiet space and space to do
group work. This will be available at each of the
three main sites.
 Study space should be accessible for extended
periods, i.e. beyond 9-5. This has yet to be
considered and will be dependent on facilities and
staffing.
63
APPENDIX 5: DRAFT ORGANISATIONAL
DEVELOPMENT STRATEGY
Purpose of Strategy
This Organisational Development Strategy sets out how Glasgow Clyde College intends
to develop our staff, structures and values in order to become a high performing
organisation.
The new College recognises that its success is dependent on its people and the strategy
seeks to build upon the good practices already in place across all three organisations
bringing together culture and values, structure and process and leadership and
development skills. We will identify those things which will make this a great place to
work and enable us to attract, retain and motivate high quality staff in order to achieve our
ambition to be ‘an employer of choice’.
The Organisational Development Strategy highlights priorities over a three year time
frame but will continue to evolve as the new organisation develops in line with feedback
and evaluation.
Current Context
This is the first Organisational Development Strategy for Glasgow Clyde College. During
the period covered by this strategy the new College will experience significant
organisational change both internally and externally.
Internally there will be considerable culture change with the bringing together of three
individual organisations to create a new college for South and West Glasgow.
Externally this is a time of considerable change for Further Education Colleges with the
sector continuing to face considerable funding cuts and a move towards Regionalisation.
As the external and internal environment changes it is necessary for the organisational
development function to assume a forward looking role, and act as a strategic business
partner, supporting the strategic aims of the new College.
The strategy may need to be re-visited as the Regionalisation agenda develops.
Principles of Organisational Development at Glasgow Clyde College
The challenges and the College’s commitment to delivering the changes required has
been structured around six key priority themes:

Developing the Organisation: Effectively building workforce support for new
structures and new ways of working.

Developing Leadership Capacity: Building visionary and ambitious leadership.

Resourcing Recruitment and Retention: Taking action to address key future
occupational skills shortages, promote careers, identify and motivate talent, and
address diversity issues.

Developing Workforce Skills and Capacity: Developing skills and knowledge.

Pay and Rewards: Modernising pay systems to reflect new structures, new priorities
and new ways of working and ensure our staff are recognised and rewarded for their
achievements and commitment.

Health & Wellbeing: protect and enhance the health and wellbeing of College staff.
How these issues will be addressed will be identified in the People Strategy Action Plan.
Key areas for development 2013-2016
1.









Developing the Organisation
Anticipating and tackling key current and future workforce challenges.
Developing robust organisational structures.
Developing an organisational climate that encourages innovation and creativity.
Encouraging employee engagement in service transformation and new ways of
working.
Supporting staff through organisational changes.
Promotion of high performance practices.
Robust portfolio of communication methodologies.
Strong partnerships with Trades Unions.
Equality Impact Assessments for all new policy and procedures.
2. Developing Leadership Capacity
 Taking effective action to attract, develop and retain the leaders of today and the
leaders of the future.
 Fostering the development of leadership skills and leadership behaviour at all levels.
 Development of an effective approach to succession planning.
 Development of a Strategic Leadership and Mentoring Programme
 Development of a management competency framework and the introduction of an
annual 360 degree feedback process.
3.






Resourcing, Recruitment and Retention
Identifying future workforce requirements and service planning.
Ongoing achievement of the Disability Two Ticks Award.
Reduction in the annual spend against employment agency staff.
New HR System, enabling the timely and accurate provision of establishment data.
Ensuring balance in the workforce demographic, to address current and future service
requirements.
Developing effective work experience, trainee and apprenticeship programmes.
65
4. Developing Workforce Skills and Capacity
 Development of an annual staff development programme
 Supporting Teacher training and development
 Defining current and future skills needs.
 Assessing current workforce capability and skills gaps.
 Corporate accreditation with Investors in People.
 Introduction of competency frameworks at all levels of the College.
 Enabling staff to work flexibly to use transferable skills.
 Ensuring equality of access to development opportunities across all diversity groups
and working patterns.
5. Pay and Rewards
 Harmonisation of terms and conditions of employment.
 New payroll system
 Improving the quality of workforce data to assist with performance management and
cost control.
 Implement Job Evaluation Scheme.
 Conduct Equal Pay Audit and ensure equal pay structures.
 Increase staff benefits.
 Recognition of staff achievement.
 Introducing a total rewards approach to pay, and consider a flexible pay and rewards
strategy.
6. Health & Wellbeing
 Develop and implement a comprehensive health and wellbeing programme
 Improve communication regarding health and wellbeing throughout the organisation to
increase awareness of all staff.
 Ongoing review of the Health & Safety Planning and Training process, along with
monitoring of accident reporting and recording.
 Maintain Health Working Lives Gold Award.
 Maintain RoSPA Gold Award.
66
APPENDIX 6: PROPOSED SENIOR STAFF STRUCTURE
Principal
Senior Team
Support
Vice Principal
Curriculum
Director of
Learning and
Teaching
Directors of
Faculty x 5
Vice Principal:
Corporate
Vice Principal:
Strategy and
Performance
Service
Director of
Commercial
Development
Director of
Student
Services
This structure is subject to change following consultation.
Director of
Quality and
Performance
Vice Principal:
Resources
Director of
Finance
Director of
Organisational
Development
APPENDIX 7: DRAFT ESTATES STRATEGY
Glasgow Clyde College recognises that the facilities in which the curriculum is
delivered have a significant impact on the learner experience as well as on staff
morale and aims to have an appropriate estate which contributes positively to
student and staff satisfaction across all of the campuses. Glasgow Clyde College
recognises that it is crucial that the planning and management of its operations and
its property assets are integrated throughout the whole organisation, at all levels and
all stages of the lifespan of the operation.
The purpose of the Estates Strategy is to enable the College to

have suitable, high quality, fit-for-purpose accommodation

use available space efficiently

identify the need for rationalisation or reorganisation of space

develop the estate to meet curriculum needs

ensure the value of the estate is maintained

consider existing or alternative uses of the estate and identify opportunities for
innovation and collaboration to meet future needs
Current Situation
The condition of the College’s estate is largely good or very good with the majority of
the three main campuses at Hatfield Drive, Mosspark Drive and Prospecthill Road
being Condition A (new or as new) or B (sound) based on the RICS (Royal Institute
of Chartered Surveyors) building maintenance indicators. There are however some
parts of the Mosspark Drive campus and the Prospecthill Road campus which are
likely to need some further capital refurbishment/ development over the timescale of
this estates strategy. In addition there are significant life-cycle maintenance costs for
the College’s buildings which are required to be addressed to ensure the condition of
the estate does not deteriorate, particularly after the significant capital investment
which has been made over recent years.
Annual capital funding for the sector has been significantly reduced over the last two
years and further reductions are predicted for the future. These reductions in capital
funding highlight the financial pressures in managing the College estate and
enhance the need for careful planning of the College estates life cycle maintenance
and potential capital developments within the new merged College.
The College estates strategy is predicated on the College curriculum plans, and it is
assumed that for year 1 of this strategy there will be limited curriculum related
estates redevelopment. Estates changes are however likely within the future years of
the strategy once curriculum planning evolves across Glasgow Clyde College and
the Glasgow region. Also staff reductions and economies of scale may mean a
reduced requirement on the capacity of the estate in the second and third years of
this strategy and the potential for further rationalisation of the College’s estate as a
result.
In addition, the College needs to plan its estate taking into account good industry
practice, and various policies or target areas for estates for example efficiency, value
for money and environmental sustainability.
Principles of Estates and Facilities at Glasgow Clyde College






To maintain and develop a high quality estate which facilitates an
appropriate learner experience for students and an effective working
environment for staff
To provide an estate which matches the needs of the curriculum and to
evolve the College estate based on known drivers of curriculum change
locally, regionally and nationally
To provide facilities management service delivery within a structure which
is indicative of good industry practice, which meets agreed levels of
performance and quality, addresses significant operational risks and
demonstrates value for money
To plan appropriate ongoing estate maintenance to ensure it will continue
to operate effectively for the future and to ensure that previous investment
is not jeopardised
To provide facilities which enable the College estate to maximise
commercial revenue at each campus
To operate the estate in an environmentally sustainable manner and to
aim to reduce the College’s carbon footprint.
Key areas for development 2013-2016
Curriculum Developments
To liaise closely with curriculum planning to consider any changes in the curriculum
and estates related impacts for each of the College’s campuses over the timescale
of this strategy
Efficiency of Estate
To consider the use of the estate and review options for any rationalisation
particularly in areas where there have been reductions in teaching and/or staffing
levels. The plans will deliver the necessary estates changes to facilitate new
combined functions. As part of the estates rationalisation process there are three
disposals being actively progressed which are the Woodburn site at Langside
College, the Balshagray site at Anniesland College, and the Priesthill site at
Cardonald College.
69
Performance Indicators
To adopt good industry practice facilities management which would include the use
of appropriate output based specifications, monitoring key performance indicators,
effective contractor management, and an optimised service delivery model.
Estates investment and maintenance
To plan appropriate estates investment and maintenance to enable the new College
to provide high quality accommodation for teaching and learning and as a working
environment for staff. This will include life-cycle maintenance planning for the estate
over the period of the estates strategy and a plan for investment in the estate and
the teaching infrastructure to continue to improve it and meet the needs of the
students and staff across all areas. A life-cycle plan will be prepared for Glasgow
Clyde College for at least a ten year period and then this will be managed based on
affordability and will inform the College’s estates plans. This is particularly important
to ensure that previous investment in the College campuses is not jeopardised and
that a sustainable estate is maintained. There will also be estates and teaching
infrastructure developments planned for the estate to continue to invest in the
facilities, particularly in areas linked to growth sectors as identified in the curriculum
planning for the college. This will include new capital equipment across a number of
curriculum areas and, will again, be progressed based on affordability.
Space Utilisation
A review of space utilisation across the three main campuses is being undertaken to
consider the suitability of space utilisation and any efficiencies which could be made
both for teaching and non-teaching areas. This review will consider the space utilised
by various subject areas to ensure it is appropriate across the College estate and to
consider rationalisation of non-teaching areas e.g. in relation to storage.
Carbon Management
It is the aim of the new college to deliver carbon footprint reductions across the
College estate. Prior to merger the three individual Colleges signed the Universities
and Colleges Climate Change Commitment for Scotland and Glasgow Clyde College
will provide a Climate Change Action Plan to enable the target levels of carbon
footprint reductions to be achieved. These will mainly be targeted towards energy
performance and energy efficiency, waste management, and contractor
performance, as these are the main areas where the College can have the most
influence and make the greatest changes. The planned improvements will all involve
to a greater or lesser extent support from both staff and students to enable tangible
benefits to the environment and the organisation.
Commercial Facilities
To review the use of all potential commercial areas across the College, consider
their capacity, current usage levels and whether there are any potential estates
70
changes which could assist in developing increased income generation through
increased hiring of facilities.
71
APPENDIX 8: DRAFT ICT STRATEGY
Strategic Vision
“To lead and support Glasgow Clyde College service delivery through the provision
of high quality, efficient and sustainable ICT resources and services for learners and
staff.”
Current Context
 Anniesland, Cardonald and Langside Colleges will merge to form Glasgow
Clyde College
 The regionalisation of college provision will develop further, including the
constitution of a regional board
 ICT technology and techniques will continue to progress, such as the
implementation of cloud style computing arrangements
 Continued Scottish Government college sector funding reductions will enforce
economic constraints on college spending
 Scottish Government policy encouraging shared service solutions to ICT
delivery will be implemented
Strategic Aims and Objectives
Supporting High Quality Service Delivery
The merger process will entail a period of considerable change to working
arrangements and processes within the individual colleges. During this process,
continued high quality service delivery will be of high priority and efficient and
effective ICT resources and services (both legacy and new) will play a key role in
maintaining service standards.
Strategic Objectives:





Ensure continuing and effective access to college ICT resources for learners
and staff during the merger process
Maintain the provision of legacy college ICT services whilst developing new
ICT services for Glasgow Clyde College
Continue to enhance ICT resources for learning and teaching
Provide high quality, responsive ICT support services to meet the needs of
learners and staff; and
Create a workforce that is motivated and skilled in using digital technologies
through appropriate levels of staff ICT training
Developing Technical Capability
The creation of a new college provides an opportunity to review ICT services and
seek to develop improved technical capability within the organisation to better meet
service-user needs. In doing so, the new college will be able to take advantage of
recent ICT developments such as cloud-style computing and virtualisation. Greater
72
use of, and integration with, the college MIS system will also support more efficient
service delivery.
Strategic Objectives:




Develop a robust, secure, high performance ICT network infrastructure and
high quality ICT resources
Ensure effective software and data integration, both within Glasgow Clyde
College and with respect to regional and national partners
Develop efficient data storage capacity and increase virtualisation activities
Maintain reliable services and ensure comprehensive disaster recovery
systems are in place
Ensuring Financial and Sustainability Efficiencies
Efficiency and productivity are key factors in the adoption of ICT solutions. Increased
automation can provide major financial benefits and improve service delivery. The
move to regional college management, alongside reduced levels of funding will
provide an additional spur to reduce college spending through the implementation of
regional, shared service solutions to ICT delivery.
Strategic Objectives:




Adopt an approach of “digital first” in service design, supporting automation
and reducing print costs
Pursue better value for money in procuring network infrastructure
Encourage re-use and extend working life of equipment where appropriate
Develop regional shared services where appropriate
73
APPENDIX 9: COMMUNICATIONS ACTION PLAN TO
AUGUST 2013
Date
Dec 2012
Jan 2013
Feb 2013
Students
Informal
sessions with
new PrincipalDesignate
Appointment of
Research and
Communications
Officer
Merger
pamphlet
created
Social Media
Campaign
launched
Web Portal
revamp with
student focus.
Merger video
project
launched
‘Clyde-Built’
video project
developed
Staff
Informal
sessions with
new PrincipalDesignate
Merger dropboxes placed
in colleges.
Newsletter
Staff briefings
Staff social
events
Stakeholders
Boards
informed of
new PrincipalDesignate
Letter to key
stakeholders
from P-D.
Articles placed
in key media
outlets.
Other External
Press release and
interviews with new
Principal-Designate
Glasgow
Chamber of
Commerce
event/s
Glasgow Chamber of
Commerce event/s
Stakeholder
engagement
events
Media Guide
preparation
Media
Training/Senior
Management/staff
March 2013
Informal info
sessions
The Big Debate
Joint social
events
April 2013
Informal info
sessions
Joint social
events
Newsletter
Staff briefings
Staff social
events
Possible date
for all-staff
CPD event
Newsletter
Staff briefings
Staff social
events
Possible date
for all staff
CPD event
Newsletter
Staff briefings
Staff social
events
May 2013
Informal info
sessions
Joint social
events
Informal info
sessions
Newsletter
Staff briefings
Staff social
events
Newsletter
Staff briefings
June 2013
Letter from P-D to
key stakeholders.
Articles placed in
key journals
Preparatory work on
‘Glasgow Clyde
College’ Media
Guide
Stakeholder
engagement
events
74
July 2013
August 2013
Joint social
events
Informal info
sessions
Joint social
events
New college
launch event
Staff social
events
Newsletter
Staff briefings
Staff social
events
New college
launch event
New college
launch event
New college launch
event
75
APPENDIX 10: DRAFT COMMUNICATIONS
STRATEGY 2013-14
Purpose
The Communications Strategy for Glasgow Clyde College will ensure meaningful
and positive engagement with staff, students and stakeholders; establish and
reinforce the brand and vision of the new college; and position the college as a key
player in Scottish public life.
Background
Good communication is crucial at all stages of a merger, but nowhere more so than
in the post-vesting stage. A programme of intensive internal and external
communications will be needed for the “bedding down” phase, with a different tone,
delivery and scale from the pre-merger communication programme.
This will then develop into a comprehensive, consistent and proactive
communications programme to ensure staff, student and stakeholder engagement;
to support and publicise the work of the college; and to enhance and build upon the
college brand and reputation.
Guiding Principles
Communication is not the job of one person or department. It should be the
responsibility of every manager, member of staff and student representative within
the new college. Training will be given to ensure the most effective and consistent
communications across the college. Communications, where possible, should be
fronted by senior management, showing strong, effective and consistent leadership.
All college communications will be characterised by honesty, transparency and
consistency, and will meet recognised standards of Plain English.
Key Aims
The 2013-2014 Communication Strategy for Glasgow Clyde College will:
-
Create, publicise and celebrate the launch events for the new college
-
Establish, reinforce and publicise the new college brand and help market the
college to prospective students and commercial partners
-
Establish a comprehensive communications infrastructure and communications
protocols for the new college, including a directory, staff and student intranet,
information hierarchy, communications personnel and communications training
-
Identify the communication needs of each group of stakeholders and deliver the
most appropriate messages via the most effective means of communication
76
There will be an emphasis on regular, face-to-face communications. Ensure that
staff and students are appropriately and effectively informed and involved in the
creation of strategy and in decision making. Listen to staff and students and give
regular feedback
-
Establish a common understanding of the benefits of the new, merged college
and the vision for the future, and help staff, students and stakeholders internalise
and embrace change
-
Establish an effective and proactive media strategy to help build and maintain a
positive, dynamic and authoritative public profile for the college
-
Support the delivery of a high quality learning and teaching experience
-
Support a strong regional college structure in Glasgow
Key areas for development 2013-2014
Communications Infrastructure
A comprehensive communications infrastructure will be developed to effectively link
the campuses and to support staff and students. This will include a full directory,
dynamic and interactive staff and student intranet, clear communication protocols
and information hierarchy.
Communication Events
Evaluation of the pre-merger communications has established that face-to-face
communications have been the most effective means of staff, student and
stakeholder engagement. In the new college there will be a regular schedule of
formal and informal staff and student information sessions across the three
campuses, hosted by senior management and, where possible, the Principal. Social
events will be encouraged and supported as part of an employee integration plan.
Themed stakeholder events, similar to those held pre-merger, will be organised to
publicise the work of the college, enhance existing stakeholder relationships and
forge new ones.
Communications Tools
A digital communication strategy will be implemented to support the effective use of
social media, mobile technologies and web development. The pre-merger web hub
will become an offshoot of the new college website before ceasing altogether. A
college TV Channel/Radio Station should be established with feeds to the three
campuses. These outlets could have rolling college news bulletins and act as a
showcase for college work/developments. Students, with the support of staff, will be
encouraged to help set up and run them. The fortnightly merger newsletter will be
replaced with a new, glossy, monthly Glasgow Clyde College newsletter.
77
Communications Personnel
Each campus should have Communications personnel, based on the successful
communications co-ordinators model used during the merger process, to work
alongside Marketing, who can deliver the communications strategy and ensure
consistent communications across the college. In addition, College Ambassadors
should be identified across all three campuses. These will be individuals who are
trusted by their colleagues and fellow students and who can articulate the goals of
the new college, disseminate information and feedback the mood of staff and the
student body.
Communications Training
All managers, senior members of staff, College Ambassadors and student
representatives will receive communications training to enable them to communicate
consistently and effectively.
Media Strategy
The new college will develop a dynamic, proactive and comprehensive media
strategy to help it build a reputation as an opinion-leader and the go-to institution for
informed and relevant comment on key issues.
A Glasgow Clyde College Media Guide will be created, listing college experts on a
variety of topics. Media training will be made available to all staff involved. Key
media outlets across print, online and broadcast will be identified, and relationships
developed with editors and journalists. Regular news and feature stories will be
identified and placed which demonstrate the college’s strengths, its work, its
students and its staff.
Flexibility and Evaluation
All communications will be flexible and adjusted according to feedback. Surveys of
staff and students conducted during the pre-merger phase will be repeated at regular
intervals, creating an invaluable database to help monitor engagement levels and
adjust policy/communications as appropriate
78
APPENDIX 11: DRAFT FINANCIAL STRATEGY (20132016)
Purpose of Strategy
The primary aim of the financial strategy is to deliver financial sustainability, and to
provide funds for investment in service and provision, across the new merged
College, through best use of all of its available resources. The strategy is also
intended to assist the College in meeting the financial challenges facing the Further
Education sector.
The context in which the strategy has been developed is the planned merger of
Anniesland, Cardonald and Langside Colleges into one entity – Glasgow Clyde
College. There will be significant challenges imposed by such a development at any
stage, but particularly during a period of funding cuts. A prime aim of the new college
will be to optimise both the generation of non-core funding and the efficient,
controlled expenditure of all funds, generated from whatever source.
Principles Driving the Financial Strategy.








Budgeting to deliver a minimum annual surplus (accepting that this will not be
likely for a year or two immediately following merger)
Maximising the efficiency of College staffing resources to support high quality
service provision
Utilising the College’s asset base efficiently
Increasing non-core grant income with the aim of optimising contribution to
College overhead costs
Managing cash flow to meet the revenue and capital investment needs of the
College
Developing robust and effective procurement principles and processes in order to
optimise the best possible use of funds
Maintaining appropriate internal controls to minimise financial risks
Ensuring compliance with the requirements of external regulation (SFC, Audit
Scotland, external auditors etc.)
79
Key areas for development 2013-2016
Finance System
There is a need to deliver a unified financial management and reporting system,
pulling together the three individual colleges’ functions. Current thinking is to begin
by building on the common Dream system already in use in all three of the merging
colleges, but an alternative system may require to be implemented at a future stage.
With an adequate reporting system in place a unified budget can be produced, with
operating results reported and monitored on a regular basis. High quality support
and information for budget holders, Senior Management Team and Board members
is vital.
Staff Efficiencies
With some 65% of College costs being staffing costs it is important that a method of
evaluating efficient use of staff resources is developed at an early stage and that
staff, where necessary, will be deployed efficiently and effectively throughout the
College campuses. The wider Glasgow context should be considered, in conjunction
with the other Glasgow colleges, to ensure optimum use of college staff and facilities
throughout the region, ensuring no unnecessary duplication of provision and costs.
Asset Use
It is essential that the College fully considers the whole life costs and performance of
all of its assets. When considering financial investment the longer term financial
implications will be assessed as part of the review of affordability. Capital
expenditure will be prioritised on the basis of need, and benefits, with potential
developments being assessed against agreed criteria.
All College properties should be utilised efficiently and where a reduction in estate is
found possible early consideration should be given as to disposal or alternative use.
Other assets should be evaluated to identify their useful return to the College, with
asset disposal being considered where this is a viable option. The level of efficient
energy use, with its Green implications, within all College buildings should be
evaluated. Consequently, either practices should be changed to become greener, or
investments considered where they will result in both cost and energy savings.
Alternative Sources of Funds
Commercial and International income should both be optimised and strategies put in
place to help generate such valuable sources. The unique strengths of all three
individual colleges should be harnessed within a co-ordinated team tasked to
develop and build on these strengths. Care should be taken to ensure that such
developments are only pursued where they contribute to College finances and are
not a drain on resources. Financial systems should be developed to ensure that
adequate evaluation of proposed programmes takes place prior to embarking on
proposed developments. Staff should be encouraged to remain alert to the
identification of any new or alternative income streams.
80
Cash Balances
College cash planning must ensure that maximum returns on investments are
achieved, subject to accepting agreed levels of risk, using longer term deposits as
appropriate.
Procurement
A Procurement policy, with appropriate procedures, should be developed and
implemented. The implications for developing appropriate staffing will require to be
considered. Given the quantity and scale of procurement consequent to the larger
merged College it will be important to ensure that various legal/financial thresholds
are not breached as the level of purchasing increases. Consideration should be
given to the further development of the PECOS system and increasing the proportion
of purchases via APUC/Government approved sources. Consideration should also
be given to collaborative ventures or arrangements with the other Glasgow region
colleges.
81
APPENDIX 12: DRAFT QUALITY ENHANCEMENT
STRATEGY (2013-2016)
Purpose of the Strategy
The purpose of the Quality Enhancement Strategy is to ensure the ongoing
development of a quality ethos and culture where all staff share ownership and
responsibility for developing a sector leading college which exceeds the expectations
of learners and stakeholder. Learner engagement and the student experience will be
central to all quality enhancement activities.
The strategy will utilise feedback from learners, staff, employers and stakeholders to
inform improvement and to continue to maintain and develop quality processes
which are proactive, creative and responsive to their needs. The recognition and
sharing of best practice will be promoted and supported by targeted CPD activity for
both teaching and support areas and will seek to involve external partners where
appropriate. Consistency of approach will be ensured through established systems
of moderation, monitoring and internal and external audit.
The annual process of team self evaluation and reflection will be central to identifying
actions and targets for improvement and will underpin operational planning.
Management teams will undertake meetings to review progress and inform forward
planning at college level, and strategic planning meetings involving key personnel
and the Board of Management will ensure that the planning process incorporates a
coherent approach to quality improvement and the raising of standards.
Current Context
The period of this strategy will be an important period in the maintenance,
development and enhancement of quality for Glasgow Clyde College, as we seek to
harmonise and standardise quality systems, processes and procedures from the
three merged institutions. Academic year 2013-14 will see the introduction of a
revised model of self-evaluation, developed from the strengths of existing systems
and incorporating opportunities for continuous quality improvement and Glasgow
Clyde College procedures will replace those in the institutions as the year
progresses. Engaging with learners in a meaningful way will continue to be a strong
feature in continuing to ensure quality in learning and teaching through the period of
transition, and gathering feedback from staff and stakeholders will be a key element
in informing decisions about processes.
Regionalisation will lead to annual review to the strategy to ensure it remains fit for
purpose as awarding bodies and Education Scotland develop their own approaches
to meeting the challenges of working with colleges in merged and federated models.
Principles of Quality Enhancement at Glasgow Clyde College
Quality enhancement will be driven by a framework which monitors, reviews,
evaluates and plans for continuous improvement
82

Quality enhancement activity will be informed by the Education Scotland
quality framework, any other relevant quality standards, and the key
principles and the four capacities of the Curriculum for Excellence

Quality assurance systems and processes will be clear and effective, meet
the quality standards of all partner agencies, embed equality and be built into
all aspects of the work of the college. All areas will be supported to meet
recognised internal quality standards and relevant training will be provided

Reflective and evaluative practice will be embedded through rigorous selfevaluation which utilises a wide range of information and data, identifies of
strengths and weaknesses, and incorporates planning for improvement

The development and sharing of best practice will be promoted and
supported in the delivery of all services

The systematic collection of valid and reliable feedback from learners and
stakeholders will be utilised to analyse performance and develop actions and
targets for improvement
Key areas for development (2013-2016)
A framework to plan, monitor, review and evaluate for continuous
improvement
The college will continue to develop and embed the college planning model to
ensure that Clyde is a sector leading college, providing excellent learning
experiences, underpinned by strong leadership, innovative staff and high quality
resources. This will involve regular monitoring of progress against strategic
objectives and will be informed by Regional Outcome agreements and targets.
Progress will also be monitored through adjusting the key college performance
indicators reflected in a college ‘Balanced Scorecard’ which is the strategic planning
and management tool used by the college to enable performance management,
target setting and trend analysisis.
Staff development in the use of these key performance indicators to plan for
improvement will take place and areas will be encouraged to identify and develop
their own where applicable. The review process for academic departments and
support units will involve meetings with senior management in each year so that
progress on actions and adjustments can be discussed in more detail and a focus
can be given to future planning These meetings will be used to impact on cross
college action plans and to contribute to budget and resource planning.
Clear and effective quality assurance systems and processes will be built into
all aspects of the work of the college.
There is a need to develop and build on systems and processes to ensure that
standards are clear, consistent and well embedded in all aspects of the work of the
college. A number of key procedures have been developed and this work will
83
continue, along with annual review to ascertain the developing quality systems for
Clyde, as well as update to reflect changes in practice. This work will be supported
by comprehensive staff development. The development of a quality ‘handbook’ for
Glasgow Clyde College will allow staff will draw together the key elements of the
college quality processes and promote clearer understanding of responsibilities and
expectations. Internal audit of processes will be used to identify areas for
improvement and a comprehensive review of quality assurance will be undertaken to
ensure that the college continues to meet external awarding body standards.
Internal quality systems will focus on raising standards and developing the capacity
to improve for the benefit of learners, staff and stakeholders through the provision of
relevant, accurate and timely information and data. Management information
systems will be developed and improved to support the quality framework and
criteria set to support and improve the effectiveness of decision making. Improving
the reporting and understanding of performance indicator data will be key to this. A
Quality Committee drawn from academic and support staff will ensure that there is
rigorous scrutiny of all internal approval and validation processes as well as being a
major vehicle for the dissemination of good practice.
Education Scotland and other quality frameworks and the principles and 4
capacities of the Curriculum for Excellence
The Quality Enhancement strategy is based on the key principles contained in the
Education Scotland framework for external quality review of Scotland’s Colleges:
high quality learning, quality culture and learner engagement, and will aim to deliver
these through encouraging and stimulating learners to actively engage with their
learning. High quality learning will be achieved through providing a learning
experience which is regularly monitored and reviewed, taking account of learner
feedback and learner outcomes. During the period of this strategy all of the
elements of the revised quality indicators and self-evaluation process will be
considered, included in team evaluation and review, and systematically incorporated
into action plans and targets. Engagement with Student Participation in Quality
Scotland (SPARQS) will be used to form the basis of an action plan to improve
aspects of learner engagement and participation, and to inform staff development.
The strategy is also informed by the principles and four capacities of the Curriculum
for Excellence (CfE) which are designed to prepare learners to be: effective
contributors, responsible citizens, confident individuals and successful learners.
There is already a good deal of evidence that these capacities are already
embedded into much of the curriculum, but there is a continued need to identify this
in more explicit terms and to develop further in some areas. A revised college action
plan for implementation of the key principles of CfE and the introduction of the new
national qualifications will be incorporated into staff development plans and into
curriculum and operational planning at Faculty and Curriculum Team level.
Partnerships with local schools, authorities and relevant agencies will be progressed
to incorporate joint planning and CPD activity where appropriate.
84
Reflective and evaluative practice will be embedded through rigorous self
evaluation which utilises a wide range of information and data, identifies of
strengths and weaknesses, and incorporates planning for improvement
The college will ensure that all faculty and unit teams have the skills and
competences to evaluate their provision and to set objectives which will result in
improvement .This will be supported through a programme of focused staff
development, and relevant performance indicator and benchmarking data will be
used for analysis and to aid forward-planning and target setting. There will be a
greater emphasis on involving unit and teaching staff with the processes for
identifying the data relevant to their area to promote greater involvement and
ownership of information. Unit self-evaluation paperwork will be developed and
reviewed to include reflection on relevant college key performance indicators and
units will also be encouraged to seek a range of appropriate sources of internal and
external feedback to inform evaluation.
The Quality Enhancement strategy links closely to, and will be supported by, the
Learning and Teaching Strategy and will promote reflective and evaluative practice
which will be capable of delivering an excellent learner experience. This will be
achieved by developing annual self-evaluation and internal review processes to
incorporate the use of internal benchmarking data and to encourage the use of
external benchmarks. There will be an emphasis on the use of innovation in learning
and teaching practice and the use of varied methods of evaluating learning and
teaching will be implemented. Faculty self evaluation paperwork and processes will
incorporate the key principles of Curriculum for Excellence and equalities legislation
and the college will work with school and local authority partners to ensure that these
processes meet the needs of all concerned. The analysis of performance indicator
data will be central to identifying areas for improvement and at lecturer level will be
supported by focus groups with learners to identify issues and good practice which
will then be incorporated into annual self-evaluation reports and actions
There will be development and sharing of best practice in the delivery of all
services.
There will be a continued focus on the sharing of best practice across all areas of the
college and staff development events will support opportunities to raise awareness.
The Quality Committee will continue to play an important role in identifying and
sharing good practice in external verification and approval and along with the
Learning and Teaching Committee will act as vehicle to seek examples for
dissemination both from within curriculum areas, from units and from external
sources. Summaries of Education Scotland and other relevant reports will be
distributed and all of these sources will be supplemented by planned staff
development sessions on how to adapt good practice from other
people/organisations to promote value and potential uses internally.
85
There will be an emphasis on improving practice in the delivery of customer service
and a key component of this will be for the college to investigate and evaluate
appropriate accreditation with a view to achieving relevant standards for Glasgow
Clyde College within the life-cycle of this strategy.
Systematic collection and utilisation of feedback from learners and
stakeholders
The college will continue to collect feedback from a variety of stakeholders including
staff, learners, schools, partner agencies and employers and will develop
appropriate tools where these are not already in existence. The use of a Staff
Intranet as a central college repository for documents, teaching materials and best
practice examples will be implemented and the use of additional collection
techniques such as focus groups will be promoted.
Increased employer engagement to enhance the knowledge and understanding of
what the college does will be a focus for the coming period. A variety of data and
feedback collection methods across all categories will be used including surveys,
focus groups, questionnaires and course forums, and these will be analysed and
incorporated into the college research, plan, monitor, and review cycle. It is also
essential that when action is taken to effect improvement, that progress is fed back
and processes will be further developed to ensure that this takes place. The
effectiveness of the student handbooks, induction processes and other methods of
communication with students, including social media, will be reviewed to ensure that
learner choices are informed. The role of the Student Executive Council (SEC) and
the Learner Engagement Officer/representative is seen as crucial in gathering and
distributing feedback and will continue to contribute to quality improvement.
86
APPENDIX 13: RISK REGISTER
High Risk (Score 9-6)
Medium Risk (Score 5-4)
Likelihood
Impact
Risk Score
Movement
3
3
9 Actively monitor position. Develop pragmatic options.
3
3
9
↑
EMG
Insufficient information and guidance pertaining to Regional
Board and college Board.*
Insufficient merger funding support from SFC.
2
Financial
3
Operational
3
3
9 Maintain close dialogue with SFC. Develop robust bid.
2
3
6
→
EMG
Failure to establish new college identity and culture.
2
3
6 Develop new corporate identity through in house
competition. Engage with staff on culture and values
exercises.
9 Continue to engage in policy forums and seek to influence
decision making
2
3
6
6 Continue to engage in dialogue with the Regional lead and
emerging Regional Board
9 Use informed judgement and available information to
develop business case
9 ICT Workstream to map and prioritise applications based on
business need; agree implementation timelines and
resources. Monitor through EMG.
6 Early work to identify differences between terms and
conditions and policies and procedures. Set realistic
timescales. Negotiations with relevant unions.
6 Arrange for ECS to have a presence within each college at
key times. Arrange joint CPD activities, e.g interview skills
9 Maintain current operational controls. Map and prioritise
applications via ICT workstream. Monitor through
workstream and EMG. Consider use of strategic funding to
ensure bacjfill and secure specialist input as required.
6 Plan with current student Presidents for merger student
representative mechanisms and new approach for new
institution. Draw on expertise of existing Board members.
6 Ongoing informal meetings with representation from all three
colleges. Development of a clear communication and
engagement plan timeline and agreed with Trade Union
representatives.
2
3
6
→
2
3
6
→
2
2
4
PMG
5
Financial
PMG
6
Financial
PMG
7
Operational
EMG
8
Operational
EMG
Risk Description
A move to a needs based funding model for the sector could
have a negative impact on Glasgow Region and Glasgow
Clyde College.
Strategic decisions of the Regional Board may have a
negative impact on Glasgow Clyde College
Assumptions used in Business Case are flawed
3
3
2
3
3
3
Failure to harmonise business critical systems: Finance, HR,
Bursary,Student records,Timetables.
3
3
Failure to harmonise staff terms and conditions.*
3
2
9
Operational
EMG
Failure to manage staff stress/concerns.*
3
2
10
Operational
EMG
Failure to provide appropriate technical infrastructure to
enable the delivery of ICT services.
3
3
Failure to establish effective student representation
mechanisms.
2
Failure to maintain the effective involvement of the Trade
Unions.
2
11
12
Governance
Governance
PB
PMG
3
3
Risk Score
PB
Financial
Impact
Governance
4
Likelihood
1
Risk Owner
Risk Ref
Risk
Category
Low Risk (Score3-1)
Mitigation Strategy
→
2
3
6
→
→
2
2
4
→
2
2
4
1
3
3
→
→
1
3
3
→
1
3
3
→
13
14
Governance
Governance
PB
PMG
15
Financial
PMG
16
Financial
PMG
17
Operational
EMG
18
Operational
19
Operational
20
21
22
23
24
25
Operational
Operational
Operational
Reputational
Reputational
Reputational
Failure to agree appropriate structure for Clyde College.
Scottish Government rejects new college name.
Failure to manage financial sustainability in a challenging
public funding environment.
Failure to secure sufficient funding for new institution.
2
2
3
3
2
3
2
3
3
3
EMG
Failure to provide staff with training on any new or unfamiliar
systems.*
Inadvertently failing to meet TUPE obligations.*
2
3
EMG
Failure to engage staff in the process.
2
3
EMG
EMG
EMG
EMG
EMG
PMG
Failure to deliver quality in business as usual.
2
Unable to achieve desired changes to portfolio and delivery
patterns due to differences in terms and conditions within the
three colleges.*
Failure to establish and implement post merger
implementation timetable.
2
Failure to maintain effective, inclusive communications with
stakeholders.
2
Failure to communicate adequately with staff and students
resulting in lack of buy in to, or ownership of the new
institution.
2
Poor media response or reaction to merger proposals
2
2
3
3
3
3
3
3
6 Evidence base produced based on costs, outputs and
quality. Work progressed in timescales that allow
appropriate discussions.
6 Work with SFC to ensure appropriate processes are
followed. Ensure stakeholder buy in via consultation
process.
6 Develop robust and realistic financial projections.Maintain
current operational controls.
6 Continue to engage positively and proactively in Regional
Outcome Agreement discussions and development. Robust
financial and operational planning.
9 Identify affected staff asap. Develop a time bound training
plan.
6 TUPE sessions arranged for working Group on 11th July to
be delivered by Brodies solicitors.
6 Strong and robust internal communications strategy
developed. Consistent, open and transparent
communications.
6 Prioritise resources for both business as usual and merger.
Utilise external and/or focused resources for merger as
appropriate.
6 Early discussions with HR Workstream. Guidance from
Principals re priorities.
1
6 Strong robust planning at early stage. Clear responsibilities
identified. Move activity to 'business as usual status' as
soon as appropriate.
6 Ensure robust consultation on the merger. Strong focused
consultation plan in place. Continue to communicate after
the consultation process.
6 Appointment of communications manager and
communication coordinators. Robust consultation process
and on-going communications plan. Plan monitored through
EMG.
6 Merger communications manager in post. Development of
robust merger communications plan.
1
3
3
→
1
3
3
→
1
3
3
1
3
3
→
→
1
3
3
→
1
3
3
→
1
3
3
→
1
3
3
→
1
2
2
→
3
3
→
1
3
3
↓
1
3
3
→
1
3
3
↓
88
26
Governance
PB
Challenge to Clyde College name.
2
2
27
Operational
EMG
Loss of key staff.*
2
2
28
Governance
PB
Failure to merge.
1
3
29
30
31
32
33
34
Governance
Governance
Governance
Governance
PB
PB
EMG
PB
Operational
Reputational
EMG
Operational
EMG
Failure to accept and approve due diligence reports.
Failure to secure appropriate Board membership.
1
1
Failure to establish business contingency/ disaster recovery
plans.
1
Failure to deliver due diligence action plan.
1
Industrial Action.*
Proposals for curriculum review criteria not agreed with
Unions within scheduled timeframe.*
3
3
3
4 Robust presentation of rationale for name used throughout
the consultation process. One-to-one engagement with key
stakeholders to explain rationale and get support.
4 Establish a process for ensuring an open sharing of
information without contravening TUPE regulations.
3 PB in place. EMG, PM, worktream activity all in place. SFC
involvement throughout the process. Learning lessons from
previous mergers/ best practice.
1
3 Open communication prior to diligence work commencing.
Policy of 'no suprises' from contractors. Ongoing
communication with Board members.
1
3 Maintain good relations with current Boards. Continue to
engage at regional level.
1
3 Collate existing plans. Maintain current operational controls.
1
2
2
→
1
2
2
1
3
3
→
↓
3
3
↓
3
3
→
2
2
→
1
1
3
1
3
3 Clear responsibilities identified. Timelines established.
Regular monitoring of plan.
1
1 Ensure that lines of communication with the Trade Unions
remain open and transparent.
1
3 Early information sent to relevant staff with sufficient time
allowed for feedback.
1
3
3
→
1
1
→
2
2
↓
Key
* Risk drawn from workstream Risk Register
EMG: Executive Merger Group
PMG: Principals Merger Group
PB : Partnership Board
PM : Project Manager
89
APPENDIX 14 BALANCED SCORECARD
APPENDIX 14 BALANCED SCORECARD
Curriculum
Area
Derived
from
College Performance Indicator
College
Target by
Actual
2013-14
Actual
2014-15
Actual
2015-16
Comment
Data
source
Responsible
1
a
Student Achievement Ratio per Unit
Director Q&P
2
b
Early Student Retention %
Director Q&P
3
b
Student Retention %
Director Q&P
4
b
Student Achievement (outcome) %
Director Q&P
5
b
Student Headcount (including overseas)
Director Q&P
6
b
Amount and % of efficiency saving delivered
Director Curr
7
c
Volume of activity delivered (WSUMs)
Director Curr
13
c
The number and proportion of students at SCQF level 7&8 articulating on degree level courses
Director Curr
9
c
Student engagement and satisfaction
Director Q&P
10
c
The number and proportion of students entering and then sustaining employment
Director Curr
11
c
WSUMs/Teaching Staff (FTE)
Director Curr
12
b
Space Utilisation Ratio
VP Resources
13
b
Carbon Emissions
VP Resources
14
b
Maintenance Spend
VP Resources
15
a
16
a
17
b
Unit Cost per WSUM
% of total income from non Grant in Aid (GIA)
Operating Surplus as % of turnover
18
b
Non-SFC Income as a % of total income
Finance
Director
Finance
Director
19
b
20
c
Staff costs as a % total expenditure
Levels of commercial income generated
Finance
Director
Finance
Director
Estates
Finance
Human
Resources
21
a
22
a
23
a
24
b
25
b
26
b
Derived from:
Director
Finance
Director
Finance
Director OD
Absence Rate
Employer of choice
CPD days per member of staff
Staff Turnover %
Working days lost through absence per FTE
% of staff holding TQFE
Original colleges KPIs
Indicators listed in 2012/13 ROA
Indicators proposed for 2013/14 ROA
Director OD
Director OD
Director OD
Director OD
Director OD
Targets:
within 2% of
Target
within 5% of
Target
more than 5% above/below target
significant progress made toward target
APPENDIX 15: PARTNERSHIP BOARD MEMBERS
Anniesland College Cardonald College Langside College
Ken MacAldowie
Linda McTavish
Joe Wilson
Richard Leggett
Stephen Henson
Thomas Smith
David McAdam
Mark Toma
Susan Walsh
Ian Brennan
Mike Adair
Peter Laverie
William O’Neill
Stuart McPhail
Brian Keegan
Andrew Haddon
Jim Hamilton
Graham Montgomery
Marissa Farrell
Caroline Hutchison
Vonnie Sandland
APPENDIX 16: PARTNERSHIP BOARD AGREEMENT
1
Parties
2.
Purpose
Anniesland College
Cardonald College
Langside College
(together, the “Colleges”)
The Colleges have agreed in principle to a merger of the
three colleges.
The Colleges have agreed to the following key principles and
terms set out in this document (“Agreement”) which will
provide a framework within which progress towards and
preparations for merger will now take place.
3.
Commitment
The Colleges agree that a merger is their preferred strategic
option. Subject to the outcome of financial due diligence and
consultation with staff, students and other stakeholders, they
shall work together in good faith and in a collaborative and
constructive manner to undertake necessary preparations,
and (subject to the successful outcome of these matters and
where reasonably practicable) enter into any appropriate
agreement in order to achieve merger.
4.
Timescale
The Colleges agree to endeavour to work towards a deadline
for merger at 1st August 2013 subject to necessary approvals
and agreement of the Scottish Funding Council and Scottish
Government and the successful outcome of due diligence.
5.
Establishment
of Partnership
Board
Upon agreement of this Agreement, the Colleges shall
establish a joint committee with representatives from each
College to work towards agreeing the merger proposal. This
joint committee shall be called the “Partnership Board”.
The terms of reference of the Partnership Board are set out in
Appendix a.
6.
Funding
It is understood that the Scottish Funding Council shall
provide funding to support the pre-merger discussions.
The terms and conditions of this funding will be set out in a
letter from the Scottish Funding Council to one or all of the
Colleges. The Colleges will be required to comply with any
such terms and conditions, as a condition precedent to the
acceptance of such funds.
7.
Consultation
The Colleges shall each be responsible for carrying out a full
consultation with its own stakeholders, students and staff in
92
respect of the proposed merger. However, the Colleges will
work together to ensure, where reasonably practicable, such
consultation exercises are conducted in a consistent way and
in the same, or similar timeframes. Glasgow Colleges
Strategic Partnership could be a place for sharing such
consultation activities across the city.
8.
Pre-conditions/ The Colleges shall work together constructively and with
approvals
reasonable expedition to obtain the approval of the Scottish
required
Government and Scottish Funding Council to the merger and
any other formal approvals required e.g. the Office of the
Scottish Charity Regulator.
9.
Due Diligence
10.
Merger
Document
The Colleges shall co-operate fully with each other and the
Scottish Funding Council as appropriate to assist in the
undertaking of a full financial and legal due diligence prior to
merger, including making available all required information to
professional advisors and providing access to premises
where necessary.
The Colleges will work constructively and with reasonable
expedition to produce a merger plan which will deal, among
other matters with:



11.
Confidentiality
The transfer or disposal of all property and assets of
each college;
Transfer/Rationalisation of contracts held by each
college; and
Transfer of staff of each college
None of the Colleges shall disclose any information (in
whatever form) disclosed to them by either of the other
Colleges relating to the disclosing College’s business or
affairs other than as agreed by both colleges.
This clause will not prohibit the sharing of information with
professional advisors appointed to the colleges to assist in
any merger process, or with the Scottish Funding Council or
the Scottish Government.
12.
Legal status
Subject as hereinafter provided other than clauses 13 and 15,
this Agreement shall not be legally binding on the parties.
Notwithstanding the foregoing the Partnership Board, its
members and the Colleges shall each be entitled to rely upon
and regard as fully enforceable this Agreement with regard to
any acts of the Partnership Board, any sub-committees of the
Partnership Board, their respective members, and the
Colleges in reliance upon the powers provided respectively to
them in terms of this Agreement until this Agreement is
specifically rescinded by any of the Colleges or the Colleges
93
12.
have merged whichever shall first occur.
Governing Law This Agreement shall be read and construed in accordance
with Scots law and the Colleges agree to submit to the
exclusive jurisdiction of the Scottish Courts.
94
Appendix 17: Proposed Draft GCSP Organisational Structure for 2013/2014
2012/13
2013/14
Shadow Regional
Board for
Glasgow Colleges
Regional
Strategic
Leadership
GCSP Chairs and
Principals Group
3 College
Boards
3
College
Boards
GCSP Effective
Regional
Structures Group
GCSP Principals
Group
ROA Coordinating
Group
Curriculum
Workstream
Regional
Board for
Glasgow
Colleges
GCSP Chairs and
Principals Group
7 College
Boards
Regional
Operational
Leadership
2014/15
(new legislation in
place)
(still to be
defined)
Sustainable
Workforce
Institutions Development
Workstream Workstream
HR
Workstream
Curriculum
Workstream
Marketing
Workstream
Workforce
Development
Workstream
Sustainable
Institutions
Workstream