University of Roehampton – Learning and Teaching Strategy
2014- 2019
Introduction
The University of Roehampton has a proud history rooted in teaching. Through its constituent
colleges, Roehampton was at the forefront of early years education and pioneered the training of
women as teachers. Over 170 years later it now offers undergraduate and postgraduate
provision in business, dance, drama, education, English, humanities, life sciences, media,
languages, psychology and social sciences. As one of the UK’s leading modern Universities, we
remain loyal to our original values and traditions. These include a fundamental belief in the
power of education to transform lives and communities; a commitment to supporting all our
students reach their full potential; and a passion for the highest quality of education and
scholarship.
The high quality of the University’s learning and teaching has been endorsed by the Quality
Assurance Agency and by external examiners across all programmes. Results from the National
Student Survey (NSS) and the Postgraduate Taught Experience Survey (PTES) show how much
our students value their academic experience at Roehampton. In the 2014 NSS the University
was ranked highest within our peer group. Six of our current lecturers have been awarded the
prestigious National Teaching Fellowship Awards by the Higher Education Academy UK for
excellence in teaching and student support with more awards per student than any other
university.
One of the central aims of the University’s Strategic Plan 2014-2019 is to create successful
alumni by recruiting and retaining high quality students, who gain excellent degree results, secure
good graduate jobs, leave highly satisfied with their university experience and continue to have a
positive and engaged relationship with the University after they graduate. This strategy seeks to
deliver to this vision and to provide a framework that will allow the University to achieve the
longer term 2025 goals to build our international reputation as a leading provider of
undergraduate and postgraduate education; to be recognised as one of the top ten universities
for student satisfaction; to prepare students to be responsible and confident citizens; and to be
the top “new university” in London for graduate employability.
Many of the elements outlined in this strategy are already in place. But the aim is to ensure that
all areas of the University have excellent comparable arrangements across all years to support
learning and teaching. There is a renewed focus on the postgraduate taught experience,
academic guidance at all levels and ensuring that the curriculum is focused on supporting
students achieve their career ambitions after they graduate. Additionally, there is a commitment
to building on our reputation in learning and teaching at the university by developing a
multidisciplinary centre for pedagogic practice to influence learning and teaching practice within
the University and across the sector. The University is also seeking to use technology to
enhance the personal experience of learning for students and to support all students to progress
and graduate successfully.
Each of the 11 sections of the strategy will have a lead to co-ordinate activity working with other
relevant colleagues in academic and academic support departments. Identified leads will also
take account of other University strategies including the Research Strategy, the Employability
Strategy, the Alumni Strategy, the Recruitment Strategy, the Internationalisation Strategy, and
the Enterprise Strategy.
Aims
1. To establish an international reputation in learning and teaching in subject areas which
combine excellence and critical mass
2. To provide a stimulating, supportive and personal learning environment that helps
students grow as individuals and ensures all students have the opportunity to reach their
full potential.
3. To ensure all students become the sort of graduate most valued by employers: a
confident, critical thinker, adaptable, open to new ideas, able to work well with people from
all walks of life, and with first class communication skills.
4. To enhance the University’s standing in all measures of educational performance including
the University’s ranking in the NSS, the PTES the Post Graduate Research Experience
Survey and the Destination for Leavers of Higher Education (DLHE) survey.
Key Elements
1. Robust institutional arrangements to drive forward improvement and innovation
Key elements
Lead
A. Strong leadership and management arrangements at university, departmental and programme
levels
B. A multidisciplinary centre for pedagogic practice to support research and evidence based practice,
and to share best practice within and outside of the University
C. High quality partnerships between academic departments and University services
D. Excellent student representation and consultation with on-going partnerships and dialogue at
university, departmental and programme levels
DP L&T
2. Effective data systems to monitor institutional progress and support student progression
and achievement
Key elements
Lead
A. A suite of KPIs to monitor progress and benchmark against competitors
B. Full use of module and national survey feedback to assess areas for improvement
C. ‘Live’ student profiles to support academic guidance and exam board processes; and to underpin
student self-monitoring of academic progress
D. Attendance monitoring to facilitate student engagement
DP L&T
3. High quality programmes to give students the opportunity to develop to their full potential
Key elements
Lead
A. A strong curriculum informed by research and/or practice with appropriate delivery relevant to
the needs of particular student groups
Director
Academic
Enhancement
B. A focus on engaged pedagogy which encourages critical thinking and reflection, and which
position students as collaborators in the production of knowledge
C. Transferable employability skills, identified in consultation with employers, embedded in all
programmes and modules and set out in records of achievement, with opportunities for
students to articulate their graduate skills and achievements in effective CVs and job
applications; and supported by a broader package of career self-reflection options.
D. A package of opportunities within the curriculum to provide high quality graduate focused
work experience for students via work placements and internships
E. International opportunities embedded in programmes via Study Abroad, international fieldtrips
and other international collaborations
4. Effective assessment and feedback to support learning
Key elements
Lead
A. Structured, transparent and appropriate assessment arrangements
Director
Academic
Enhancement
B. Full use of technologies to support submission and to enhance assessment, grading and
feedback
C. Clear, relevant, published marking criteria, aligned with learning outcomes for all assessed
tasks
D. Robust submissions and return arrangements with all dates published and monitored
E. Assessment for learning with opportunities for peer learning monitored regularly through QA
processes
5. A strong academic staff base committed to outstanding teaching
Key elements
Lead
A. A high quality academic staff base with an appropriate balance between senior and early career
DP L&T
staff and staff investment linked to student numbers at a discipline level
B. Academic staff at all levels, from lectures to professors engaged in teaching on both undergraduate
and postgraduate programmes
C. High professional standards supported via engagement with national professional standards for
teaching in HEd opportunities to gain local, national and international recognition for excellence
D. Appropriate allocations of time to undertake high quality teaching and teaching delivery related
activity
E. High quality career development opportunities for all academic staff to encourage best practice in
learning and teaching
F. Structured arrangements to support promotion in relation to learning and teaching for all academic
staff
6. High quality academic advice and support to assist students to study successfully at
university
Key elements
Lead
A. Access to high quality learning advisers to support academic skills development
Director
Student
Experience
B. Pre-sessional and in-sessional English language support to allow students to develop academic
and study skills
7. Advice and guidance to support student development
Key elements
Lead
A. Supportive induction for new students and returners with an emphasis on raising academic
and future employment aspirations
Director
Academic
Enhancement
B.
C.
D.
E.
F.
Clear and supportive advice to make study choices (where available)
Clearly articulated and supportive academic tutorial arrangements for all modules
Structured personal planning and development arrangements
Additional support for students identified as at risk (attendance, retention and achievement)
Reasonable adjustment and individually designed support for learning for disabled students
8. High quality professional information for students to support their learning
Key elements
Lead
A. Excellent, up to date, streamlined information relating to programmes and modules available on
the Moodle site
DP L&T
B. Annual Timetabling published in a timely fashion
C. Efficient module allocation
D. Effective management and communication with students in relation to any changes to relevant
services/departments or to programmes, modules or delivery arrangements
Director
Planning
DP L&T
DP L&T
9. Excellent learning and teaching facilities that have a positive impact on learning
Key elements
Lead
A. Timely resource and estates planning with requirements embedded in the business planning
process and within programme and module planning
Director of
Property &
Facilities
Management
B. Fit for purpose appropriately located facilities and rooms
C. Appropriate access to specialised facilities and rooms
D. High quality social spaces for learning
10. A high quality and innovative IT learning environment to support learning and teaching
Key elements
Lead
A. The development of a high quality technology enhanced environments(VLE, e-Portfolio, social
learning) led by learning and teaching and supporting student academic progression and
achievement
Director of
Library,
Technology
&
Media
Services
B. Good access to general and specialist IT resources
C. Good access to core software - meeting subject/discipline needs
11. Excellent library resources and study spaces to support students to achieve their potential
Key elements
Lead
A. Timely library resource planning with requirements embedded in the business planning process
and within programme and module planning
Director
of
Library
Services
B. High quality reading lists aligned to available library resources
C. A high quality, comprehensive library stock with subject collection planning to provide for the
systematic development of library and information resources
D. Efficient and appropriate access to library materials including 24/7 library access and increased
use of electronic and digitised resources
E. Mechanisms to enable students to exploit learning resources successfully to enhance their
learning
University Targets
2013
2014
2015
2016
2017
2018
2019
270
275
280
285
290
295
300
1st Year UG Non continuation
9.8%
9.0%
8.5%
8.0%
7.5%
7.0%
6.7%
Good awards (first and 2:1s)
62.1% 62.4% 62.7% 63.0% 63.3% 63.6% 63.9%
Entry tariff
Graduates in further work or study 88.4% 92.3% 92.5% 92.7% 92.9% 93.1% 93.3%
Graduate employment
65.5% 66.0% 67.0%
68%
69%
69.0% 70.0%
NSS overall satisfaction
86.0% 86.5% 88.0% 88.5% 89.0% 89.5% 90.0%
NSS assessment and feedback
71.0% 72.0% 73.0% 74.0% 75.0% 76.0% 77.0%
PTES overall satisfaction
71.4% 75.0% 77.0% 81.0% 85.0% 88.0% 90.0%
PTES assessment and feedback
66.2% 67.0% 68.0% 70.0% 72.0% 75.0% 77.0%
PRES overall satisfaction
84.4% 85.0% 86.0% 87.0% 88.0% 89.0% 90.0%
PRES supervision satisfaction
82.1% 83.0% 84.0% 85.0% 86.0% 88.0% 90.0%