University Plan
Learning and Teaching Plan
2013-2017
2013
INTRODUCTION
The University of Canterbury has at its very core research-led learning and teaching.
Undergraduate and postgraduate teaching at the University of Canterbury is underpinned
by a modern curriculum delivered primarily by research active staff. Our aim is to ensure
that our programmes and degrees continue to be relevant and are delivered by academic
staff at the forefront of their disciplines.
How does UC strive for a vibrant and forward-looking learning environment? By:
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an increasing emphasis on relevance and employability post-degree;
providing opportunities for work-integrated learning and experiential learning and
study overseas
providing opportunities to deepen each student’s cultural understanding and
competency within the context of New Zealand’s bi-cultural society and;
valuing highly the acquisition of transferrable skills.
THE UC GRADUATE PROFILE AND ATTRIBUTES
A UC Graduate will have developed individual elements of the graduate profile within the
broader context of the University. The University is committed to giving students an
educational environment that emphasises employability, innovation and entrepreneurship
but which also emphasises community wellbeing and the need for renewal. Importantly
the environment must also recognise and acknowledge New Zealand’s cultural
environment but at the same time position this within the global context that we exist in.
Transferable skills and their development and an understanding of cultural context are
now important parts of any university education and they are skills that UC values. A
graduate profile in the 21st century includes advanced digital literacy and capability to
work in virtual spaces.
A graduate of the University of Canterbury is expected to be able to demonstrate:
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the knowledge and skills related to the ideas, principles, concepts, methods,
findings and interpretations of a recognised subject;
intellectual independence and critical thinking;
the skills needed to acquire, understand and evaluate information from a range
of sources;
an ability to engage in self-directed learning;
an understanding and cultural confidence within the framework of te Tiriti o
Waitangi;
an understanding of how social, ethical, and environmental values impact upon
how we apply knowledge and a sense of responsibility as a global citizen.
THE TEACHING-RESEARCH NEXUS AT UC
The University of Canterbury is committed to strategies that enhance the teachingresearch nexus, making our graduates more responsive to the demands of a knowledge
society, particularly accentuating each graduate’s ability to support knowledge transfer
and community engagement. A key aim is to encourage staff to identify ways in which
their teaching can be informed and improved by their research activities.
PRINCIPLES UNDERLYING THE LEARNING AND TEACHING PLAN
This plan recognises the following key underlying principles as the basis upon which the
strategic plan for learning and teaching is built, while also noting that contextual
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opportunities and constraints shape the approach to be adopted in any given year. The
following guiding principles apply to all learning and teaching, irrespective of the mode of
engagement:
• Pedagogy first, to select, inform and evaluate purposeful development in learning and
teaching. Tools and techniques are best adopted with clear pedagogical purpose(s). The
variety of approaches supported by the university will vary with factors such as discipline,
culture and UC strategy;
• Active, authentic learning and peer interaction is to be encouraged purposefully;
• Institution-wide protocols govern quality assurance and regular benchmarking against
international best practice. In cases where UC courses are delivered in collaboration with
other educational institutions, UC teaching staff are to retain responsibility for moderating
assessment;
• Parity: no student will be disadvantaged on the basis of the method of teaching
delivery;
• The full cost of new courses, programmes and qualifications must be sustainable and is
an important strategic consideration;
• e-Learning objectives, set at College-level, are best when coherent with UC strategic
learning and teaching priorities and specific enough to enable meaningful definition of
key performance indicators (KPI). High risk innovations are best piloted and monitored in
a low risk supportive setting where expertise is at hand;
THE LEARNING AND TEACHING PLAN STRATEGIC OBJECTIVES
The Learning and Teaching Plan covers the period until the end of 2017. There are
three strategic objectives under which sit a series of strategic priorities. The three
strategic objectives are:
1. Students
To attract, educate, value, retain and graduate students from a wide diversity of
backgrounds, especially those who are dedicated to the pursuit and achievement of
excellence “people prepared to make a difference” tangata tū, tangata ora..
2. Innovative learning and teaching
To develop a culture of innovation that will cherish, improve and reward excellent
learning and teaching. Also to improve the national and the international reputation of
learning and teaching at the University with relevant strategic innovations.
3. Learning and teaching capability and environment
Enhance key aspects of learning and teaching plus renewal of on-campus and virtual
environments and relevant strategic partnerships.
These objectives are consistent with the Key Result Areas in the University’s Strategic
Plan 2013-2017. For each strategic objective there are a series of operational tasks
designed to be completed in 2013/2014. Each of the shorter term operational tasks is
referenced to one or more of the KRAs of the University Strategic Plan.
Dr Hamish Cochrane
Deputy Vice-Chancellor (Academic and International)
Chair, University Learning and Teaching Committee
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Strategic Objective 1
STUDENTS
To attract, educate, value, retain and graduate students from a wide
diversity of backgrounds, especially those who are dedicated to the pursuit
and achievement of excellence – people prepared to make a difference:
tangata tū, tangata ora
Strategic Priorities
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Develop strategies which enhance students’ learning capability and provide appropriate
support for students to achieve excellence;
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Develop strategies to overcome factors that limit student achievement;
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Develop, promote and support opportunities for students to engage in a range of
experiences that foster key skills and prepare students for future roles in employment and
the community;
Attract more students who have Māori affiliations;
Attract more students from the Pacific community;
Attract more international students.
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Operational Plan for 2013 -2014 Responsibility
KPI/Output
1.
Develop key strategies for
facilitating excellent learning, as
appropriate for the disciplines of
each College, and establish ways of
enhancing the learning in those
disciplines. (1.8)
College PVCs
Faculty Deans
Development of College
Learning and Teaching
Plans which identify
discipline-specific key
strategies for improving
student learning and
engagement.
2.
Map student achievement and
progression from NCEA and other
indicators to help the University
improve the transition of students
from high-school and support
them to achieve at University. (1.8)
DVC (A&I)
ADG
Annual ADG report on
NCEA and Year 1
performance (December
2013 and 2014).
3.
Enhance the system of academic
advice to students. (1.8)
Faculty Deans
Year on year reduction in
academic appeals as a
result of poor academic
advice.
4.
Identify reasons for slow progress
to graduation from specific
degrees or for specific groups of
students and explore potential
strategies for addressing these.
(1.8)
Faculty Deans
ADG
Start developing more
robust measures for an
appropriate metric.
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5.
Increase retention of 1st year
students into any year two
University study. (1.8)
6.
Improve identification and
management and support of
under-achieving students. (1.8)
7.
Use AUSSE and other data where
appropriate to identify areas
where the University can enhance
student engagement and, hence,
their likelihood of success. (1.9)
Increase retention of Year
1 cohort into Year 2 to 87%
across all degree
programmes by 2017.
Development of university
wide back on track support
programme for all
Colleges/Faculties with
appropriate cultural
sensitivity.
Supportive Learning
Environment score greater
than 55.1
Investigate and identify
software which best fits UC
student tracking needs by
end of 2014.
8.
Develop appropriate opportunities
for students to engage in work
integrated learning, service based
learning. (3.6)
Faculty Deans
DVC (A&I)
Increased percentage of
undergraduate students
engaged in work
integrated learning and
service based learning.
2014 target level +10% of
2013 baseline.
9.
Increase opportunities for
students to undertake study
abroad for credit. (3.2)
Faculty Deans
DVC (A&I)
Director,
International
Relationships
Increased applications of
undergraduate and
postgraduate students
engaged study abroad for
credit. 2014 target level
+5% of 2013 baseline.
College PVCs
Director SSAC
Annual report of profiling
of students in different
degree programmes via the
web, including at least one
Māori and Pasifika.
10. Profile and publicise the
achievements of current UC
students and graduates. (3.1)
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College PVCs and
Faculty Deans
Student Success
Manager
DVC (A&I)
Faculty Deans
Associate University
Librarian and
Learning Skills Coordinator
DVC (A&I)
ADG
Supportive Learning Environment (SLE) is a composite measure in the AUSSE that reports on student feelings of legitimation
within the university community. It is a combined measure of the following: relationships with other students, relationships with
teaching staff, relationships with administrative personnel and offices, providing the support you need to help you succeed
academically, helping you cope with non-academic responsibilities, and providing the support you need to socialize.
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11. Identify and implement ways of
attracting and retaining greater
numbers of Māori and Pacific
Island students. (3.5)
AVC Māori
Pasifika
Development Team
Adopt relevant parts of the
Maori strategy:
Whakawhanake Kaupapa
Māori.
12. Develop learning communities
that value and support students
from diverse cultural backgrounds
and honour the principles of Te
Tiriti o Waitangi.
(3.5)
AVC Māori
Pasifika
Development Team
Marae/whare and other
relevant spaces are
enhanced on campus and
online.
Strategic Objective 2
INNOVATIVE LEARNING AND TEACHING
To develop a culture of innovation that will cherish, improve and reward excellent
learning and teaching and improve the national and international reputation of the
University.
Strategic Priorities
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Develop an environment which enables innovative and effective teaching methods;
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Encourage academic staff to engage in teaching-related professional development and
ensuring appropriate provision is made for their participation;
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Identify strategies which encourage and foster better learning and teaching outcomes.
Operational plan for 2013-2014
Responsibility
1. Assist staff to maximise their success DVC (A&I)
in obtaining external grant income
Faculty Deans
for learning development projects.
(3.4)
KPI/Output
Increased external grant
applications made year on
year.
2. Stimulate and select a small number
of strategically important
innovations with sustainable
business plans, some including elearning.(1.8)
PVCs, DVC(A&I),
Director LR
At least one annual
innovative development by
end of 2014.
3. Increase University-wide resources
to increase cultural competence
including e-learning resources. (3.5)
AVC(Māori), DVC(A&I)
Adopt relevant parts of the
Māori strategy:
Whakawhanake Kaupapa
Māori.
4. Introduce incentives for academics
to undertake formal study in higher
education. (1.7)
College PVCs
University HR
15% of academic staff hold
formal teaching
qualifications by end 2017.
5. Ensure that all academic staff and
relevant support staff have time and
opportunity to develop their
teaching, curriculum design and
assessment practices including elearning where relevant. (4.1)
HODs and HOSs
HR
Development time part of
annual PD&R discussions.
6. Encourage and assist all academic
staff to participate in at least one
teaching development activity each
year, as part of their performance
expectations. (4.1)
HODs and HOSs
HR
Participation included in
PD&R guidelines and
expectations.
7. Establish a system of teaching
awards across all Colleges to
underpin and support the University
Teaching Awards. (4.1)
DVC (A&I)
College PVCs
Faculty Deans
All Colleges offering
teaching awards by end
2014.
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8. Enhance the weighting given to
teaching performance within the
promotion criteria. (4.1)
DVCs
College PVCs
HR
Increased focus on
teaching for academic
career progression.
9. Identify a range of appropriate
learning and teaching quality
metrics.(1.8)
Faculty Deans
College PVCs
ADG
LTC
Identify new teaching
quality metrics used to
monitor course quality by
end of 2014. Review the
online course and teaching
survey system by end 2013.
10. Encourage and facilitate
international benchmarking of
programmes. (1.7, 1.9)
Faculty Deans,
College PVCs,
DVC(A&I), ELM
Continue to progress with
the E-Maturity
benchmarking tool and
other benchmarking
measures.
11.Encourage staff to identify ways in
which their teaching and research
can be informed and improved by
consideration of the teachingresearch nexus. (1.8, 2.1)
DVC (A&I), DVC
(Research),
Faculty Deans
Explicit identification of
research-teaching linkage
required as a part of
qualification reviews.
12.Identify and showcase programmes
and courses which are exemplars of
the teaching-research nexus in all
Colleges. (1.8)
DVC Research
Director SSAC
College PVCs
Three exemplars identified
in 2013 and a further three
identified in 2014,
including at least one
showcasing an aspect of
the Māori strategy.
13.Investigate and develop interdisciplinary and inter-institutional
programmes (1.6)
DVC (A&I)
College PVCs, Faculty
Deans.
Five collaborative
programmes new to the
University delivered by
start of 2014.
14.Align learning outcomes of courses
and programmes with graduate
profiles and the new graduate
attributes.(1.2)
Convenors of
Programmes
Catalogue and review of
graduate profiles
completed by end 2013.
15.Investigate possibilities for new
degree development which reflect
current needs and international
trends e.g. one year taught Masters
degree. (1.6)
Faculty Deans
College PVCs,
programme coordinators
Two new degree
programmes identified and
under development during
2013-2014. Template
development to include
learning resources with
business case for approval
by mid-2013.
16.Incorporate processes and
procedures for the design and
implementation of online and
blended learning delivery offcampus in existing practices.(1.8)
DVC (A&I), Faculty
Deans and AQuA
Specific processes and
procedures for online and
blended course design and
delivery included in existing
AQuA practices by 2014.
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Faculty Deans
Strategic Objective 3
LEARNING AND TEACHING CAPABILITY AND ENVIRONMENT
Enhance key aspects of learning and teaching capabilities and environments.
Strategic Priorities
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Renewal and strategic expansion of relevant 21st Century networked learning environments
and resources.
Recruiting and retaining suitably qualified staff with excellent teaching records and
potential;
Creating and supporting an environment where senior staff mentor, encourage and support
early to mid-career staff in their teaching;
Enhancing and building upon the capacity of all academics, especially our Māori and Pacific
academics as role models for students;
Encouraging, supporting and recognizing academic staff engagement in discipline-specific
pedagogical research;
Engaging teachers and students in the development and evaluation of the learning
environment;
Enable Colleges, Faculties, Departments and programmes to work strategically within budget
constraints.
Operational plan for 2013-2017
Responsibility
KPI/Output
1. Ensure that all capital works related Director, Learning
to learning and teaching spaces have Resources
student and teaching staff input to
planning and evaluation including
planning for appropriate e-learning.
(1.8)
Annual reports on capital
developments include
academic staff and student
participation.
2. Complete a strategic review of elearning on campus, blended and
distance learning within and across
Colleges.(1.8)
PVCs, Director LR,
DVC (A&I)
Prioritised plans for e-learning
by end of 2013.
3. Ensure that recruitment of
academic staff takes into account
candidates’ potential to enhance
the university’s teaching. (4.1)
College PVCs
HR
ADG
Specific guidance provided to
interview teams re teaching
quality by end 2013. Teaching
seminars required for all
potential academic staff.
4. Adopt a system of College peer
mentoring of teachers , with
appropriate response strategies
and support for both mentees and
mentors. (4.1)
College PVCs
ADG
College mentoring activity
documented by end 2013.
5. Support and strategically promote
the development of flexible
learning and distance education
options to increase recruitment
and/or retention.
(1.6)
PVCs, Director,
Learning Resources
LTC
Establishment of e-learning
advisory group by mid-2013.
Increased provision of blended
learning by end 2014.
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6. Provide programmes to staff and
student support to enhance the use
of core e-learning tools including
the learning management
system(s). (1.8)
Director, Learning
Resources
100% of first year courses
making some use of LMS for
course delivery and
assessment activities by end2014. Annual report of
activities by the Digital Media
Group, their uptake and
evaluation to SMT and LTC.
7. Introduce incentives for new
academics to undertake formal
study in higher education. (4.1)
College PVCs
HR, Tertiary
Teaching Coordinator
Revise design of tertiary
teaching programme to fit
better with academic
responsibilities by end of
2013. Higher education
teaching qualifications
rewarded through accelerated
advancement by end 2014.
8. Provide programmes to develop
academic skills for accessing,
evaluating and critically reviewing
information in the creation of new
knowledge.(4.1)
Associate
University Librarian
and Learning Skills
Co-ordinator
UCSkills programme further
developed for students and a
similar tool created for staff by
end of 2015.
9. Audio-visual and other teaching-aid Director, LR, SMT
technologies installed in teaching
and learning spaces be state of the
art when installed and maintained to
the highest standard throughout
their useful lives. (1.8)
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Complete current
review/roadmap work by end
of 2013.