Indicator 1 – Higher education providers articulate and implement a strategic approach to learning
and teaching and promote a shared understanding of this approach among their staff, students and
other stakeholders.






Student involvement in curriculum design (not content!)
Less bureaucracy – focus on creativity and innovation rather than form filling
Stakeholder discussion on curriculum design
Everybody involved, ownership from staff, students and stakeholders rather than “Higher
Education providers” should lead to shared understanding
Top down communication does not lead to shared understanding
More accessible, easy to digest information needed
Indicator 2 – Learning and teaching activities and associated resources provide every with an equal
and effective opportunity to achieve the intended learning outcomes.
















Recognising the diversity of our student population
Have blended learning opportunity
Flexibility in assessment
The learning and teaching activities need to be about “added value” enterprise, pushing
imagination of each student to limits
Have consistent policy on materials put on moodle
All lectures should be put on moodle 24hours in advance for all students
Effective feedback – audio, electronic etc
Better IT and technology to support staff and better training
Infrastructure needs to support staff
Clear policy on how feedback for internal surveys are reported back to students
Academic staff working with CeLT and Student Union in more collaborative projects
Recognising the diversity of students and acting on it to make sure all students are
systematically included and well informed
Peer support for teaching
Quality and diversity mandatory training for all staff (better communication of PDR process)
Greater awareness of senior staff in providing more info for junior staff across MMU
Thinking about language and cultural references in lectures
Indicator 6 – Higher education providers maintain physical, virtual and social learning environments
that are safe, accessible and reliable for every student, promoting dignity, courtesy and respect in
their use



Foster mutual respect between staff and students in real, virtual and social media
environments inside and outside the university
Recognise that there are multiple (ie. Local, national and international) sites where learning
occurs (eg. Fieldwork etc)
Innovate and maintain the development of new and appropriate environment in the context
of rapid change














Ensure everyone operates within existing university health & safety and equal opportunities
and diversity policies
Be aware of flexibility in the definition of learning environments (local workplaces provide
students with university-relevant reflective content)
Develop institutional policies on electronic communications/databases (eg. MMU
mail/gmail/Hotmail etc) and Skydrive etc
Define the meaning of ‘safe’ (physical or intellectual) and ‘reliable’ (staff attendance/room
bookings)
Be aware of risks of outsourcing to outside providers (Microsoft, Youtube etc) as
vulnerabilities are evident there and MMU has no comeback. “Business continuity” risks
Be aware of the risks of “over-innovation”
Create the appropriate institutional “culture” eg. Art school/Business school/ Nursing all
require different institutional cultures/ professional identity
Risks of over-centralisation and its pernicious effects and impacts on the student experience
(abandoning departmental admin offices) At the same time students want institutional level
of identity (cf. MMU commitment)
What is reasonable to operationalize in terms of reliability
Dignity, courtesy and respect need to be effectively communicated to students and staff
together
Staff-student virtual (social media = individualistic) informality – hard to manage
Be aware of how facebook might be used – professional/personal IDs
Strategic policy
Level of decision making regarding virtual environment/social media engagement
Indicator 7 – Every student is provided with clear and current information that specifies the learning
opportunities and support available to them













Gather information about experience from student perspective (student journey mapping)
Develop communication strategy to provide students with key information – ensure
information is consistent
Avoid bombarding students with information
Accommodate needs of different groups of students with regard to presentation of
information (ie. Recognise needs of disabled students) and accessibility
Nominated individual to take an overview of information provided on moodle and the MMU
website for individual programmes
Improve MMU website to make information more easily accessible in terms of search tool
To improve moodle in terms of clarity of information and to ensure equality of experience
for students (ie. Threshold standards)
Use app to provide information and help students to organise and manage their work
Use CRM to personalise interactions throughout the student journey
Aspirations: personal, timely, relevant
All students should have access to best practice
Grade booster, enabling students to reach their potential
Progression meetings

Info – admissions, pre-enrolment, options, employability, professional skills, development,
support-learner development, counselling, student union.
Indicator 9 – Every student is enabled to monitor their progress and further their academic
development through the provision of regular opportunities to reflect on feedback and engage in
dialogue with staff.















“Systems” of entitlement only work if:
o The students engage with them – need to increase the value perception
o Provision is made in staff timetable
Feedback is given to a schedule
We develop a “joined openness” between assessment feedbacks through PDP – this needs
reinforcing and investment
Use a variety of mediums to facilitate dialogue – recognising that dialogue takes many forms
Find more means of “encouraging” students into the support available
Ask students to audit and record support processes and learning activities – incorporate
reflection on extra-curricular activities
Use inter-sessional work to generate something productive by which dialogue can be
produced
Consider space to give feedback without marks (even if they’re revealed afterwards) –
purely informative assignments
Recognise the value of the community of enquiry and the role of students supporting one
another – use of interns?
Provide timetable space for feedback
Making feedback meaningful
o Feedback weeks – part of the unit process
o At the point of feedback – in the medium term – longer term
o Where does the grade come in? Where is the response from them?
Explore what makes good feedback – is length necessarily better?
Negotiated feedback and marks? Assessment with vivas. Peer marking?
Make students more aware of the metacognitive processes of learning
The variable staff/student ratio impacts on the capacity of units to meet commitments