UPDATED STRATEGIC PLAN
FOR THE PERIOD
2008/09 – 2012/13
With Financial Forecasts for
2007/08 to 2011/12
SWANSEA METROPOLITAN UNIVERSITY
PRIFYSGOL FETROPOLITAN ABERTAWE
Contents and Summary of Strategic Plan
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CONTENTS AND SUMMARY OF STRATEGIC PLAN
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INTRODUCTION
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THE UNIVERSITY’S MISSION
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STATUS OF THE UNIVERSITY
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PARTNERSHIP WORKING
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Trinity College Carmarthen
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Swansea University and Trinity College, Carmarthen
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Swansea and Gorseinon Colleges.
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Swansea Bay Schools and FHE.
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City and County of Swansea
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Swansea Futures .
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GOVERNANCE
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MAIN AREAS OF UNIVERSITY ACTIVITY
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Human Resources
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Equality and Diversity Issues
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Student Applications/Recruitment/Retention .
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Learning and Teaching
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Quality
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Student Employability and Employment
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Widening Access including Disability
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Promoting the Welsh Language
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Welsh Medium Provision
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Teacher Education .
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Full-cost International Students.
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The European Union Agenda
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Research .
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Entrepreneurship, Knowledge Exploitation and Contribution to Local Economy
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Contribution to the Local Community .
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Sustainability Issues, including Education for Sustainable Development and
Global Citizenship (ESDGC)
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ESTATES
MANAGEMENT AND FINANCES
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STUDENT AND STAFF NUMBERS
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REACHING WIDER TARGETS
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MONITORING THE PLAN
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CONCLUSION
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19-22
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30-34
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SUMMARY OF HIGHLIGHTED OBJECTIVES/TARGETS
REACHING WIDER TARGETS (Annex A) *
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FINANCIAL FORECASTS 2007/08 to 2011/12 (Annex D)
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COMMENTARY TO ACCOMPANY FINANCIAL FORECASTS (Annex E)
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STUDENT REGISTRATION FORECASTS (Annex G)
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37-42
STAFF NUMBERS FORECAST (Annex H)
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43-44
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EQUAL OPPORTUNITIES MONITORING REPORT (including Race Equality) (Annex I).
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* Annex reference numbers have been retained to conform to Circular W08/13HE. Therefore there are no
Annexes B, C and F.
2
STRATEGIC PLAN 2008-2013
1.
INTRODUCTION
1.1
(a)
The last decade has been a good one for Swansea Metropolitan
University (SMU). During this period we have recruited both full-time
and part-time students consistently well and thereby have maintained a
healthy student population. This, coupled with prudent management,
has produced a strong financial position which continues to be graded
‘A’ by the Higher Education Funding Council for Wales (HEFCW) and
remains one of the best in the UK. Our course portfolio continues to be
both innovatory and of high quality.
(b)
However, undoubtedly our most important related event during 2007-8
was the award by the Privy Council on 14th January, 2008 of Taught
Degree Awarding Powers and of a title change from ‘Swansea Institute
of Higher Education’ to ‘Swansea Metropolitan University’ on the next
day. Each element of our new title is of significance. We wish to be
firmly related to our home City; we are a City Centre institution, sharing
a distinctive mission with Leeds, London and Manchester Metropolitan
Universities; and the title ‘Institute’, although having a very respectable
pedigree, was beginning to cause confusion about our status and was
no longer really viable in the market-place. We are holding an
appropriate Celebration Event on 4th September, 2008, when it is likely
that we will also be granted our new Corporate Arms.
(c)
Based upon the success of our earlier and rather unheralded Subject
Reconfiguration Project, SMU has embarked on a wide-ranging portfolio
of other collaborative arrangements. Details are set out in the section
on ‘Partnership Working’.
(d)
Initially, we stated that we did not intend to apply for Research Degree
Awarding Powers (RDAPs) “in the near future”. However, the success
of TDAPs and the insight gained during that process has led us to
believe that it may be worth considering such an application if we have
a relatively successful Research Assessment Exercise outcome in
December 2008 and a good Institutional Review. In the interim, joint
research student arrangements have been established with Swansea
University and with the agreement of the University of Wales.
(e)
The major academic challenges during the lifetime of this Strategic Plan
will be: (i) to secure a good result in the Institutional Review which will
be undertaken by the Quality Assurance Agency (QAA) in March 2009;
(ii) to implement the significant cuts in both our primary and secondary
initial teacher education numbers as determined by the Welsh
Assembly Government (WAG); (iii) to launch the new South West
Centre for Teacher Education with Trinity College, Carmarthen, and (iv)
to establish the portfolio of programmes which will balance and
compensate, both in terms of student numbers and funding, for the
initial teacher education cuts.
(f)
The financial support provided by WAG from 2007/8 onwards (to
supplement the fee income from Welsh students studying in Wales and
European Union students) has enabled us to offer what we believe are
competitive student bursaries; to maintain our high levels of widening
3
participation; to expand our research base; to develop international
student recruitment further; to continue to upgrade our Estate, and to
implement the Framework Agreement for all staff. Nevertheless, the
acknowledged Funding Gap between universities in Wales and England
(which is increasing rapidly every year) and the even greater one
between Wales and Scotland, inevitably continues to cause
unwarranted financial pressures.
(g)
In the light of the above, it is perhaps not overly surprising that our
image within the region wherein we do most of our work is that of an
institution which is dynamic, customer friendly and an economic and
cultural asset. Moreover, there has been an overwhelmingly positive
response to the fact that Swansea now has two universities ‘de iure’.
1.2
This updated Strategic Plan for the period 2008 – 2013 builds upon the
successes identified above and follows a similar format and style to the eight
previous ones which, internally, we continue to find very helpful. Hence, it
opens with the Statement of our Mission, which is the springboard for all of our
developments. It then deals with the status of the University, our continuing
programme of partnerships, governance and management/finances. It then
examines the University’s Main Areas of Activity, indicating where change is
planned, and also deals with those issues specifically raised by HEFCW for
comment. Annex A is the completed template indicating the University’s
planned contribution to the Reaching Wider targets. Annexes D, E, G and H
are our various Forecasts with appropriate commentaries. Annex I is our
Annual Equal Opportunities Monitoring Report, including Race Equality.
1.3
The primary objectives/targets for the next couple of years are set out in bold
throughout the text at the appropriate points and summarised at the end of the
Plan.
2.
THE UNIVERSITY’S MISSION
2.1
The University’s Mission is thoroughly reviewed on a regular basis and the last
occasion during 2007/8. It now reads as follows:
“Swansea Metropolitan University is a comprehensive, vocational, studentcentred institution of higher education committed to widening participation,
lifelong learning and the enhancement of employment opportunities. The
University encourages regional, national and international access.
The University is determined to provide a stimulating, progressive and
sustainable environment for learning through excellence in teaching, applied
research and consultancy.”
2.2
The University is proud to be in the position of achieving every aspect of this
Mission.
3.
STATUS OF THE UNIVERSITY
3.1
In the summer of 2007, the University of Wales (UW) changed its constitution
from being a ‘member organisation’ to one which provides a range of services.
SMU has decided to put its TDAPs into abeyance and to continue to award
degree and related qualifications of the University of Wales with significant
4
devolved responsibilities. To this end, we are now an ‘accredited’ institution as
are other Welsh HEIs in a similar position. Notwithstanding this unsympathetic
designation, SMU will strive to influence the decisions of UW in such a way as
to benefit all concerned.
3.2
The confirmed policy of SMU is to remain a freestanding independent
institution although informal discussions which are currently taking place could
alter this constitutional position (see Section 4.3 below).

To continue to offer University of Wales qualifications.
4.
PARTNERSHIP WORKING
4.1
Trinity College, Carmarthen
As a consequence of the significant cuts to our initial teacher education
numbers, the University intends, in partnership with Trinity College,
Carmarthen, to create a new South West Wales Centre for Teacher Education.
In due course, all of the new Centre’s primary and secondary PGCE courses
will be focussed on the Swansea Campus and the BA(Ed) courses will be
based at Carmarthen. In addition, a joint portfolio of Continuing Professional
Development programmes will be developed. Unfortunately, progress on this
project has not been as swift as originally hoped because of a delay in WAG
decisions.
4.2
4.3
Swansea University and Trinity College, Carmarthen
(a)
In April 2007 the three HEIs gained from WAG a major grant of
£7,465,623 over three years to fund a programme of collaborative,
functional administrative projects in a wide range of areas. Some of
these projects are bi-partite, but the majority are tri-partite. Significant
progress is being achieved and when (inevitable) problems are
encountered, they are speedily dealt with as a result of the mutual trust
which characterises the project.
(b)
Funding for a collaborative Third Mission project between the three
HEIs was secured from HEFCW during 2007/8 and, for management
purposes, it will function as part of the above arrangements. This
Partnership will focus on the key areas of knowledge transfer,
Intellectual Property, commercialisation, and the identification of
commercial training opportunities and funding for future projects.
(c)
Detailed discussions are also underway, and have been aired at
Ministerial level, with a view to restructuring Lifelong Learning and Skills
provision in the region.
Swansea and Gorseinon Colleges
(a)
SMU already undertakes highly successful joint teaching with staff from
Swansea College in both the Performing Arts and Health Care core
areas. It seems very likely that there will be an expansion of this work
to other areas such as access courses and specific programmes for
international students.
5
(b)
4.4
As a result of the impetus of the Webb Review and with the informal
approval of both HEFCW and the WAG Department of Children,
Education, Lifelong Learning and Skills (DCELLS), preliminary
discussions have begun with Swansea College and Gorseinon College
with the objective of creating a new type of tripartite relationship which
combines the strength of the participating institutions whilst maintaining
their separate brand identities. It should be clear by early 2009 whether
such a relationship is possible, in which case formal approvals followed
by significant development work will be required.
Swansea Bay Schools and FHE
(a)
SMU continues to play a major role in the successful Swansea Bay
Reaching Wider Consortium comprising Swansea University; SMU;
Trinity College; Gorseinon, Swansea and Neath/Port Talbot Colleges
and local schools.
(b)
SMU is also a member of the Swansea Learning Partnership.

4.5
4.6
To continue Partnership Working with:
(a) Trinity College, Carmarthen (teacher education)
(b) Swansea University and Trinity College (administrative
areas and Third Mission)
(c) Swansea and Gorseinon Colleges
(d) Swansea Bay Schools and FHE
City and County of Swansea
(a)
Now that the City and County of Swansea’s library functions have been
relocated, SMU has acquired a Tenancy-at-Will to occupy the whole of
the Old Central Building in Alexandra Road (SMU previously occupied
half of the building). This arrangement may well lead to the eventual
permanent acquisition of the building, its refurbishment/ redesign and
the creation of a new Sustainable Design Centre (the ‘Alex’ project).
However, such a development will require much more detailed
information about costs and funding sources.
(b)
SMU does not have any playing fields or sports facilities and wishes to
rectify this situation. Detailed discussions are taking place with the City
and County of Swansea with a view to the acquisition and subsequent
development (with joint usage) of the Pentyla Playing Fields which are
within a couple of hundred yards of SMU’s Townhill campus.
Swansea Futures
SMU is a partner in ‘Swansea Futures’, a marketing and promotional
organisation for the area.

To continue the exploration of the ‘Alex’ project.

To acquire the Pentyla Playing Fields, if costs and terms are
appropriate.
6
5.
GOVERNANCE
5.1
The Board of Governors and its Committees function very effectively,
supported by a wide-ranging programme of training and development.

To ensure, by appropriate internal reviews conducted by the
Governance and Nominations Committee and by a framework of selfevaluation, that the Board of Governors’ performance remains at its
current high levels.
6.
MANAGEMENT AND FINANCES
6.1
SMU now has three faculties (Art and Design, Applied Design and Engineering,
and Humanities) with a full complement of Assistant Deans and Heads of
School. However, some reconfiguration may still be necessary over the next
couple of years.
6.2
Early retirements may also provide the opportunity to re-examine the precise
structure of SMU’s management team which we all believe should be kept
small to ensure maximum efficiency and effectiveness.
In this way,
administrative overheads may be mitigated, but SMU does not support the view
that a reduction in administration necessarily increases efficiency. To use wellpaid academic staff to undertake some types of administrative duties can be
highly inefficient and, often, ineffective. Moreover, external legislative and
quasi-legislative changes, particularly in the diversity area; those concerning
Data Protection and Freedom of Information, and those related to student
matters, will ensure that administrative costs must inexorably rise.

To continue to refine management structures as appropriate.
6.3
Over the last decade, the financial position of SMU has been strong (see
paragraph 1.1(a) above). However, notwithstanding the increased income
streams, there are a substantial number of new costs (eg. increased pension
contributions, utility costs, insurance costs, pay settlements and the
implementation of the Framework Agreement) which are out of our control and
will rapidly consume the bulk of the new income. It will become increasingly
difficult to attain the annual level of surplus required to meet the sustainability
criteria identified in the Appendix to the ‘Strategic Overview’.
7.
MAIN AREAS OF UNIVERSITY ACTIVITY
7.1
Human Resources
(a)
Although the Framework Agreement was ready for implementation from
the University’s perspective by 1st August, 2007, the Trade Unions
involved required both UK national agreement and a workplace ballot
which delayed the process until February 2008. Consequently, the
appeal stage will not be completed until summer 2008. As the
Framework Agreement entails both a radical restructuring of all pay
grades and a harmonisation of conditions of service, the University’s
Human Resource Management Plan will be thoroughly updated in
2008/9.
7
7.2
(b)
The joint staff development programme with Swansea University
(recently extended to include Trinity College), together with the
reciprocal decision to waive tuition fees for staff undertaking awardbearing courses at the other institutions, are excellent, mutually
advantageous examples of partnership working.
(c)
It has been recognised that the extra staff time involved in gaining
TDAPs and on the forthcoming Institutional Review will necessitate the
postponement of an application to gain ‘Investors in People’ (IiP) until
summer 2009. However, much of the work involved in the external
quality audits is common to that required for IiP and a continuous
monitoring of our position is being maintained.

To update the Human Resource Management Plan during
2008/9.

To gain IiP in 2009/10.
Equality and Diversity Issues
(a)
Our Equality and Diversity functions are now firmly embedded in our
student services area and this change in our arrangements is proving to
be very successful. There is no doubt that these functions will also
benefit significantly from the collaborative work being undertaken with
Swansea University and Trinity College (see paragraph 4.2(a) above).
(b)
The University’s award of the ‘Double Tick’ symbol for disability has
been renewed for a further period, thereby confirming that our
employment procedures and practices are of a high standard in this
area.
(c)
A copy of our 2007/08 annual monitoring report, as required by the
Race Relations (Amendment) Act, is incorporated in the attached Annex
I (Equal Opportunities Monitoring Report).

7.3
To maintain approval to use the ‘Double Tick’ disability
symbol.
Student Applications/Recruitment/Retention
(a)
In October 2007, SMU again successfully recruited to all areas of its
portfolio, both full-time and part-time, and at undergraduate and
postgraduate levels.
(b)
At the time of writing, full-time HND/first degree applications through
UCAS are down by just over 3% compared with applications at the
same date last year. However, as the number of application choices
has been reduced by one, SMU applications are effectively up by about
10%. This positive picture is not repeated throughout Wales and we are
seriously concerned by the 15.1% decline in English applicants to
Wales.
It is imperative that the reasons for this situation are
investigated because, if the trend continues, there could be serious
consequences for HE in Wales.
8
(c)
There is little evidence that the nature and amount of bursaries offered
by individual institutions affects full-time student recruitment in any
significant way. However, we intend to monitor the situation carefully
and make adjustments as appropriate.
(d)
It would seem that our caution in not switching all of our HNC/D
programmes to Foundation Degrees has been justified. In some areas
the decline in HND applications has stopped and, indeed, numbers
have actually risen. Moreover, paragraph 3.25 of Skills that Work for
Wales (published : 17th January, 2008) states, inter alia, that “… we do
not propose expanding this route [ie. Foundation Degrees] at the
expense of other types of provision – such as Higher National
Certificates (HNCs) and Higher National Diplomas (HNDs) that already
have strong employer recognition.” We are, however, concerned at the
possibility that FE institutions will gain the power in Wales to offer
Foundation Degrees direct. If this is to be the case, then we assume
that there will be some type of rigorous external process of approval
analogous to TDAPs.
(e)

To meet all student recruitment targets.

To monitor annually the uptake and impact of full-time student
bursaries and to take appropriate action.
In 2007/08 44% of our student population came from the Swansea Bay
area; 70% from South Wales and 76% from Wales as a whole. The
University is, therefore, clearly contributing significantly to the objective
of making Wales a destination of first choice.

(f)
For several years we have been striving to improve our student
retention. The most recently published Performance Indicators show
that our efforts are bearing fruit. For example, for both the full-time first
degree and other undergraduate intakes, we either almost matched or
out-performed our benchmarks in the non-continuation category for both
our young and mature entrants.

7.4
To maintain the percentage of our home students domiciled
in Wales.
To continue to match or outperform all full-time student noncontinuation benchmarks.
Learning and Teaching
(a)
The core activity of SMU is facilitating the learning of all of our students
following HNC/D, foundation, degree, postgraduate and professional
courses on a full-time and part-time basis. The successful performance
and enhancement of this work will always be our top priority.
(b)
In March 2008, we submitted to HEFCW our Learning & Teaching
Strategy for the next two years. This document is thirty pages long and
it would be too repetitive to repeat the points contained within it
although a copy is available on request.
9
7.5
7.6
(c)
SMU has good and strengthening links with the Higher Education
Academy, particularly with regard to the Subject Centres in Art &
Design, Computing and Engineering. The HEA accredits our staff
teaching course and we recently decided to pay the one-off HEA
recognition fee for individual members of staff.
(d)
SMU continues to support the National Student Survey, but (together
with many other HEIs), we still have doubts about its methodology and
value to potential students. Nevertheless, after considerable awareness
raising, in conjunction with our Students Union, our student participation
rate in 2008 has risen significantly over previous years.
Quality
(a)
SMU has just undergone a major external examination (by the QAA) of
its quality processes and procedures by way of its successful TDAPs
application. The formal quinquennial Institutional Review (also by the
QAA) will take place in March 2009.
(b)
Our quality arrangements for research degrees are described earlier in
paragraph 1.1(d).

To achieve successful outcomes in the Institutional Review.

To continue to enhance our quality processes and procedures
both to benefit our students and to meet external
requirements.
Student Employability and Employment
(a)
SMU has worked hard to embed employability and entrepreneurial skills
into almost every programme it offers and certain of its staff are gaining
an international reputation in this area (see paragraph 7.14(e)).
(b)
Over the last few years, the employment record of our graduates has
remained strong and we have always performed well against our
benchmarks:
2006 survey
2007 survey

7.7
-
94.3%
94.1%
(benchmark 93.2%)
(benchmark 92.9%)
To outperform our annual student employment benchmark and
to attain the same level as our peer HEIs in Wales.
Widening Access Including Disability
(a)
The most recently published Performance Indicators (for the 2006/7
intake) show that SMU continues to be very successful in widening
access for young students, especially against its nationally-determined
benchmarks.
10
From State Schools and
Colleges
Percent from
SMU
Young f/t
first
degree
Young f/t
undergraduate
* NB.
(b)
Benchmark
From Social Classes
IIIM, IV and V
Percent from
SMU
Benchmark
From low participation
neighbourhoods *
Percent from
SMU
Benchmark
97.9
94.8
42.7
37.7
13.5
11.3
98.4
95.0
42.4
37.5
12.8
11.4
The methodology for this indicator has been changed from previous years.
HEFCW makes extrapolations from the widening access data in terms
of the percentage of all full-time and part-time undergraduate new
entrants who are domiciled in the Welsh Communities First areas
(equivalent to the 100 most deprived electoral divisions). SMU is
contributing significantly and incrementally to this Reaching Wider target
as follows :
2002/3
13.2%
2003/4
13.5%
2004/5
13.2%
2005/6
14.7%
2006/7
15.0%
(Target across Welsh HE of 11.4% by 2010/11)

To increase the percentage of new entrants coming to SMU
from Welsh Communities First areas by 0.3% annually to
2010/11.

To continue to match or outperform our benchmarks for the
recruitment of full-time students and part-time students from
socio-economically disadvantaged groups.
(c)
As stated previously (paragraph 4.4), SMU plays a major role in the
Swansea Bay Reaching Wider Consortium.
(d)
Details of SMU’s British ethnic minority student population is set out in
the attached Race Equality monitoring report (part of Annex I).

(e)
To maintain the percentage of British ethnic minority students
at SMU at the 2006/7 level (5.9%).
The percentage of our full-time and part-time undergraduate student
populations in receipt of a disabled students’ allowance over the last
few years has been:
2001/2 2002/3 2003/4 2004/5 2005/6 2006/7 -
Full-time
3.4%
3.4%
2.6%
3.9%
4.4%
4.6%
Part-time
0.9%
1.0%
1.4%
2.8%
1.7%
1.4%
11
7.8

To increase the percentage of full-time undergraduate students
in receipt of a student disability allowance by 0.1% annually.

To restore the percentage of part-time undergraduate students
in receipt of a student disability allowance to the 2004/5 figure.
Promoting the Welsh Language
(a)
Annual Monitoring Reports are made on SMU’s Welsh Language
Scheme/Action Plan and the guidance of the Welsh Language Board is
taken into account in their implementation.
(b)
SMU has a half-time post of Welsh Language Translator and has
increased other staffing in the Welsh Language Centre.
(c)
The rebranding exercise taking place as a result of our title change is
providing a good opportunity to enhance our bilingual signage and
documentation.

7.9
Welsh Medium Provision
(a)
The establishment of the new South West Wales Centre for Teacher
Education with Trinity College will significantly increase the amount of
Welsh Medium teaching undertaken at SMU (eg. there will probably be
ring-fenced primary PGCE numbers).
(b)
In the interim, an increasing number of teacher education students are
undergoing placements in Welsh Medium schools. As a result we have
maintained a score of 0.3% on SMU’s Reaching Wider template (see
Annex A).
(c)
From next academic year we intend to introduce a new Certificate in
Counselling Skills and a Diploma in the following year. After the first
year of each we hope to introduce bilingual versions which will be the
first in this subject area in Wales.

7.10
To implement the University’s Welsh Language Scheme in
accordance with the Action Plan.
To identify and implement opportunities for further Welsh
medium provision as they arise.
Teacher Education
(a)
Four years ago, the former Swansea University School of Education
and the (then) Swansea Institute School of Education were merged.
Two years later the new Swansea School of Education was physically
united on our Townhill Campus.
(b)
During this period cuts to our initial teacher education numbers were
begun which will ultimately lead to a 50% reduction in primary numbers
and to a 25% reduction in secondary numbers. Compensatory
developments began last academic year. Following the Furlong Report
recommendations a new South West Wales Centre for Teacher
12
Education with Trinity College is at an advanced stage of planning. A
key feature of the future arrangements are that all PGCE courses will be
based in Swansea and the BA(Ed) Programme will be in Carmarthen.
Unfortunately, at the time of writing, there are political delays in
decision-making which are beginning to create problems,
notwithstanding the commitment of the institutions involved.
7.11

To manage successfully both the academic and human
resource consequences of the reduction of initial teacher
education numbers.

To establish a South West Wales Centre for Teacher Education
and ensure that it operates successfully.
Full-Cost International Students
(a)
(b)
Our full-cost international student enrolment in autumn 2007 (135) was
slightly above the target of 130.
In the immediate past, our international student recruitment was
achieved by working collaboratively with Swansea University and by
being an active participant in the Wales International Consortium. In
2007/8 we started to invest more heavily in this area by creating a new
International Office, increasing our recruitment visits overseas, by
introducing new English language support programmes and by
establishing direct links with individual universities overseas.

7.12
To establish a full-cost international student population of 145
by autumn 2008 and to increase it annually by 15 students
thereafter.
The European Union (EU) Agenda
(a)
We have historically recruited a wide range of EU students; our
population in 2007/8 is 294 students from 17 countries, the largest
groups being from Ireland, Finland and France. At the time of writing,
we have just over 200 applications for 2008/9 which indicates that next
year’s EU student population is likely to remain unchanged.
(b)
We continue to be involved in several Erasmus programmes; have just
completed our fourth Leonardo student project; have participated in our
first Erasmus Mundus submission, and are about to agree a
Memorandum of Understanding with the University of the Azores.
(c)
We remain alert to both the threats and opportunities of the Bologna
and Lisbon Accords.
(d)
In due course, we expect to make judicious and appropriate bids for
European Convergence Funding.

To maintain our EU student population at around 300.

To develop our participation in EU programmes.

To participate in at least one bid for Convergence Funding per
annum from 2008/9.
13
7.13
7.14
Research
(a)
SMU has adopted a Realistic Research Strategy which recognises that
it is not possible for all of SMU’s subject areas to achieve fundable
ratings in the forthcoming Research Assessment Exercise (RAE), but
that some research in all areas is nevertheless desirable. To achieve
this we have appointed Research Facilitators in each Faculty (two in
Humanities) who are concentrating on helping staff to increase our
research student population, to secure external grants and to increase
their overall research output. This activity is supported by a central post
to identify potential sources of funding and to assist with grant
applications.
(b)
To recognise the importance of education research in Wales and for
SMU, we have established a new Education Research Centre, are
actively participating in the Welsh Education Research Network and are
discussing the relocation of The Welsh Journal of Education to the
Swansea School of Education.
(c)
Notwithstanding our cautious approach to the 2008 RAE, we have
made a submission in four different subject areas involving
approximately 45 staff.

To increase the SMU’s research student population to 80 by
2008/9 and to 120 by 2011/12.

To increase the SMU’s annual research income from all
sources to £207,000 by 2008/9.

To secure funding in at least two subject areas in the 2008
RAE.
Entrepreneurship, Knowledge Exploitation and Contribution to the Local
Economy
(a)
Essentially, the University aims to contribute to the local economy in
seven main ways:
(i)
By staff participating as individuals in as many local economic
fora as possible and the development of the region’s Spatial
Plan.
(ii)
By providing newly qualified graduates and postgraduates to
meet, inter alia, the needs of the regional economy.
(iii)
By providing training and educational opportunities for people
from the region to upgrade their skills/knowledge on a part-time
basis.
(iv)
By supporting local and national companies with tailor-made
training, consultancies and technology transfer.
(v)
By encouraging current and past students to establish new
companies in the area through entrepreneurial elements in the
14
curriculum, our alumni association, IPR support, and access to
graduate business start-up programmes.
(b)
(vi)
By our role as a major employer and ‘importer’ of students into
Swansea from elsewhere in Wales, the UK, Europe and the rest
of the world.
(vii)
By purchasing locally / regionally whenever possible.
The current vehicle for the commercial elements of the above is a
wholly owned subsidiary company, which has been very successful in
‘levering out’ from the University an increased range of services which
are proving attractive to local and regional companies.

To expand the University’s commercial activities by 5% per
annum measured in terms of turnover.
(c)
The Commercial Services department continues to work in partnership
with the Sector Skills Councils both for continuing professional work and
as a ‘single key’ to the whole of the University.
(d)
Since 2000 the University has been a strong supporter of both the
Spinout and KEF Entrepreneurship Scholarship programmes resulting
in 59 companies being set up by former students, with 69 being
awarded Entrepreneurship Scholarships.
(e)
The entrepreneurship activity has continued to be underpinned by
research and curriculum development carried out by the enterprise
team who were invited to present a paper at the International
Entrepreneurship and Training Conference, 2007. A joint research
paper was presented with the Intellectual Property Office at the Institute
for Small Business and Entrepreneurship conference 2007 and other
collaborative activities continues. In 2008 the University was selected
to host a, special interest group in Entrepreneurial Learning by the
Higher Education Academy division for Business, Management,
Accounting and Finance.
(f)
The KEF programme came to an end in March 2008 with the successful
conclusion of projects such as SATnet which brought together
companies in the arts and science fields and the Technology Transfer
Centre for Non-Destructive Testing that was set up in partnership with
The Welding Institute in 2006. A collaborative alumni project with the
Universities of Bangor and Aberystwyth resulted in increased
engagement with our alumni and the creation of a new alumni website.
The Welsh Assembly Government will be launching a new programme
entitled ‘Academia for Business’ (A4B) to promote closer collaboration
between academia and industry and the University will be seeking to
engage strongly with that programme.

(g)
To continue to develop opportunities arising from WAG
initiatives for knowledge transfer and entrepreneurship.
The Architectural Glass Centre will continue to undertake commercial
glass projects and provide professional updating for glass practitioners
in the area. Key projects for the coming year include the restoration of a
15
window in St Helen’s RC Church, Barry and the restoration of six
windows in St Benedict’s church, Clydach. the old Police Station for
Gwalia Housing and the restoration of a series of art deco panels
originating from the Windsor cinema in Neath.
(h)
7.15
The training programmes in Logistics that have been delivered to British
Army personnel since 2000 have recently been extended to include the
Royal Navy and the RAF and discussions with the M.O.D on the
proposed military training academy at St Athan continue. Logistics
training for the commercial sector has increased and a programme of
delivery to a number of large and small companies is planned for the
coming period.
Contribution to the Local Community
(a)
Many SMU staff serve the community in an individual capacity (but with
SMU’s full support) as local councillors, members of Health Trusts, JPs,
school and FE governors and as active participants in local charitable,
social, sporting and voluntary organisations.
(b)
Since 1853, the artistic and cultural life of the Swansea region has been
enhanced by the work of the staff and students of SMU’s constituent
colleges, especially the Swansea College of Art. As the University
develops, so this impact becomes greater. SMU is currently involved
with the City and County of Swansea and private partners in the
creation of a Cultural Quarter for Swansea centred around Alexandra
Road. This area contains the original Swansea Art College in a
previously shared building with the Central Library (see paragraph
4.5(a)); the Glynn Vivian Art Gallery; Dylan Thomas House where SMU
runs Music Technology courses; the Old Police Station which has been
re-developed to include, inter alia, student residences, and the Dynevor
Centre which houses the Swansea School of Art, Design and Media.

To continue efforts to develop a new Cultural Quarter in
Swansea in partnership with the Council of the City and County
and others.
(c)
In Townhill (which is one of the less-affluent areas of Swansea) we
have opened up our newly-developed Theatre to schools and
community groups, as well as putting on joint productions between our
students and members of the community.
(d)
An on-going partnership with Swansea NHS Trust is supporting ‘Arts
and Healthcare’ initiatives and activities have included a photographic
project at Singleton Hospital.
(e)
SMU recently took part in Curiad Calon Cymru, a project to tackle
xenophobia in Wales in partnership with the All Wales Ethnic Minorities
Association. A series of workshops for women and young people were
run at the Dynevor and Townhill campuses aimed at encouraging ethnic
minority groups to engage with higher education.
(f)
An on-going relationship between SMU and Swansea Little Theatre
company has enabled students from the Performing Arts course to have
16
access to a working theatre and in turn has allowed the Dylan Thomas
Theatre to be open to the public throughout the working week.
(g)
7.16
A partnership between the University and South Wales Police is being
formed to develop a blended learning approach to delivering a
leadership development programme that will allow SWP personnel to
acquire academic qualifications and professional competencies. It is
planned that the programme should be rolled out to other police forces
and services such as the Fire and Prison services at the appropriate
time.
Sustainable Development, including Education for Sustainable Development
and Global Citizenship (ESDGC)
(a)
SMU is leading the sustainability aspect of the Collaborative Project
with Swansea University and Trinity College (see paragraph 4.2(a)
above) including the development of an environmental management
system (EMS), obtaining appropriate external standard(s) and waste,
energy and water management.
(b)
SMU currently has the lowest energy and water consumption per
square metre in the HE sector in Wales. In April 2008, we came second
in the Higher Education Environment Performance Improvement
(HEEPI) Green Gown Awards for our sustained energy campaign.
(c)

To develop an environmental management system.

To improve our energy and water consumption levels over the
2007/8 figures.
SMU’s successful waste management strategy was superseded in
January 2007 by a new tripartite arrangement.

To improve our recycling rates over the 2006/7 figures.
(d)
In September 2007, SMU together with partners (Swansea University,
Swansea NHS Trust, Swansea College and Swansea City Council)
published the fourth sustainable travel map for Swansea.
The
associated Travel Plan gained a Silver Award from the South West
Wales Integrated Transport Consortium (SWWITCH).
(e)
The Living Sustainably module (offered jointly with Swansea University)
was recognised in both the 2006 Cyfanwyd and 2007 HEEPI Awards.
Work will shortly begin on auditing all modules taught at SMU for their
sustainability content.
(f)

To undertake a sustainability audit of all SMU modules.

To consider ways in which aspects of sustainability can be
further incorporated into the SMU curriculum.
The Swansea Environment Education Forum’s Higher Education Group,
led by SMU’s Environment Manager, won the 2007 Cyfanwyd Global
Citizenship Award.
17

To continue to lead the Swansea Environment Education
Forum’s Higher Education Group (SEEFHEG).

To update the SEEFHEG’s
environmental programmes.
directory
of
sustainable/
A paper on WAG ESDGC policy was presented to SMU’s Learning,
Teaching and Assessment Committee (LTA) and appropriate training is
underway.
(g)

To present a further updated paper on ESDGC to the Learning,
Teaching and Assessment Committee during 2008/9.

To deliver appropriate training on ESDGC and related issues.
8.
ESTATES
8.1
SMU’s fourth Estates Strategy was submitted to HEFCW in December 2007.
The Executive Summary to this Strategy states that the document “will examine
in detail how the Institute [now SMU] uses its space, the quality of that space
and possible future improvement opportunities….”
8.2
Current major projects include :







Second phase of recladding of Townhill Halls of Residence.
Development of new car park adjacent to Mount Pleasant Campus.
Refurbishment of refectory and former bar at Townhill.
Expansion of existing conference area at Townhill.
Creation of early evening Part-Time Student Centre at Mount Pleasant.
Energy/utilities monitoring and reduction programme.
Acquisition and partial development of Pentyla Playing Fields.
Exploration of the ‘Alex’ Project.
8.3
At the time of writing, no response/feedback has been received from HEFCW.
8.4
SMU also remains vigilant concerning any opportunistic acquisitions which
might be made close to the Mount Pleasant campus and thereby help to create
an ‘urban campus’ overlaying part of the Cultural Quarter.
8.5
SMU is committed to the
environmental obligations,
responsibilities as a major
therefore, where possible,
goods and services.

sustainability of its estate and, as well as its
it is also aware of its social and economic
contributor to the local business community and
uses and develops local businesses to provide
To complete on time and within budget major Estates works identified
in the Estates Strategy.
9.
STUDENT AND STAFF NUMBERS
9.1
Annexes G and H show the effect of SMU’s assumptions on the changes in its
course portfolio.
18
9.2
As HEFCW is aware, SMU has a small, but important, amount of FE work. We
would wish to expand this provision on a measured incremental basis.
9.3
SMU’s proposed full-cost international student population over the period of the
Plan is 130 rising to 180.
9.4
SMU’s proposed staff numbers reflect the proposed student numbers with the
intention of not significantly altering the academic staff:student ratio from the
current position nor decreasing the percentage of professional support staff
employed. There remains a problem, however, of academic staff imbalance
between some subject areas as new developments are introduced and some
‘old’ subjects wane in student recruitment popularity.

To rectify the staff imbalance between subject areas (and particularly
the overstaffing in the Swansea Business School) by 2010/11.
10.
REACHING WIDER
10.1
The attached Annex A sets out SMU’s contribution towards achieving Reaching
Wider targets to 2011/12.
11.
MONITORING THE PLAN
11.1
SMU’s senior management team considers all aspects of SMU’s development
on a regular basis. Individual elements of the Plan will be examined as and
when they arise by the appropriate committee of the Academic Board and/or
the Board of Governors.
11.2
A written report on progress towards fulfilling the Strategic Plan’s
objectives/targets is made by the Vice-Chancellor to every normal meeting of
the Academic Board and Board of Governors.
12.
CONCLUSION
12.1
It is somewhat reassuring that our strategic objectives should have remained
so constant over the last few years. We have emphasised and achieved
incremental growth which has been ‘evolutionary’ rather than ‘revolutionary’,
albeit there have been some very important milestones both physically and
academically. We are, for instance, particularly pleased to have achieved both
TDAPs and a new University title within a comparatively short period of time
and with a glowing report from the QAA.
12.2
We see the future in similar terms. It is essential that we maintain a steady
stream of success, underpinned by our distinctive Mission which meets the
objectives of the Welsh Government and nation. However, critical mass is also
an issue and new relationships with like-minded institutions should (and will) be
explored.
13.
SUMMARY OF HIGHLIGHTED OBJECTIVES/TARGETS

To continue to offer University of Wales qualifications.
19

To continue Partnership Working with:
(a)
(b)
(c)
(d)
Trinity College, Carmarthen (teacher education)
Swansea University and Trinity College (administrative areas
and Third Mission)
Swansea and Gorseinon Colleges
Swansea Bay Schools and FHE

To continue the exploration of the ‘Alex’ project.

To acquire the Pentyla Playing Fields, if costs and terms are
appropriate.

To ensure, by appropriate internal reviews conducted by the
Governance and Nominations Committee and by a framework of selfevaluation, that the Board of Governors’ performance remains at its
current high levels.

To continue to refine management structures as appropriate.

To update the Human Resource Management Plan during 2008/9.

To gain Iip in 2009/10.

To maintain approval to use the ‘Double Tick’ disability symbol.

To meet all student recruitment targets.

To monitor annually the uptake and impact of full-time student
bursaries and to take appropriate action.

To maintain the percentage of our home students domiciled in Wales.

To continue to match or outperform all full-time student noncontinuation benchmarks.

To achieve successful outcomes in the Institutional Review.

To continue to enhance our quality processes and procedures both to
benefit our students and to meet external requirements.

To outperform our annual student employment benchmark and to
attain the same level as our peer HEis in Wales.

To increase the percentage of new entrants coming to SMU from
Welsh Communities First areas by 0.3% annually to 2010/11.

To continue to match or outperform our benchmarks for the
recruitment of full-time students and part-time students from socioeconomically disadvantaged groups.

To maintain the percentage of British ethnic minority students at SMU
at the 2006/7 level (5.9%).
20

To increase the percentage of full-time undergraduate students in
receipt of a student disability allowance by 0.1% annually.

To restore the percentage of part-time undergraduate students in
receipt of a student disability allowance to the 2004/5 figure.

To implement the University’s
accordance with the Action Plan.

To identify and implement opportunities for further Welsh medium
provision as they arise.

To manage successfully both the academic and human resource
consequences of the reduction of initial teacher education numbers.

To establish a South West Wales Centre for Teacher Education and
ensure that it operates successfully.

To establish a full-cost international student population of 145 by
autumn 2008 and to increase it annually by 15 students thereafter.

To maintain our EU student population at around 300.

To develop our participation in EU programmes.

To participate in at least one bid for Convergence Funding per annum
from 2008/9.

To increase the SMU’s research student population to 80 by 2007/8
and to 120 by 2010/11.

To increase the SMU’s annual research income from all sources to
£207,000 by 2008/9.

To secure funding in at least two subject areas in the 2008 RAE.

To expand the University’s commercial activities by 5% per annum
measured in terms of turnover.

To continue to develop opportunities arising from WAG initiatives for
knowledge transfer and entrepreneurship.

To continue efforts to develop a new Cultural Quarter in Swansea in
partnership with the Council of the City and County and others.

To develop an environmental management system.

To improve our energy and water consumption levels over the 2007/8
figures.

To improve our recycling rates over the 2006/7 figures.

To undertake a sustainability audit of all SMU modules.
Welsh
Language
Scheme
in
21

To consider ways in which aspects of sustainability can be further
incorporated into the SMU curriculum.

To continue to lead the Swansea Environment Education Forum’s
Higher Education Group (SEEFHEG).

To update the SEEFHEG’s directory of sustainable/ environmental
programmes.

To present a further updated paper on ESDGC to the Learning,
Teaching and Assessment Committee during 2008/9.

To deliver appropriate training on ESDGC and related issues.

To complete on time and within budget major Estates works identified
in the Estates Strategy.

To rectify the staff imbalance between subject areas (and particularly
the overstaffing in the Swansea Business School) by 2010/11.
22