Regional partnership strategy

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1 Regional partnership strategy

2 Contents University of Salford Mission Statement 3 Introduction and Context 3 Purpose of Regional Collaborative Partnerships 3 Regional Partnership Network 4 Accredited Colleges 4 Associate Colleges 5 Specialist Colleges 5 The Partnership Offer 6 Accredited Colleges 7 Associate Colleges 8-9 Specialist Colleges 10 Sector and Progression Route Mapping and Planning 11 Implementation Plan Student Entitlement Grid 13 L4 Student Support Plan 15 Example Progression Map 16 Final Version Approved 2 June 14 2

3 Regional Partnership Strategy University of Salford Mission Statement: Transforming Lives. Stimulating Discovery. Realising Potential. Our Partners making connections Expand our network of regional, national and global partners Advance inclusivity and access through working with partners academically both locally and globally Introduction and Context As highlighted in the University s Strategic Plan 2014/2018 above, partnerships are at the core of the University s business and remain critical to the delivery of its strategic objectives. In a new era for Higher Education, the University recognises the need to continue to invest in its partnerships. With the majority of the University s first year undergraduate students now being recruited from a number of local FE colleges having achieved a BTEC qualification, the need to expand and strengthen relationships with these key partners remains essential to achieving planned growth. Purpose of Regional Collaborative Partnerships: To promote access to HE at a range of regional education providers, To provide clearly mapped progression routes from level 2 through to level 7 study, that enable students interested in a particular discipline or business/industry sector to plan their HE study, To develop relationships with students studying at levels 2 and 3 within regional partners to support their progression to level 4 study within the University of Salford Regional Partnership Network, according to their abilities and aspirations; and, To manage curricula development in a way that limits regulatory competition between partners. Final Version Approved 2 June 14 3

4 The Regional Partnership Network The Regional Partnership Network (RPN) will consist of a range of educational providers who are willing to sign-up to the purposes of the RPN and play a role according to their strengths and aspirations. Partners will fall into one of the following 3 categories / role profiles: Accredited Colleges Characteristics: Clear strategic fit and alignment to UoS strategic aims and objectives Capacity and capability to develop and deliver: significant HE provision [circa 1,000+ FTE] - HE provision up to level 6 and potentially level 7 - College devised and developed HE curriculum Mature Quality Management frameworks that are activity orientated and clearly demonstrate assurance and enhancement of the provision, as well as achievement of threshold academic standards. Staffing Base: Dedicated HE teaching staff, HE staff development strategy, fully resourced and aligned to HEA Resources: HE level learning resources and facilities underpinned by sustainable investment plans Potential FDAP applicant Final Version Approved 2 June 14 4

5 Associate Colleges Characteristics: Ranked in top UoS Feeder Institutions Capacity and capability to develop and deliver: - Modest amounts of HE provision within areas of strength, - Provision at level 4 and level 5; and, - Franchised programmes, or, programmes predominantly developed by University of Salford academics with partner input. Mature FE and developing HE Quality Management frameworks, Staffing Base: Adequate investment and plans to meet HE staff development requirements for FE teaching staff with small dedicated HE staff contingent. Resources: Some investment in specialist HE resources and facilities and investment strategy in place to continue to develop in line with HE growth. Specialist College Partners Characteristics: Capacity and capability to develop and deliver: - Modest amounts of HE provision in specialist areas [often mono-technic colleges] - Provision predominantly at level 4, some at level 5 Mature FE / discipline specific Quality Management Framework, limited HE Quality Management framework Staffing Base: Discipline experts, mix of Industry professionals and teaching staff, limited HE capacity Resources : High quality, industry recognised specialist facilities, limited HE learning resources Final Version Approved 2 June 14 5

6 The Partnership Offer The partnership offer with individual partners will be dependent on the specific category / role profile of the institution. However all partnerships regardless of category / role profile must be mutually beneficial and contribute to the delivery of the following University of Salford Regional Partnership priorities; The University of Salford seeks: An increase in access to HE within the region at L4, Progression from L3 programmes to an appropriate L4 programme across providers within the RPN according to student ability and aspirations, A more diverse range of study options ranging from traditional HE to WBL degrees with entry and exit points from L4 to L7, A high quality provision delivered by suitably qualified and experienced staff in appropriate physical space Position as preferred HE partner / first refusal amongst RPN members Final Version Approved 2 June 14 6

7 Accredited Colleges Partnership Offer Recognising that Accredited College Partners have a significant SNC of their own and will have delivered HE provision for a number of years, the benefits to be derived from this type of partnership extend beyond purely validation activities. Above all, under this type of agreement the University provides a range of services which seek to develop the Partner College s overall HE infrastructure and delivery capacity and capability. This will be achieved through the implementation of the following core services; Jointly developed and owned strategy 3 year rolling Academic Development Planning developed jointly to map curriculum planning process L4 & L5 Programme validation, L6 validation by exception Delegated authority of some UoS procedures Core programme of staff development Additional services priced on demand and could include; - Research & Bidding - CPD & Bespoke Staff Development - Consultancy - Access and use of specialist UoS resources From a University perspective, the core benefits to be derived from an Accredited partner include progression to UoS provision at L6 and L7, delivery of widening participation priorities and access to new funding opportunities and vocational expertise. Student Offer Under this arrangement the student belongs to the partner college and accesses all teaching, learning and support through the partner college. The students are registered as associate students of the University of Salford for the purpose of the award but do not have access to University resources and graduate at the partner college as opposed to the University. Final Version Approved 2 June 14 7

8 Associate Colleges Partnership Offer Associate colleges represent the majority of the University s current and planned partnerships as they predominantly operate a 1+2 model (and to a lesser extent 2+1) whereby the first year of an existing University undergraduate degree is delivered at the partner s campus by the partners staff. During this first year, the partner college, supported by the University is able to work with the students in a familiar environment to provide them with the skills and confidence to overcome any initial anxieties and challenges they may have about studying HE at a University. A key benefit to the partner through operating this model is that they are able to offer HE provision locally without the need for significant investment in infrastructure and resources. In turn, this enhances the level of progression to HE and employment for the partner college students, itself an important quality indicator for the FE sector. Core features of this offer include; Co-branding opportunities Jointly agreed curriculum 3 year rolling Academic Development Planning developed jointly to map curriculum planning process L4 & some L5 programme validation Core staff development programme Staff & student access to UoS learning resources Targeted student familiarisation, orientation and induction (campus visits, guest lectures, Student Life support) Guaranteed progression to L5 UoS provision for successful students Supported progression to L6 UoS provision Additional services, priced on demand and could include; - Use of UoS facilities - Bespoke Staff Development The key benefit of this partnership for the University is the strengthened progression of new predominantly widening participation students to L5 study at the University (and to a lesser extent L6) from the partner college. Furthermore, as the partnership matures, it is expected that this will have a positive impact on direct L4 entry to the University from partner college students as they come to associate the University of Salford brand with accessible opportunities for HE study. Final Version Approved 2 June 14 8

9 Student Offer Associate college students are University students from day 1 of their study. This means that although they are undertaking the first year of their degree programme at the partner college, they have full access rights to all University resources and facilities that a 1st year student on campus would expect. Moreover, during this first year, college students will receive a series of planned interventions which will include visits by University academic programme team staff to meet Associate college students, visits for Associate College students to the University campus for guest lectures, orientation activities and student support. With the addition of a University Partnership Progression Officer based at the partner for a minimum 1 day a week, partner college students will receive the necessary ongoing support to ensure that their potential to progress to L5 study at the University is maximised. This support provided throughout the first year will culminate in a bespoke induction event at the University at the at the start of the summer to make sure all Associate college students who have completed L4 are fully prepared to make the transition from the Associate partner college to the University. Figure 2 provides an illustrative example of the planned level of support that will be made available to associate college partner students during their first year of study. Final Version Approved 2 June 14 9

10 Specialist Colleges Partnership Offer Similar to the Associate College model, specialist colleges will operate a 1+2 model (and to a lesser extent 2+1). Although regarded highly by the relevant industry they serve at sub-degree level provision, normally specialist colleges do not have an HE infrastructure nor the available funding to invest in developing one. Under this partnership model the college is able to enhance its offer to industry, in order to meet their higher level skill needs without having to make substantial investment. This also makes their offer to potential students more attractive as it enables students to access funding support through SFE which has proved challenging for the professional L4 qualifications that this type of college has offered in the past. Like the Associate College model the core benefit of this type of partnership to the University is progression of high quality students to L5 and L6 provision at the University. In addition to progression, partnerships with specialist colleges will also further enhance the University s reputation with industry and underpin its capacity and capability in its key discipline areas and facilitate the development of clear industry sector specific pathways from L2 to L7. Co-branding Specialist co-curriculum development Staff & student access to UoS learning resources L4 & some L5 programme validation Guaranteed progression to L5 UoS provision for successful students Supported progression to L6 UoS provision Targeted student familiarisation, orientation and induction (campus visits, guest lectures, Student Life support) Core staff development Final Version Approved 2 June 14 10

11 Sector and Progression Route Mapping and Planning: In order to ensure that the RPN delivers regional employer skills priorities and meets student employability requirements, it is important that a number of industry focused progression maps are developed. These maps (see example map in Appendix 1) will clearly demonstrate progression routes from L2 through to L7 study identifying appropriate exit qualifications and employment opportunities at each relevant stage. In recognition of specific industry expertise it is expected that partner members will be grouped by sector ensuring progression maps are demand rather than supply led. Target sectors have been identified based on the City Region s priority sectors (New Economy Deep Dive Skill Reports November 2013). Sector Health & Social Care Advanced Manufacturing Digital & Creative Construction Finance & Professional) Logistics Hospitality Retail Education Lead Partner UoS (CHSC) UoS (CSE) UoS (SAM) UoS (SoBE) UoS (SBS) FE FE FE FE Final Version Approved 2 June 14 11

12 Implementation Plan Planning Cycle Under both Associate and Specialist College partnership models, the students are University of Salford students and therefore, form part of the University s wider student number planning. In order to effectively manage the development of its HE partner student numbers, an annual planning process will be implemented with partner colleges. The development of new 1+2 and 2+1 models for delivery by partners will be informed by a number of factors including skills and employment growth forecasts (e.g. City Region priority sectors) and student demand. As set out in figure 1 below, each year during May, a series of partner consultation meetings will take place over a 2 day period at the University. This process will be led by the DVC and supported by the Head of Partnerships. The aim of these consultation meetings is to both review existing partner programmes and performance and identify new programme development / delivery opportunities. SNC PARTNER PLANNING CYCLE SEPTEMBER UoS Student Number Plan 1st cut MAY Partner number & Programme Consultation at UoS JULY/ AUGUST Deal Finalised with Partner JUNE Partner Proposals UoS School Validation Final Version Approved 2 June 14 12

13 During the consultation meeting partners will outline and discuss their 3 year plans for HE curriculum development with the University, specifically highlighting year 1 programmes (1+2 and potentially 2+1) for development. Upon completion of the consultation meetings, partners programme proposals will be shared with the relevant University School and agreement will be sought via the Head of School to proceed or not with the delivery of the programmes by the college partner. In the following months work will continue with the partner to finalise the schedule of business, confirm student numbers and issue contracts. This will then enable the partner student numbers to be included in the first cut of the University s student number planning in September / October. Student Entitlement Accredited Partner, students belong to the partner institution and are part of the partners Student Number Control (SNC). This means that it is the partner s responsibility to provide all the necessary teaching and learning resources and student support services. In general, Accredited partner agreements do not make provision for partner students to access University resources. Associate College partner students although studying L4 (and to a lesser extent L5) at the partner institution, belong to the University. Consequently from day one of their study, they enjoy the same access rights to resources to those students studying on campus. Moreover, during their period of study off campus at the partner institution, Associate College partner students will benefit from a series of planned activities designed to facilitate their transition to study at the University. Examples of these activities include visits from UoS academic staff, attending guest lectures at the University and campus tours to name but a few. A summary of student entitlement dependent on partner status is shown in the table below. Partner Type UoS Teaching & Learning Resources (VLE, e learning resources etc) Student Life Services and Support Guest Lectures & Campus Visits / Familiarisation activities Accredited College Partner Student Limited Associate College Partner Student Full Specialist College Partner Student Full Final Version Approved 2 June 14 13

14 Student Support Level 4 Associate college and Specialist college students will be supported throughout their first year of study at the partner college by the University. Whilst recognising that the partner will provide all day to day learning and pastoral support to these students, a planned programme of activities designed to prepare the students for their transition to the University for the second and third year of their study will be provided. Figure 2 overleaf provides an example of the kind of activities that will be provided to students during their first year of HE study at the partner college. Progression Officer In addition to the planned support by academic staff and the visits to the University, level 4 students at partner colleges will benefit from regular support from the University Progression Officer role. The progression officer will be based at the partner college(s) and their primary responsibility will be to support the progression of students studying L4 at the partner college to L5 at the University. Through regular contact with partner L4 students studying on a 1+2 model, the Progression Officer will build relationships with staff and students, providing knowledge and information on all aspects of the University including student life, travel, accommodation and catering. It is expected that the Progression Officer will be a recent graduate of the University and will use their experience of studying at Salford to encourage progression of the partner college students to the University. They will work closely with University academic and professional service staff feeding key information to partner college students at relevant points throughout their L4 study. This will include organising events and visits for partner college students to the University during their first year of study to assist them with familiarisation and orientation of the University campus. Through a combination of activities throughout their first year of study, it is expected that the Progression Officer will play a pivotal role in preparing partner college students to effectively transition to L5 study at the University. Longer term, the progression officer will work with key staff at the partner institution to foster relationships between delivery at L3 and L4 and encourage greater progression of students. The Progression Officer will also work with key University staff to identify opportunities for, and gaps in student progresson ito inform joint curriculum planning. Final Version Approved 2 June 14 14

15 PARTNER L4 STUDENT SUPPORT Progression Officer / Ambassador Student Life Employability Visit Student Life UoS Induction Library Induction September October November December January February March April May June July / August Student Staff Committee Partner Institution Students have school led Induction to year 2 Registration UoS Programme Leader to Visit Partner Institution Joint Board of Study Semester 1 Partner College Students visit to Uos Campus Exam Boards & Assessments Semester 1 UoS Academic Staff visit Partner Institution Joint Board of Study Semester 2 & 2nd visit to UoS Campus Easter Partner Institution Students have frequent visits to UoS (eg. familiarisations/seminars ) Partner Institution Students have frequent visits to UoS (eg. familiarisations/seminars) Partner Institution students are enrolling at Partner Colleges Final Version Approved 2 June 14 15

16 EXAMPLE PROGRESSION MAP: STEM MA / MSc L7 And/Or Career Pathway BA (1yr Top-Up) L6 (UoS) Professional Practice (TBC) BSc (1yr Top-Up) L6 (UoS) Electrical and Electronic Engineering Information Systems Information Technology Business Information Technology Mechatronic Engineering Professional Practice HND L5 FD (2yrs) L5 Aircraft Engineering Electrical and Electronic Engineering Electrical Services for Building s Electronic Engineering Information Communication Tehcnology Mechatronic Engineering Motor Vehicle Technology Sustainable Construction and Surveying Energy Management Information Technology Security Sound, Lighting and Live Event Technology (TBC) Systems Engineering (TBC) Cert HE/Dip HE il4/l5 (Exit point from degree) HNC (2yrs) L4 Electrical Engineering Manufacturing Engineering FY (1Yr L3) = A Level / Access / BTEC Computing Engineering and Technology BS L4 Additional Forensic Computing BS L4 Additional Motor Vehicle Technology BS L4 Additional Introduction to Mathematics for Engineers QWEST (L1, L2 + L3) A Levels or BTEC L3 GCSEs (A-C) L2 First Campus (L2 + L3) Engineering Team Challenge Yr11 GCSE Science Revision KS4 + KS5 Science Date Science Rap Video Competition Girls into STEM Maths Inspiration Final Version Approved 2 June 14 16

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