College Development Plan

Transcription

1 College Development Plan

2 At the we believe that we have the capacity to make a major contribution to the social and economic wellbeing of this region in a period of unprecedented turbulence and challenge Contents Foreword Our College Achievements Our Way Forward Intelligent - Entrepreneurial - International Figure 1 - An Entrepreneurial College Model - The Processes...15 Figure 2 - An Entrepreneurial College Model - The Inter-Relationships...16 Figure 3 - Future Scope - SWC Our Vision - Mission - Values...17 The Strategic Framework The Curriculum Challenge The Supporting Staff & Students Challenge The Economic Development Challenge The Internationalisation Challenge The Entrepreneurship Challenge The Resource Management Challenge Our Quality Agenda Appendices Appendix 1 - Operational Plans Appendix 2 - Directorate Led Services...32 Appendix 3 - Our Communication Model...33 Appendix 4 - International Development Model...34 Appendix 5 - International Market Entry...35 Appendix 6 - Innovation, Research & Entrepreneurship...35 Appendix 7 - The First Seven Steps...36 Appendix 8 - Guidance on Developing Excellence

3 foreword The College Development Plan for builds on the achievements of recent years. It is an ambitious plan containing challenging targets as the Governing Body and College Staff aim to provide excellence for students, industry, the local community and global partners. The foundation stone of an educational and training establishment is the range of curriculum offered, quality of teaching and learning provided, and the achievement of outcomes for students. In recent years committed staff have modernised the curriculum offer, which has achieved a series of NI, UK and International Awards including the UK AOC President s Beacon Award for Science, Technology, Engineering and Mathematics developments; UK AQA Beacon Award for College/School Partnerships; NI DEL Skillbuild Cup; and a Gold medal in the Best Green Educational and Sustainability Awareness provider at the International Green Awards. The Higher Education offer, developed in partnership with Queen s University, Belfast and the University of Ulster, includes twenty two Foundation Degrees, which are aligned to the priority skills for economic development as established by the NI Assembly. There are now over 1,500 fulltime and part-time higher education places available in. Corporate and Curriculum Governance are central elements of the College Development Plan. The Whole College Self-Evaluation and Quality Improvement Plan for Further Education and Higher Education has been granted the highest grade possible by the Education & Training Inspectorate for the second consecutive year and student retention, achievement and success rates have consistently been among the best in NI and UK. Students are encouraged and supported to enter competitions and their success in 2011/12 has been extensive. Awards have included the CIOB Award; two Best Awards; Federation of Small Business Awards; QUEST (ICE) Undergraduate Award; six awards at the National CATEX Competition ; Prince s Trust Flying Start Award; JP McManus Scholarship; twelve medals and the overall Apprentice Award at NI Skillbuild; Young Apprentice Award; Gold medal at UK Skillbuild; Silver medal at European Skillbuild; and numerous Essential Skills Awards. These awards and acknowledgements provide the College with confidence to build towards the provision of an entrepreneurial College at the core of an entrepreneurial region. Central to this is an emphasis on blended and e-learning which will provide, locally and internationally, more flexible access to curriculum. Virtual College developments have been rewarded with RScNI Awards for Innovation and Learning Support and Innovation in Technical Infrastructure. Global partners are located in the majority of European Countries, USA and, more recently, Zambia. The College leads by example in encouraging the South West region to develop a global outlook. The British Council has acknowledged this work by awarding the College the coveted UK British Council International Collaboration Award. The College Development Plan also focuses on supporting local small and medium sized enterprises (SMEs). The number of businesses supported by the College s Innotech Centre has continued to grow. This service has been awarded the UK Beacon AOC Create Award for College Engagement with Employers and the NI Action Renewables Award for Outstanding Work in the Renewable Energy Sector. Innotech achieved a Grade 1 (Outstanding) in an Education & Training Inspection and the College Development Plan seeks to expand this valued service. The College continues to subscribe strongly to a vision of Developing People and Achieving Potential underpinned by value system objectives of Excellence, Innovation, Teamwork, Integrity and Confidence. The Governing Body and Staff are fully committed to the development of an influential, entrepreneurial and innovative College and we commend the College Development Plan to all those interested in the development of further and higher education in the South West region and beyond Joseph Martin Chairman of the College Governing Body Malachy McAleer Director 4 5

4 Our College Achievements Inspectorate has a high degree of confidence in the college s self-evaluation and quality improvement planning processes. Following an Education and Training Inspectorate (ETI) Scrutiny Inspection of the Whole College Self-Evaluation and Whole College Improvement Plan, the Inspectorate identified the following main strengths: The active involvement of the Governing Body in setting the whole-college vision and priorities, with an appropriate focus on quality improvement planning through their effective monitoring of progress against strategic objectives; The outstanding curricular leadership and management which promotes a positive climate of mutual respect and trust that supports honest and effective selfevaluation and improvement planning; The effective analysis, planning and responsiveness by curriculum and cross-college managers to key external educational and economic development drivers; The effective embedding of quality assurance across the college which is driving continuous improvement at all levels; The outstanding use of reliable key performance data to inform and moderate self-evaluation findings; and The high priority given to the student voice and pastoral care in self-evaluation and in quality improvement planning AoC President s Award The was successful in winning the AoC President s Award for This is the premier award in the FE sector in the United Kingdom and receives applications annually from across the UK, from a pool of 350+ colleges. AoC Create Award for College Engagement with Employers won an AoC Create Award for College Engagement with Employers. The award was given to the College s InnoTech Centre which sponsors local businesses through training, knowledge transfer and innovation. AQA Award for College/School Partnerships won an AQA Award for College/School Partnerships. South West College s STEM Centre, accessed by a wide variety of schools was recognised as a great example of innovation and collaboration. The Centre aims to teach STEM subjects, regarded by the Government as a priority, in an innovative and engaging way to encourage further study and create future careers in these areas. SWC Wins Prestigious Renewable Energy Award 2012 were awarded the Action Renewables Association Award for Outstanding work in the Renewable Energy Sector in Northern Ireland. The award recognises the contribution SWC has made to the renewable energy sector over a long number of years and the commitment the college has made to its development. The significant achievement of this prestigious award has placed SWC in a strong position and gives confidence moving forward to new areas of research and development, demonstration and curriculum within the Renewable Energy sector. Gold in the Best Green Educational and Sustainability Awareness Category at the International Green Awards 2011 A sustainability team at South West College were named on a list of the world s best green practitioners. They fought off global competition at the International Green Awards, to claim gold in the Best Green Educational and Sustainability Awareness Category. Now in its sixth year, the green carpet event recognised creative approaches to improve sustainability at business, government and citizen levels. South West College won recognition for its development of innovative courses, including a Foundation Degree in Wind Turbine Technology and its work to help local businesses develop sustainable ideas and products. Skillbuild NI Department for Employment and Learning Cup Training Department was awarded the Skillbuild NI Department for Employment and Learning Cup for Outstanding Achievement at the Northern Ireland Skillbuild finals. The College s vocational training students also achieved 8 medals at the NI Skillbuild finals; 2 gold, 5 silver and 1 bronze. Philip Glasgow, Carpentry and Joinery student at the College, secured second place in the Young Carpenter category at the European Federation of Timber and Wood Construction (E.V.H) 10th Professional European Competition for Carpenters in Stuttgart. Philip was invited by UK Skills to take part in the Carpentry selection for World Skills (Leipzig 2013) at Coleg Sir Gar in South Wales. Silver Winner at Chartered Institute of Public Relations (CIPR) Award Echo the popular publication, beat stiff competition to clinch the silver award in the Internal Newspaper Category at the event, which recognised outstanding communications achievements. Launched in December 2010, Echo provides a unified voice for the College across the four campuses commenting on issues that matter directly to students and staff. GOLD Advance Technician Apprenticeship is delivering this fully-funded DEL ApprenticeNI programme in partnership with a number of premier engineering employers in the Dungannon and Cookstown areas. This Apprenticeship, which is seen as an alternative university experience for engineers, provides outstanding opportunities for new entrants to the engineering industry to develop career pathways in areas such as: design engineer; service technician; mechanical engineer and project management. The academic side of the programme is an innovative blending of the BTEC National Diploma in Engineering and the BTEC Higher National Certificate Diploma in Engineering, together with National Vocational Qualifications at Levels 2 and 3, which aim to produce a rounded technician with a combination of enhanced theoretical knowledge and practical skills. At present, South West College has 21 outstanding students participating in the first year of the programme. ISO 9001:2008 in Curriculum and Business Support Services were awarded the International Standard for Quality Management Systems (QMS) in Curriculum and Business Support Services. Graduation More than 300 students graduated on Tuesday 20th December 2011 during a ceremony at the Strule Arts Centre, Omagh. This is the fourth year the College has conducted winter graduations, with the event simultaneously broadcast through a wireless link-up to the College s Omagh Campus. Higher Education honours were awarded to graduates who studied at the College s campuses in Tyrone and Fermanagh on a range of accredited courses delivered in partnership with Queen s University Belfast and the University of Ulster. 6 7

5 OUR WAY FORWARD Intelligent. Entrepreneurial. International. The Context The Agenda for Change is at the heart of the communities of Tyrone and Fermanagh. These two counties and their people have a long and proud history of both national and international interaction. The College is physically represented at campuses in Cookstown, Dungannon, Enniskillen and Omagh. The College employs over 500 full time and part time staff servicing some 14,000 enrolments with a turnover of 40m and makes a major contribution to the local and regional economy. The review of secondary data indicates a continual challenge for the region in matching existing skills and employment profiles to the future regional, national and international market opportunities. The Lisbon Agenda, followed by several related policy initiatives, has given high priority to anticipation of changing skills needs. The policy issues and the analysis of data needs to answer two key questions: In which sectors will employment be growing? Which occupations and qualifications will be in demand? The sub-region of Tyrone and Fermanagh still has a high level of dependence on Public Service, Agriculture, Construction and Engineering SMEs. Therefore, to increase economic competitiveness and create a more equitable and inclusive society, lifelong learning should be a reality for everyone. To that end the College must continue in both increasing the participation levels of people engaging in learning, but also ensure that more activity at the higher occupational skills levels and competences is taking place through a well-focused industry centred curriculum. Key Figures Table 1 shows the working age employment rate in the South West WDF was 66.0%, 0.9 percentage points higher than Northern Ireland as a whole. The working age economic activity rate (Table 1) in the South West WDF was 69.1%, 0.8 percentage points lower than Northern Ireland as a whole. Table 1 shows the working age economic inactivity rate in the South West WDF was 30.9%, 0.8 percentage points higher than Northern Ireland as a whole. Table 1: Economic activity, inactivity and employment of the working age population for the South West WDF, 2009 Employment Economic Activity Economic Inactivity South West WDF Number % 86,000 90,000 40,000 Northern Ireland Source: Labour Force Survey Local Area Database 2009, DETI Note: Work Age = As the LFs is a sample survey, all data is subject to sampling error Table Overview of The workforce in the South West WDF Similar profiles have been developed for the five remaining WDFs as well as an overall report for Northern Ireland. South West WDF comprises Fermanagh District Council, Omagh District Council, Dungannon & South Tyrone Borough Council and Cookstown District Council. The content is based on official information sources. Population The population of the South West WDF in 2008 was 205,411, with 50.2% being males (103,089) and 49.8% being females (102,322). Between 1998 and 2008 the population of the South West WDF has increased by 21,434 (11.7%). The working age population in the South West WDF was 128,258 in The working age population has increased by 19,719 (18.2%) between 1998 and The number of young people in the South West WDF (aged 16-24) increased by 3,741 between 1998 and This is an increase of 15.8%. The number of year olds in the South West WDF increased by 9,412 between 1998 and This is an increase of 15.0%. The number of people aged 50-59/64 increased by 6,566 between 1998 and This is an increase of 29.8%. Source (DEL. Information Bulletin 23) Workforce Employment There were 73,303 employee jobs in the South West WDF in This represented an increase of 5,591 (8.3%) since Females made up 49.8% of all employees in the South West WDF in The number of female jobs increased by 5.8% between 2005 and Male employment in the South West WDF increased by 10.8% in the same period. Over two thirds (68.7%) of jobs were fulltime in Full-time jobs increased by 10.4% between 2005 and 2007 and part-time jobs increased by 3.8%. Qualifications Table 2 shows that in 2001, 45.0% of the South West WDF working age population had no qualifications. This compares to 41.6% of the Northern Ireland working age population who also had no qualifications. In 2001, 41.6% of the South West WDF working age population had qualification Levels 1, 2 or 3 (A-level or less). This compares to 42.6% of the Northern Ireland working age population who had the same level of qualifications (Table 3). Table 2 also shows that in 2001, 13.4% of the South West WDF working age population had qualification Levels 4 and 5 (First degree and higher). This compares to 15.8% of the Northern Ireland working age population who had the same level of qualifications. Table 2: Qualification levels of the working age All persons No Qualifications Level 1 Level 2 Level 3 Level 4 Level 5 population in the South West WDF No 128,199 57,676 22,108 21,588 9,664 12,300 4,863 South West WDF % Northern Ireland % Source: Census 2001 Note: 1. Percentages may not sum to 100 due to rounding. 2. Qualification NVQ Levels No Qualifications: No qualifications Level 1: GCSE (grades D-G), CSE (grades 2-5), 1-4 CSEs (grade 1), 1-4 GCSEs (grades A-C), 1-4 O level passes, NVQ Level 1, GNVQ Foundation or equivalents Level 2: 5+ CSEs (grade 1), 5+ GCSEs (grades A-C), 5+ O level passes, Senior Certificate, 1 A level, 1-3 AS levels, Advanced Senior Certificate, NVQ Level 2, GNVQ Intermediate or equivalents Level 3: 2+ A levels, 4+ AS levels, NVQ Level 3, GNVQ Advanced or equivalents Level 4: First Degree, NVQ Level 4, HNC, HND or equivalents Level 5: Higher Degree, NVQ Level 5 or equivalents 8 9

6 OUR WAY FORWARD Building an Entrepreneurial College Our vision is to build a College that demonstrates intelligence in its processes, people and curriculum, is entrepreneurial in its thinking and ethos, and is international in its outlook. (see table 3) The development of this new model of engagement and transformational change for the provision of services provides the College with a number of strategic challenges: To create: 1. An intelligent and industry facing curriculum; 2. A service to business and industry that is bespoke innovative and increases both the business stock and economic wealth of the region; 3. An outward and forward looking College within a globally focused region; 4. A College that is entrepreneurial in its spirit balanced against the risks of the challenge; 5. A College where staff are empowered and this is reflected in individual and organisational excellence; Table 3: The Economic Repositioning Framework for the Region Current regional employment profile dependant on: Public Service Construction Agriculture Retailing Tourism 6. A financially stable College operating with an excellent physical and technological infrastructure. It is clear that given the fluid nature of change coupled with the continuing pressure on public finances that Colleges will need to develop strategies and streams of business that help move the institution from a pure public subsidy fed model to depending on more balanced National and International sources of diverse income. This can only be achieved with a change in institutional mindset, supported by an outward and business focused model to help make the vision a reality. The believes there is a need to be agile and therefore proposes a new model for delivery of services. We believe that embedding an entrepreneurial spirit is not purely the domain of the curriculum. We intend to make all aspects of our services business focused while also ensuring that core systems and processes are not put at risk. We accept this will be a challenge for all during the transition period. College Curriculum The College intend to deliver this strategically through a series of initiatives for both our Curriculum and Service teams. We also believe this will unify teaching and service staff in a common goal, thereby removing the divide that can exist between those in the classroom and those traditionally providing the back office service : A staff skills audit will be refreshed by Autumn 2013 The entrepreneurship academy will develop a programme to support staff and students in the new thinking. An opportunity will exist for all service staff to avail of re-training to provide the new mix of services through the leadership of the Centre for People and Workforce Development. Opportunities for any at risk staff in the future through shared services will be reduced by the implementation of this model. The College will develop specialist corporate products for the market from our service teams e.g. Health & Safety Compliance, Human Resources. New employment opportunities exist in: Advanced Engineering Business Services ICT / Creative Industries Sustainable Engineering Development E-Retailing Bio-Dynamic Farming & Food Energy / Tourism Hospitality Sustainable Construction This new model for an Entrepreneurial College is not being developed in isolation. The is a member of the Gazelle group of UK Colleges. These Colleges have come together to create a new Entrepreneurial Model of engagement for Further Education. It is a model based on the new political and economic dispensation caused by the International economic turbulence of the past four years. The College group has a shared vision as outlined in their document Enterprising Futures - the changing landscape and new possibilities for Further Education. The document is challenging the conventional wisdom that individual career success and collective competitiveness are built on vocational knowledge and skills alone. The forces of technology and globalisation are reshaping the dynamics of business. After many years of work being defined in terms of corporate functions and occupational roles, every individual in the future must shape their own career path through a diverse and unpredictable range of alternatives. What is needed for tomorrow s world are people with, T Shaped capabilities, combining technical expertise with the broader characteristics necessary for translating expertise into personal effectiveness. The world bank has identified Four Pillars of a Knowledge Economy: Education & Training Physical College An educated and skilled population is needed to create, share and use knowledge. Information Infrastructure Virtual College A dynamic information infrastructure ranging from radio to the internet is required to facilitate the effective communication, dissemination and processing of information. Economic Incentive & Institutional Regime Entrepreneurial College A regulatory and economic environment that enables the free flow of knowledge, supports investment in Information and Communications Technology (ICT) and encourages entrepreneurship central to the knowledge economy. Innovation Systems Innovation Centres A network of research centres, universities, think tanks, private enterprises and community groups is necessary to tap into the growing stock of global knowledge, assimilate and adapt it to local needs and create new knowledge. We need to think, develop and do differently for the changing times. In this Networked World scenario there is a need for open, flexible and dynamic solutions. All employees must be prepared for frequent changes in their roles to support the new dominance of customised solutions, user benefits and collaborative relationships. The limitations are compounded when the college realises that skills needed for twenty years from now are perhaps yet to be invented. Finally, the relationships within which our people will work are more likely to be international and cross cultural as opposed to historically local or national. All educational learning must be recognised as an enabling process for global citizenship. It is in the context of these challenges and the dynamic for change in this next planning period , the College must move forward proactively to occupy the new space created by the changing circumstances; this will ensure its relevance to its regional, national and international learning communities. Self Employment 10 11

7 OUR WAY FORWARD IMAGE CENTRE CREATIVE TECHNOLOGIES CREST Centre Renewable Energy & Sustainable technologies SWC INNOTECH THINKING. CREATING. DOING. STEM Centre Science. Technology. Engineering. Maths. IDEA CENTRE Product design The Components of the College Model 1. The Physical College: The Physical College is the existing South West College based at its campuses in Cookstown, Dungannon, Enniskillen and Omagh. The development change here is that the new curriculum offer will involve both face to face teaching supported by e-learning and e-services where appropriate. We believe this innovation is essential for the development of a coherent and relevant offer to the student population. The Physical College is still the core of the institution, with its emphasis on access for all to high quality teaching, learning and support for students. This focus on the student, their wellbeing, their performance and personal development remains at the core of the. 2. The Virtual College: The Virtual College, which will become more relevant in , is the outworkings and potential for commercialisation of the existing College Virtualisation Project. It is perceived that the Virtual College will have a separate digital presence and will offer a pure e-learning experience to a new range of learners both nationally and internationally. At the moment continuous proof of concept work is being undertaken by the team. We do not underestimate the technological challenges associated with this new initiative but research indicates that this mode of learning will grow substantially in the next decade and provide a new body of learners whose interface with the College will be at a distance. 3. Our Innovation & Development Centres: Since 2007 the newly formed South West College has been active in providing a leadership role in its innovation and development work supporting industry, curriculum development and internship for students through its InnoTech Centre in Cookstown. As the College developes there is a need to create business focused innovation centres at our campuses to assist in our next phase of development. The College has a vision that these innovation and development centres, under the leadership of InnoTech, will ensure that our engagement with industry is relevant and focused and that our curriculum is fit for purpose. The centres which are currently either operating or in a stage of development are: STEM Centre Dungannon (Science, Technology, Engineering and Maths Centre) CREST Centre Enniskillen Skills Centre (Centre for Renewable Energy and Sustainable Technologies) IMAGE (Enniskillen-Fairview) (Creative Industries Studio) IDEA (Omagh) (Product Design Centre) It is essential that the work in development taking place within these centres adds value to staff, students, curriculum and industry. The InnoTech Centre currently holds Grade 1 from the Education and Training Inspectorate in recognition of outstanding work and management of the STEM centre. This model of management will be replicated across the other centres with integration of an industry and curriculum service central to ensuring they reach their full potential. 4. The Entrepreneurship Academy: This is a new concept, based again on good education and industry practice. The academy model is used in many Universities and Colleges to create a focus on relevant intrapreneurship and entrepreneurship activities. The academy will from good practice models, initially assist in establising an entrepreneurship vision for the College and then subsequently develop relevant programmes with impact using both internal and external resources to create, develop and embed an entrepreneurial spirit and ethos for teaching, service staff and students. To assist in developing our thought processes on this important initiative two staff will be attending Babson College (Boston) to undertake a flagship entrepreneurship programme in May The traditional, historical model of delivering enterprise through weekly timetabled inputs may not be fit for purpose to facitalite the new thinking around entrepreneurship providing and supporting creativity and developing ambition. It is not unreasonable to expect that Colleges in the future will find that one of their measures of success will be the number of new business starts from within their staff and student population. The College does believe this can be facilitated from the traditional enterprise model. Colleges such as Babson have created products such as innovative start up lounges, that allow staff and students the space and the support for creative thinking which is the initial touchstone for any successful and sustainable business idea. The academy model ensures that entrepreneurship will be given an appropriate strategic focus. It 12 13

8 OUR WAY FORWARD Figure 1 An Entrepreneurial College Model The Processes National & International Research Quality Research for New Curriculum & Services will also have its own recognition and award structure within the College for those who participate in academy award programmes. 5. The Centre for People & Workforce Development: The Centre for People and Workforce Development is involved in assisting the people challenge. As the College moves into this new strategic space, the capacity to supply people with the necessary skills to deliver to the new agendas will become our greatest challenge. Therefore, new ways of developing people and sourcing new people to meet the development challenges will need to be considered. The Centre for People and Workforce Development which sits within the human resource and staff development functions will need to be able to source staff who have the capacity, the confidence and the capability to work both nationally and internationally for the College. The delivery of new commercial contracts to clients will provide human resource, legal, regulatory and cultural challenges. Where possible the College philosphy will be to source these skills from within the organisation and support, where appropriate, any upskilling of our existing staff. However it is obvious that the College will need to engage new thinking on how the College source specialist skills to support our contracts. The Centre for People and Workforce Development through the existing human resource function must show the leadership for the delivery of this crucial part of the change process. 6. The Critical Expert Group: This small group of external strategic thinkers will provide critical advice to the project and offer guidance on national and international opportunities. The speed and diffusion of innovation means that for our curriculum and services to remain relevant we need critical intelligent advice from friends of the project. This group also will assist in providing strategic risk assurance and an appropriate challenge to our initiatives. With the advent of products such as video conferencing and skype it is possible to add an international dimension to this group. 7. International Development (International Office): As domestic sources of private income and public sources of funding come under pressure, then it becomes a natural consequence that the College needs to become outward and forward looking in its business processes. The concept of globalisation, technical innovation and the internationalisation of travel means that it is possible for a College to now offer its services outside its region. It is also important for the organisational health of the College that a strong focus is placed on the international exchange of staff, students and knowledge. It is ironic that as a region there has been some regression in our outward looking approach, considering that emigration was often the only passport for personal and professional development in the past 200 years. Therefore, it is important that the College now follows a development pathway that opens up global engagement for its services. The new and developing markets such as Brazil, Russia, The Gulf Region, China, Eurasia and India all provide for managed business opportunities. The College will, as outlined in the international development and strategic challenge (page 35), over the next three years build capacity to create a body of work outside this region. The College also has a key role in supporting the regional agenda for Foreign Direct Investment (FDI) 8. Social Responsibility & The Educational Trust: The College as a large employer within the region has a collective role in social responsibility to our communities. The college must also be mindful that in real terms it has have been shielded from the poverty and isolation associated with many regions in the developing world. Therefore, for the first time this ethos has been identified as a deliverable in the College plan. The will adopt at least one global charity on a three year rotational basis. Our contribution will be in curriculum, learning and people. The Director and senior team will provide more of an outline of the outworkings of this project and individual and collective opportunities that exists for our staff and students to respond to the challenge. As well as the global charity, each campus will be asked to take on specific work with national and regional charities. The College also intend to investigate the establishment of an Educational Trust which will with the assistance of its trustees, become a way of galvanising local, national and international sources of funding to support our students in these challenging economic times. The Trust will be developed around a model of good practice, and assist access and provide opportunities for our learners. Our Innovation & Development Centres INNOTECH STEM CREST IMAGE IDEA (Cookstown) (Dungannon) (Enniskillen Skills Centre) (Enniskillen Fair View) (Omagh) Supporting industry focused Curriculum and services for students and business. Our Physical College Intelligent Learning and Embedded Entrepreneurship for Staff & Students Entrepreneurship Academy & Educational Trust Our Virtual College Offering E-Learning through: Curriculum Products & Corporate Products All of the above will provide for: High quality Services for the National & International Market A more entrepreneurial workforce Students with: Confidence Creativity Capability The Critical Expert Group ADVICE on being: Intelligent Entrepreneurial International International Critical friends of the project to help us on the journey. Centre for People & Workforce Development (Internal) Develop people with expertise of National / International Recognition - Supporting Student Learning & Business Development Our Own workforce up-skilled New Workforce Opportunities for our diaspora A globally focused Economic Region 14 15

9 OUR WAY FORWARD OUR Vision, Mission & Values Figure 2 An Entrepreneurial College Model The Inter-Relationships SERVICE TEAMS: 1. Estates 2. Human Resources 3. Finance 4. Student Support 5. Campus Services 6. Data Services 7. Technical Services 8. Employment Services (TBC) 9. Marketing 10. Quality 11. Business Processes Management Vision / Mission / Values Intelligent / Entrepreneurial / International CRITICAL EXPERT GROUP Innovation & Development Centres Physical College College Governing Body Entrepreneurship Academy Centre for People & Workforce Development (Internal) Social Responsibility through our Educational Trust Figure 3 Future Scope 2015 Up to Level 2 with Community Partnerships Virtual College High quality approved Teaching & Learning Innovation as an ethos in curriculum development Strong Student centred philosophy Unit Based Industry Researched Curriculum Embedded Entrepreneurship National & International Staff - Student & Knowledge Exchange An International Physical Learning Centre Level 3 with Industry and School Partnerships Level 4-6 with University, Professional Body and Industry Partnerships International Development Innovation as an ethos in curriculum development Unit Based Industry Researched Curriculum National & International E-Learning Projects An International Virtual Learning Centre OUR Vision developing people / achieving potential mission statement to provide lifelong learning opportunities for the people of the South West region and beyond, through quality education and training in support of economic, social and community development Physical College Centre for People & Workforce Development Strong, embedded leadership philosophy and practice A Highly Skilled flexible workforce All staff adopting a business focused philosophy Strong Change Management culture Transnational workforce philosophy Delegated managerial decision making at all levels. Staff Students Industry Virtual College Innovation & Development Centres International standard Innovation Centres Industry standard demonstration models Some contribution to academic research Technology transfer Initiatives Product Development Initiatives National & International commercial activities and partnerships. OUR Values Excellence be the best we can Innovation improvement and new approach Teamwork together we can do better Integrity delivering on what we promise Confidence having a positive attitude

10 THE STRATEGIC FRAMEWORK Our Shared Commitment; Vision, Mission, Values; Our Way Forward Our Three Touchstones: STRATEGIC CHALLENGE FRAMEWORK 1. Curriculum 2. Supporting Staff and Students 3. Economic Development 4. Internationalisation 5. Entrepreneurship 6. Resource Management STRATEGIC CHALLENGE FRAMEWORK 1. Management Group 2. Education Committee of the Governing Body Intelligent in our thought process. Entrepreneurial in thinking. International in Outlook. Quality Improvement Plan Operational Plans Curriculum 1.1 Curriculum Governance 1.2 Further Education 1.3 Training / Entitlement 1.4 Higher Education 1.5 E-Learning Services 1.6 Data and Technical Services 2. Staff & Students 2.1. People and Workforce Development 2.2. Educational Trust 2.3. Student Support 3. Economic Development 3.1. Innovation Centres 3.2. Regional Economic Development 3.3 Research and Development 3.4. National and International Commercial Activities and Partnerships 4. Internationalisation 4.1. International Exchange 4.2. International Students 4.3. International Learning 4.4. International Knowledge 4.5. International College 5. Entrepreneurship 5.1. A new Entrepreneurship Model 5.2. Entrepreneurship Academy 5.3. Global Entrepreneurship 5.4. Marketing / Employment Services 6. Resource Management 6.1 Financial Stability 6.2 Stewardship and Propriety 6.3 Financial Management 6.4 Collaboration 6.5 Estates Management 6.6 Risk Assurance 1. The Curriculum Challenge Our challenge here is to: Formulate and deliver an expanding range of excellent curriculum for Further and Higher Education, Training, and the Entitlement Framework, in line with the needs of the South West region and beyond, in supporting our regional economy. Milestones / Outputs Curriculum Governance Description Recruitment of students: Further Education (FE) Higher Education (HE) Essential Skills (ES) Recruitment of Training Develop and embed the use of learning technologies across the college curriculum, and deliver Excellence for Industry, thereby enhancing and enriching the learning experience. 2011/12 Targets Performance Indicators Enrolment FLU Target 11/12 FE FE 3609 HE HE 920 ES ES 312 TOTAL 4841 Place students at the centre of all College initiatives. Ensure the principles of the Intelligent College are evident in the output from each academic department, including business-facing curriculum, delivered by a CPD-active staff to a student body who are evolving as expert learners Budget Allocation is m (4701 FLU) Additional FLU of 133 to be delivered Entitlement Framework Targets: To expand by 5% and develop a vocational programme for year olds to include BTEC Level 2 qualifications in all campuses. To expand by 10% and develop the year old curriculum in all four learning community areas. Training Targets: To improve retention and achievement by 5%. Steps to Work Targets: To increase into employment outcomes by 3%. To reduce reliance on subcontractors by 10% Viable Class Size 16 Students minimum (14 HE) 14 Students minimum for Priority Skills Areas (12 FE/Training/Essential Skills) Retention Average 92% across all programmes using November enrolment figures as baseline. Achievement Completers average 85% on accredited programmes on 10/11 FELS Data lift (Nov 2011). Priority Skills Increase enrolments in Priority Skills Areas to 26% for FE Funded Provision. Student Attendance 93% average from electronic registers. Staff Attendance impact Less than 2% annualised sickness. Academic Deployment Efficiency 99% deployment on annualised hours 828. Percentage allocated of Part Time Staff Budget variance of ± 3% on monthly allocated budget resource. Costs spent to date (% allocation) 18 19

11 THE STRATEGIC FRAMEWORK 1.2 Further Education Demonstrate that Entrepreneurship has been embedded in each discrete curriculum area, through the use of innovative projects, supported by SWC Innovation and Research Centres An International Staff, Student & Knowledge Exchange delivered per academic department An International E-Learning Project delivered per academic department Four cross-curricular, collaborative projects will be delivered (one per dept.), and best practice lessons disseminated to all departments through the Departmental E-Zine Mandarin Chinese modules will be made available to full-time and part-time FE students at each college campus QCF roll-out will be completed with all full-time FE provision Essential Skills ICT will be made available to all students New curriculum developments will reflect the principles of key policy documents relevant to the FE sector: The Programme for Gov. The Economic Strategy Success Through Skills FE Means Business. 1.3 Training / Entitlement Launch higher level apprenticeships in three priority curriculum areas, with industry partners Demonstrate engagement with the Department for Employment and Learning s key strategy document Success through Skills - Transforming Futures Phase One - March 2012 Employer Engagement Plan Ensure that there is occupancy in all contracted areas of TFS and APPNI Develop two additional Step Into Programmes. Expand the14-16 EF cohort by 5% and the cohort by 10% Increase % achieving level 2 by 15% Continue to develop international links with appropriate training providers. 1.4 Higher Education Work towards embedding the principles enshrined in Graduating to Success: A Higher Education Strategy for Northern Ireland through a process of engaging with the 16 implementation projects within the strategy, as and where applicable Ensure higher education provision within SWC reflects the four key principles of the HE Strategy i.e. Responsive High quality Accessible Flexible Develop five, two-year part-time foundation degrees which are reflective of demand from regional and international industry Deliver an annual higher education professional development event for college staff, in partnership with collaborating universities Satisfy the quality assurance requirements of the QAA during the planned summative review of Higher Education provision at SWC Embed the QAA Guidelines for Entrepreneurship within all SWC Higher Education provision Widen access to Higher Education, through a planned programme of subject roll-out, to all SWC campuses Increase access for rural students through the creation of a University base at SWC Create five international knowledge exchange collaborations with SWC higher education programmes Implement the QAA Quality Code Implement a Higher Education Tutor observation scheme 1.4 Higher Education Create a planned programme of engagement between five named Foundation Degrees and the SWC Innovation and Research Centres Implement three Higher Education scholarship streams to help support the planned growth in demand for part-time HE, as reflected in DEL HE strategy and predicted demographic trends (DEL/NISRA) Increase STEM provision in higher education by 5% overall Grow part-time higher education in line with projected increases in DEL funding from Demonstrate engagement with the 14 major sectoral projects with industry, planned for universities and colleges by 2014 Work towards and support the vision for higher education in Northern Ireland - a sector which is vibrant and of international calibre; which pursues excellence in teaching and research; which plays a pivotal role in the development of a modern, sustainable, knowledge-based economy; which supports a confident, shared society; and which recognises and values diversity. 1.5 E-Learning Services 20 members of staff to achieve the Level 4 Technology in Learning Delivery Qualification E-Portfolios to be embedded in the majority of curriculum areas in all academic departments Set up a media streaming service to enable webcasting, podcasting, and web seminars Launch an E-Learning programme in a third world country Implement an online applications processing facility Launch College virtual website Develop five online training programmes for industry Provide online delivery of curriculum to three international institutions Build on the excellence already achieved and recognised through the RSCNI Innovation in E-Learning awards Data and Technical Services To ensure effective delivery of Data and Technical Services to support the curriculum staff and students. Pathways to Success Strategy: The Pathways to Success Strategy, launched by Minister Farry in May 2012 is designed to comprehensively address the issue of young people who are Not in Education, Employment or Training (NEET). This strategy joins up actions being taken across the Executive to prevent young people falling into the NEET category, and measures to re-engage those who already have. The Minister and the Executive have agreed this strategy as a key plank of their Delivering Social Change framework, to achieve a sustained long term reduction in poverty, and an improvement in children and young people s health, wellbeing and life opportunities. As part of this College Development Plan, SWC commits to supporting the Executive in this important work, and will align a number of our key initiatives including the College s Step Up to Sustainable Employment programme (SUSE) with the various actions the Strategy identifies. These include: Action 30 - Mapping of services; an audit of all provision undertaken allowing identification of progression routes to meet the needs of each young person. Action 39 - PSNI in partnership with the Princes Trust Team Leader programme will work to facilitate further education and employment opportunities for young people. Action 40 - Enhanced diagnosis of need; provide an initial detailed diagnosis of need, including the development of basic employability skills such as CV building, application writing, interviewing skills etc. Action 42 - Skills Needs Assessment enhanced; an offer of further careers advice from a qualified Careers Adviser to identify possible further training opportunities. Action 46 - Childcare provision supported. Support for better co-ordination across government departments as they design and implement services that will improve the lives of children and their families; 12m additional funding available over the Comprehensive Spending Review period. Action 55 - Delivery of European Social Fund Programmes. A range of supported projects totalling some 10m directed at those young people in the NEET category. Further, the Strategy responds to a number of recommendations by the DEL Assembly Committee which SWC will embrace including: Response 39 - The Committee recommends that the development of the NEET strategy is undertaken with reference to the STEM agenda

12 THE STRATEGIC FRAMEWORK 2. The Supporting Staff & Students Challenge 3. The Economic Development Challenge Our challenge here is to: Support excellent organisational performance through ongoing recruitment, development and deployment of a highly skilled workforce. Milestones / Outputs People & Workforce Development The College will actively promote a culture and working environment that will empower staff to consistently achieve their potential and encourage innovation for the benefit of all stakeholders. To develop a continuing expertise in the delivery and management of our existing workforce and the sourcing of new people to help achieve our vision. 2.2 Educational Trust To investigate the establishment of an Educational Trust to support the educational, economic and social development of students. 2.3 Student Support To ensure that an effective learning support is provided for students in the college through the delivery of a proactive student support plan for 2012/13. Implement the recommendations from the DEL Review of Learning Support. To ensure compliance with the ISO 9001 Admissions and Enrolment procedure. To support the college s student recruitment and retention objectives. To enhance the HE student experience in line with current QAA Code of Practice. To establish an effective Student Union. Further develop mechanisms for gaining student feedback regarding our service. Develop online resources and e-services for students. To implement and support the new E Admissions service. All staff within Student Services to achieve a qualification in Customer Care. Our challenge here is to: Improve the knowledge and skills levels of the current and potential workforce through a range of flexible, industry relevant education and training programmes. Milestones / Outputs Innovation Centres We will also work in collaboration with external stakeholders to develop high level technology and innovation support for Small & Medium Enterprises (SMEs) in the South West region and beyond. To develop and integrate campus Innovation Centres to ensure that through InnoTech (Business and industry unit) they provide a coherent service to industry and students. Centres to include: InnoTech Centre STEM Centre CREST IDEA Centre Image Centre 3.2 Regional Economic Development To increase capacity and expertise within the College to deliver knowledge required by the economy through development and delivery of economic programmes to include: - KTP and Fusion programmes - Innovation Vouchers - Council Economic Engagement programmes - Private and Public Sector Tenders Target Revenue - 3,000, Research and Development To initiate and develop nationally and internationally recognised R&D programmes in distinctive niches and thematic areas to include the development of industry standard demonstration models in : - Anaerobic Digestion - Wind Energy - Electric vehicle technology - Geographic Information Systems and Energy Storage 3.4 National and international Commercial Activities and Partnerships To enhance range of professional relationships with International Colleges, research institutes and public and private sector bodies, (in association with the International Office) enabling the import of high level knowledge from outside NI and resulting transfer of knowledge and best practice from College staff into industry

13 THE STRATEGIC FRAMEWORK 4. The Internationalisation Challenge 5. The Entrepreneurship Challenge Our NEW challenge here is to Create an outward and forward looking College by building on a range of international activities that will support staff, students and knowledge exchange, thereby supporting the development of our people and region in the global market. Milestones / Outputs International Exchange To sign Erasmus exchange contract with at least 4 European Institutions to support the exchange of staff, students and knowledge To create an International Office within the which will act as a portal for engagement with International clients To create at least one international social responsibility project to share staff skills and knowledge. 4.2 International Students To achieve Tier 4 Highly Trusted Sponsorship Status by 2013 To develop an English language school for International students at the To develop and commence the implementation of a recruitment plan for International students undertaking vocational FE/HE curriculum at the To develop a summer school for the delivery of a range of unit based programmes to international students To investigate and establish an articulation pathway between at least three international institutions and the to encourage the receipt and exchange of international staff, students and knowledge. 4.3 International Learning To investigate and scope the market opportunity for the delivery of blended curriculum and corporate products to international individuals, industry and government. 4.4 International Knowledge To investigate and scope the market opportunity for delivery of knowledge to international markets through: - technical transfer - innovation - product development. 4.5 International College To investigate and scope the market and define the opportunity for the development of: Approved International Learning Centres Co-Ownership International College Model Self-Managed International College Model Virtual International College Model To support foreign direct investment initiatives in the region. The Three Phase approach adopted by the College International Office: Phase 1 International Exchange International Students Phase 2 International Learning International Knowledge Phase 3 The International College Our NEW challenge here is to To develop creativity and confidence as touchstones of entrepreneurship among our staff and students. Milestones / Outputs A new entrepreneurship model To develop and integrate an entrepreneurship model based on the Gazelle framework in the College that will lead to a strategic shift in delivery of curriculum and services, therefore engendering the entrepreneurial spirit. 5.2 Entrepreneurship Academy To foster a culture through ethos vision and integration of entrepreneurial thinking among staff and students at the College, through the creation of an entrepreneurship academy. 5.3 Global Entrepreneurship To develop an international partnership for the delivery of a signature project for the promotion of entrepreneurship across a number of jurisdictions. 5.4 Marketing / Employment Services To develop a pilot business focused entrepreneurial and student centred employment service unit in the College in 2012/13 To support employability, internship and careers advice and guidance for students through a new pilot model To create a series of Marketing & Public Relations campaigns to ensure the delivery of the College vision. 6. The Resource Management Challenge Our challenge here is to Secure and use College funds to effectively and efficiently resource the delivery of all College services through sound financial management. Milestones / Outputs Financial Stability Contribute to the financial stability of the College on a short term and long basis by: Achieving targeted budget results Key targets to be inserted from detail of financial projections - to be drafted and approved) Facilitating and enabling continued investment in planned capital developments - reference to investment section of financial strategy - to be drafted and approved) Ensure liquidity and plan to have adequate cash balances to meet normal operational commitments and manage working capital requirements - reference cashflow projections - to be drafted and approved) Providing relevant financial advice and support to activities to reduce dependency on core government funding Ensuring efficient and effective use of resources to maintain cost effectiveness

14 THE STRATEGIC FRAMEWORK 6. The Resource Management Challenge Milestones / Outputs Stewardship and Propriety Supporting effective governance and control by: Developing and regularly updating of College policies, procedures and guidelines to ensure compliance with legislative and best practise standards. Maintaining an effective inventory system to ensure effective control of assets Providing facilities and advice on procurement issues. Promoting an anti-fraud culture 6.3 Financial Management Ensure effective financial management and reporting by: Implementing a comprehensive resource allocation process to determine curriculum and service requirements Establishing a clear scheme of delegation setting out budget management responsibilities Ensuring regular, comprehensive reporting function Enhancing financial reporting processes and systems including development and improvement of financial advice and guidance. 6.4 Collaboration Develop strategic collaborations to increase effectiveness and efficiency Integrate and harmonise financial strategies, plans and process with other aspects of College business To promote and support the development of the College s Business Services curriculum. 6.5 Estates Management The College will refresh its Estates strategy and continue to implement developments in order to Ensure a safe and healthy environment for staff and students Provide education facilities which will inspire learning, innovation and development Improve utilisation of College facilities and space Promote sustainability initiatives in the College to reduce environmental impact and improve efficiency. 6.6 Risk Assurance Regular, thorough and transparent risk management will be used by the College to enhance decision making, to improve performance management and to minimise negative impacts Implementation of formal risk management policies Regular reviews of risk by College Managers and reporting to Governing Body Clear assessment, quantification and disclosure of risks in key planning processes Consideration of specific project risks

15 Our Quality Agenda Improvement and excellence has been demonstrated in ETI Inspection grades, which included a grade 1 (Outstanding) for the InnoTech Centre and, a High Level of Confidence grade for the Whole College Self Evaluation and Whole College Quality Improvement Plan. A range of external assessments reported through Quality Assurance Agency (QAA) reports, Higher Education External Examiner reports, University validations for new Higher Education programmes, Institutional Approval from the University of Ulster, Awarding Body External Verifier reports and an Edexcel Quality Review and Development report collectively demonstrate external stakeholder s confidence in the College quality assurance processes. Excellence be the best we can SAMPLE INDICATORS OF EXCELLENCE Essential Skills Tutor of the Year 2011 Gold Winner - SWC Sustainability (N. Ireland) Three Essential Skills Learner of the Year 2011 Awards AoC Beacon Awards 2011/12 AQA Award for College/School Partnerships AoC Create Award for College Engagement with Employers AoC President s Award for College/ School Partnership British Council and Ecorys, UK National Agencies International Green Awards 2011 CIPR Award 2011 Best Green Educational and Sustainability Awareness Award Innovation improvement and new approach Teamwork together we can do better Integrity delivering on what we promise The College values of Excellence, Innovation, Teamwork, Integrity and Confidence have formed the basis for the College s commitment to further embed continuous quality improvement throughout the College. for the European Union-funded Programmes Award as the Comenius Film Category second prize winner British Council and Ecorys, UK National Agencies for the European Union-funded Programmes Award as the Comenius Film Category second prize winner CIPR Award 2011 ECHO College Newspaper Confidence having a positive attitude 4 5 A number of factors have contributed to the College s overall performance and these include: 1. The diligent and regular monitoring and reporting of curriculum performance data. Synopsised statistical data is reported to the Performance Data monthly team meetings. The data includes FLU performance, staff register marking, staff deployment and student retention and achievement analysis. Detailed course retention data continues to be reported to Heads of Department at the monthly Curriculum and Quality meetings and this information is cascaded to course team level. 2. The Management Effectiveness Team s clear focus on reviewing performance and meeting course teams to ascertain the reasons for low performance in retention and/or achievement. Quality and Performance Self Evaluation Process Whole College Self Evaluation Report Whole College Quality Improvement Plan Whole College Development Plan Management Team Education Committee Governing Body 3. The commitment to Excellence in Teaching and the major investment in continuing professional development for full-time and part-time staff. 4. Proactive international links facilitating staff and student exchanges. 5. The valuable contribution of industry representatives to the initial planning, design and assessment of new curriculum programmes. 6. The significant financial investment in estates to support both new and existing curriculum. Staff Net Management Team Q&P Manager Q & P Unit Internal Bench marking Data / Internal Audit Q & P Officers / Staff Dev Officer Course Team and Student Support Services IQ:RS Self Evaluation Report Low Key Performance Indicators reviewed with HOD/DHOD, Course Co-ordinators, and Curriculum Managers at Management Effectiveness Team Meetings IQ:RS follow-up meetings with HOD/ DHOD and cross campus/course Coordinators HoD Departmental Quality Assurance Action Plan HoD / Line Manager Action Plans reviewed periodically at team meetings 28 29

16 Our Quality Agenda APPENDICES Area for improvement Higher Education staff development Monitor retention and achievement rates in the College s part time course provision. Quality assurance reporting, evaluation and internal audit. Development of staff skills to meet the needs of the Virtualisation Project. Excellence in Teaching Phase 1 Part A: Teaching & Learning Support Workshops Action Promote opportunities for staff participation in external and internal staff training, and cross reference to QAA IQER review recommendations. Pilot a cross section of departmental courses and monitor retention and performance. Bench mark performance data. Implement a quality assurance schedule. Internally audit a sample of IQ:RS reviews. Implement and develop a staff training programme to equip staff to deliver the Virtualisation Project. Phase 1 - Part A provide 6 x 2 hour Teaching and Learning Support workshops incorporating classroom observations for part time lecturers. Person(s) Responsible Higher Education Co-ordinator; Heads of Department; Staff Development Officer Head of Department/ Deputy Head of Department/ Tutors/MIS/ Quality & Performance Unit Management Effectiveness Team Quality & Performance Manager/ Quality & Performance Officers/ Heads of Department/Deputy Heads of Department Virtualisation Project Manager and Project Team and ILT Officers Heads and Deputy Heads of Department, Staff Development Officer, Teacher Tutor, Quality & Performance Manager, Teaching and Learning Advisors. Resources Timescale How impact will be evaluated Staff costs as identified in staff development budget Staff time Staff time Staff time Staff time. March March 2013 March 2012-September 2012 (pilot). From September 2012 onwards monitor remaining parttime provision to September 2015 April 2012-November 2012 Continuing from 2012 until 2014 January April 2012 and on-going during 2012/2013/2014 External Examiner reports. Student module reviews. Course team annual course reviews. QAA Summative Review report. Management Effectiveness Team to review performance data and take corrective action if required. Extend internal monitoring to additional part time courses. More timely receipt of Annual Course Reviews, and identification of departmental quality assurance priorities. More reflective self- evaluative Annual Course Reviews with clear action plans. Staff and student evaluations. Virtualisation Project Manager Report. ETI Inspection Reports. Staff evaluations. Student feedback. Improved retention and achievement. ETI inspection grades. Course Team Annual Course Reviews Appendix 1 OPERATIONAL PLANS 20 to support the Strategic Challenges Operational Plans To support the Strategic Challenges Academic Departmental Plans (SC 1) E-Learning & Services Plan (SC 1) Data Services Plan Economic Development Plan (SC 2) International Development Plan (SC 3) Entrepreneurship Implementation Plan (SC 4) Employment Services Plan Marketing Campaigns Plan (SC 4) Human Resources Staff Development Plan Student Support Plans (SC 5) Shared Services Management Programme Finance & Estates Plans (SC 6) Risk Assurance (SC 1-6) Phase 1 Part B: Professional support. Phase 2: Teaching Thinking Accredited Programme A maximum of two classroom / workshop observations to support lecturing staff. Provide training for a further 40 full time and/or part time lecturers to undertake the Teaching Thinking programme. Delivered by Teacher Tutor or Teaching and Learning Advisor. Heads and Deputy Heads of Department, Staff Development Officer, Quality & Performance Manager Staff time for 40 staff plus trainer s travel costs. March May 2012 and on-going during 2012/2013/2014 November January 2013 and during 2013/2014 Staff Evaluations. Improved retention and achievement. Improved retention and achievement. Student feedback. External Verifier reports. ETI reports. Course team Self Evaluation Reports. Technical Services Plan Phase 3: Advanced Teaching Thinking Accredited Programme A further 40 staff to undertake the Advanced Teaching Thinking Programme. As above for 40 staff plus trainer s travel costs. November Group 1 March 2013 Group 2 As above. Lean Management Programme (R2R) Phase 4: Teaching Thinking Champions Complete the few remaining areas for improvement in the Quality Improvement Plan 2011/2014 synopsised in table on pages 3 and 4. Provide training to equip up to 20 Champions to develop and deliver Teaching Thinking strategies to fulltime and part-time staff. As above for a maximum of 20. Phased over 2012/13/14 Annual Course Reviews. Staff self-reflection. Improved retention and achievement. External Examiners Reports. SC: Strategic Challenge Mapping (1-6) 1. The Curriculum Challenge 2. The Staff & Students Challenge 3. The Economic Development Challenge 4. The Internationalisation Challenge 5. The Entrepreneurship Challenge 6. The Resource Management Challenge = Represents Risk Assurance.

17 APPENDICES Appendix 2 Directorate Led Services Appendix 3 Our Communication Model Director Business Process Manager Proposed Governing Body Education / Finance / Staffing / Audit Subgroups Corporate Governance Quality Manager Quality & Performance Team Deputy Director (Omagh) Deputy Director (Dungannon) Deputy Director (Enniskillen) Responsibility Areas Support Services 1. Finance 2. Human Resources Staff Development 3. Estates 4. Administration Services 5. Student Support Safeguarding Shared Services Project Responsibility Areas Curriculum & Business Development 1. Academic Departments (Technology, Training, Business Services, Health & Life Services) Community Education (CKN) 2. E-Learning Services E-Admissions 3. Technical Services Learning Resource Centre 4. Data Services Timetabling 5. InnoTech Services Innovation & Development Centres* (STEM, IMAGE, CREST, IDEA) Responsibility Areas Strategic Planning & International Development 1. Strategic Planning CDP/Annual Reports 2. International Office (International Development) 3. Marketing & Public Relations Market Research 4. Statutory Reports Data Protection 5. Freedom Of Information Lean Management Programme Group (R2R) - Business Process Issues Curriculum, Quality & E-Learning Group Senior Leadership Team - Director - 3 Deputy Directors Management Group Planning & Review Statutory Risk Management Issues Performance Management Group Data & Financial Performance Issues Marketing Services Group New Development Group (Bi-monthly) Business Development International Development Embedding Entrepreneurship E-Services Service Managers Group (Meet with Director - Quarterly) Management Effectiveness Group Quality Assurance Issues Corporate Services Group Academic Departmental Meetings Campus Management S Workman Campus Management P McNamee Campus Management T McBride / M Hackett Curriculum Team Meetings Specialist Focus Groups e.g: Health & Safety Higher Education Essential Skills Group Investors in People Campus Management Meetings Staff Ambassador Scheme Staff Awards Scheme 32 33

18 APPENDICES Appendix 4 Model for International Development Appendix 5 International Market Entry Strategy PHYSICAL COLLEGE Blended Learning to Students International Exchange Staff Students Knowledge International Students FE/HE at SWC English Language School at SWC Summer Heritage School at SWC Articulation Programmes to SWC (Institution to Institution) Evolving Strategic Partners UU (Confucius) Erasmus for all QISAN AACC MATC E.O Gazelle Robert Morris University Kaplan Int. UKIERI Emerging Markets Saudi Arabia Quatar Libya India Sri Lanka China Eurasia Zambia Intermediaries Virtual College Innovation & Development Centres Staff - Students - Academic Infrastructure Physical College INNOVATION & RESEARCH CENTRES InnoTech Cookstown STEM Dungannon CREST Enniskillen Skills Centre IMAGE Enniksillen IDEA Omagh VIRTUAL COLLEGE Curriculum Product Corporate Product INTERNATIONAL COLLEGE International Knowledge Technical Transfer Innovation Product Development International Learning Blended Curriculum & Corporate Product The International College Options Approved International Learning Centres Co-Ownership International College Model Self-Managed International College Model Virtual International College Model INI UKTI Questor DAFA Microsoft NICO TVTC INI CNI Appendix 6 Our Innovation, Research & Entrepreneurship Innovation, Development & Entrepreneurship INNOTECH Cookstown Innovation & Development Services STEM Centre Dungannon Science, Technology, Engineering & Maths CREST Centre Enniskillen Skills Centre Centre for Renewable Energies & Sustainable Technologies IMAGE Enniskillen - Fairview Creative Industries Studio IDEA Omagh Product Development Centre Entrepreneurship Academy (SWC) Development Group linking Innovation, Development & Entrepreneurship International Strategy E-Services Curriculum & Service Departments Technology Health & Life Services Business Services Training (Training Service Staff) Service Teams 1. Estates 2. Human Resources 3. Finance 4. Student Support 5. Campus Services 6. Data Services 7. Technical Services 8. Employment Services (TBC) 9. Marketing 10. Quality 11. Business Process Management 34 35

19 APPENDICES Appendix 7 The First Seven Steps Appendix 8 GUIDANCE ON DEVELOPING EXCELLENCE ACTION TIMELINE 1. Consultation and Adoption of Plan and Initial Staff Briefings May / June Staff Skills Audit Refreshed and Staff Development Programme prepared for 2012/13 to be led by the September 2012 Centre for People and Workforce Development 3. Development of an Entrepreneurship Strategy to support academic staff, service staff and students: June Creation of a programme of work for 2012/13 (Entrepreneurship Academy) 4. Presentation to Staff and Stakeholders of College Development Plan at Welcome Back Day August Preparation and finalisation of proposed workplan for virtual College and roll out of blended learning within August 2012 the Physical College for 2012/13 6. Creation of Critical Expert Group & Educational Trust (Director to oversee appointments) October The adoption and management of Innovation and Development Centres by InnoTech to be formalised October 2012 As part of the continuing Agenda of improving quality and raising standards in the College it is proposed that in this Development Planning Cycle that the work of the Management Effectiveness Group (Quality Assurance Committee) will focus on measuring the integration of five strategic themes into the work of teaching and where relevant, service teams. A three stage thematic scale: Localised, Transformative and Embedded will be used with generic criteria to assist in the measurement of the themes by the Effectiveness Group. This information will be used along with other performance baseline data such as recruitment, retention, achievement and progression to inform any action planning for the team. This guide provides a potential range of challenging questions that a team may want to consider during any selfevaluation exercise on the implementation and integration of strategic themes into their work. This exercise does not replace the IQ:RS process but rather complements the evidence provided from that self-reflection activity. Staff & Student Engagement with Industry; Excellence in Teaching & Services; Internationalisation; Information and Learning Technology; Resource Utilisation Staff & Student Engagement with Industry 1. Does the team provide adequate and appropriate work based learning experiences for students? 2. Are team members active in relevant and appropriate industrial sector forums? 3. How regular does the team and its members assess their CPD needs? 4. What actions are undertaken by team members to ensure that their industrial skills remain up to date and relevant for curriculum delivery? 5. How do the team ensure that their work with industry is recognised to the highest standard? Excellence in Teaching & Services 1. How do the team and its members self-assess the quality of their teaching, learning and assessment with student groups? 2. How does the team reflect on its current curriculum and its appropriateness for learners? 3. What range of learning methodologies do the team use in their engagement with learners? 4. What action planning does the team undertake to ensure a culture of excellence in the delivery of the service? 5. What internal and external benchmarks, awards and achievements of recognition are held by the team? Internationalisation 1. What level of international activities exist within the programme for staff and student engagement, enrichment and development? 2. Has the team been involved in any exercises regarding knowledge exchange and/or curriculum development with transnational partners? 3. Has the team been involved in any competitive bidding processes for funding to support international exchange? 4. Does the team engage with the International Office? Information Learning Technology 1. What comfort can be provided by the team that their use of information and learning technologies to support curriculum is at the highest level? 2. How have the team supported the work of the Virtual College? 3. What internal or external good practice recognition have the team achieved for the use of ILT in supporting teaching and learning or the provision of a support service? Resource Utilisation 1. What benchmarks do the team use to ensure that resources are being used effectively and efficiently by the team i.e. photocopying, recycling activities? 2. Does the team promote a positive resource utilisation culture with students in their use of physical and natural resources? 36 37

20 APPENDICES Appendix 8 GUIDANCE ON DEVELOPING EXCELLENCE THEME LOCALISED TRANSFORMATIVE EMBEDDED Staff & Student Engagement with Industry Excellence in Teaching Services Internationalisation Information & Learning Technology Resource Utilisation The current activities are conducted mainly in isolation with little co-ordination across the team. There is little or no evidence of planning, implementation, reflection and review. There is a limited data collection process demonstrating only a satisfactory delivery by the team against the strategic themes. The current activities are clearly linked to a strategy and plan across the themes. There is evidence of planning, implementation, reflection and review. There is a good and robust data collection process to support the evidence base demonstrated in effective delivery by the teams against the strategic themes. The current activities are well integrated and embedded into the work of the teams. There is strong planning, implementation, reflection and review at work. There is a high level of integration in the management and use of data to support the evidence base demonstrating high quality delivery and effective performance against the strategic themes.