Academic Strategy (2014-2017) Purpose 1. The purpose of this document is to update the University of Gloucestershire Academic Strategy to set out the key actions to take it forward. 2. The document is not designed to create an entirely new Academic Strategy. That is unnecessary because many of the building blocks are already in place making good progress. We want to build on them, not replace them. 3. Rather, the purpose is: a. To update what we already have in place, in the light of progress to date changes in the policy environment. b. To identify the key ambitions we have in developing our academic activities over the next few years, the actions we will take in response to build on progress extend their impact. c. To present in a single document how the various components of the academic strategy are intended to integrate complement each other. Goals 4. The University corporate Strategic Plan (2012-17) sets out our five corporate goals: To provide students with excellent learning experiences through outsting learning teaching support To promote enterprise, employability wider economic, social cultural benefit for the community To embed research, scholarship, practice consultancy in all our activities To build strong relationships with selected partners for mutual benefit To be a successful sustainable organisation. 5. More recently, we have developed a fuller articulation of what the University sts for, what differentiates us from other Universities. The three strs are: Outsting support for students learning in a personal nurturing environment Breadth richness of experience enabling students to reach their full potential Significant contribution to the sustainability wellbeing across Gloucestershire. 6. This updated Academic Strategy sets out in more detail how we will develop align the University s academic activities (teaching learning, research enterprise) to achieve those goals. Background Progress to Date 7. Over the past three years, we have made good progress in developing our Academic Strategy. The main components have been the following: 8. We developed in 2011 a Learning Teaching Strategy (2011-15). That set out four major priorities that should inform all our teaching learning: 1
independent collaborative learning learning for life employment learning for the future research/practice-informed learning teaching 9. In 2010-11 we undertook the Curriculum Framework Review. That was designed to review revalidate all our undergraduate programmes, both to incorporate the new priorities of the Learning Teaching Strategy, to ensure the simplification of the course framework to improve cohort identity, the rationalisation of modules to improve the student experience increase our efficiency. The roll-out of new undergraduate provision as a result of the outcomes of the Curriculum Framework Review started in 2011-12 for level IV provision, with the roll out of level VI provision completed in 2013-14. A further postgraduate element of the review took place in 2012-13, hled at a Faculty level, with outcomes implemented in 2013-14. 10. In 2012-13 we undertook an Academic Portfolio Review. The purpose was to st back review for the medium term which subject areas we should be aiming to develop, based on the following criteria: a. Buoyant student dem across HE generally b. A subject area in which the University already had some level of activity reputation, from which we could leverage expansion c. A professional or occupational career path offering good employment prospects for graduates d. Responsive to the needs of employers in our area for skilled, qualified people. This review was conducted as a one-off exercise in 2012-13, resulting in the outcome of new undergraduate postgraduate courses for the 2014-15 academic year, the phasing out of some provision from 2013-14. 11. At the same time, the University formed in 2012 a Strategic Alliance with Gloucestershire College South Gloucestershire Stroud College. That has led to the validation franchising of a range of new courses, designed to meet dem for HE in Gloucestershire in areas where the University the Colleges have complementary subject strengths. 12. The Academic Portfolio Review, combined with the development of the Strategic Alliance, led to the introduction of a range of new programmes for academic years 2013-14, 2014-15 2015-16, including new validated franchised programmes at the Colleges. They are listed on our web pages for Undergraduate Courses, Postgraduate Taught Courses. 13. During 2012, we developed a new Research Strategy (2012-17). The first phase of the strategy was to complete our REF submission. The second phase is to implement our six chosen Research Priority Areas, particularly with a view to developing a stronger, more comprehensive REF submission for the expected 2020 exercise to support areas capable of securing sustainable external funding in the medium term. 14. In recent years the University has invested heavily in professional development curriculum enhancement. An element of that has focused on Education for Sustainability (EfS) which is connected across the University as a learning agenda to improve the student experience support the work of the professional services. 2
15. In parallel with these academically-driven developments, the University has been building up our support for students to gain employability generic skills experiences that will st them in good stead for their future careers lives. This reflects both the second goal of the University s Strategic Plan the second str of what we st for (see 4 5 above), as well as the priorities of the Learning Teaching Strategy. The major initiatives have been the Degreeplus programme, the Enhanced Student Year, the formation of the Growth Hub, in total including: The re-framing of the Employability Strategy The formation of a single Employability Team within the Student Services Department (comprising Careers, Placements DegreePlus service teams) The launch of DegreePlus a service that supports all students with accessing co-curricular activity to build their employability-related skills The launch of the University s Employability Award for students, to enable them to gain verified recognition that they have actively engaged in developing their skills critically reflected on their growth readiness for employment Partnership work with Academic Schools to support the embedding delivery of employability sustainability as a part of the curriculum Raising the profile of the Destinations of Leavers from Higher Education (DLHE) outcomes within the University creating a sense of shared responsibility for the results their improvement. 16. Enterprise is a focus of the Business Development Unit, which replaced the Centre for Enterprise Innovation in 2011-12. The focus is on the links between Faculties regional business, development of further opportunities for enterprise for our students staff. The enterprise awards recognise achievements, there is support for business planning, start-up incubation. The University has now launched the Growth Hub which is a partnership with GFrist Local Enterprise Partnership is based at the Oxstalls campus, benefitting from 2.7M of HEFCE catalyst funding, along with potential further European (Strategic Investment Fund) UK Government (Strategic Economic Plan) funding. Future enterprise work will build on this success, ensuring the curriculum encourages students to work with business gain recognition for their knowledge skills through Employability Awards, also accreditation exemptions from Professional Bodies. 17. Underpinning all of these developments has been a commitment to supporting the development of academic professional staff. This is a major part of the People Culture Strategy. A new Framework for Professional Development has been put in place as a key enabling aspect for this Academic Strategy, to help all staff identify each year, as part of the Staff Review Development meetings, their priorities for training, development professional recognition. Ambitions for the Next Phase 18. Good progress has been made in taking forward all of the initiatives set out above. But it is now timely to take stock of what has worked what hasn t; how we build on progress after two or three years of delivery; the implications of changes in the external environment emerging patterns of student dems expectations in the context of higher fees; the evolution of our own ambitions as a University. 19. In taking stock, we have had regard particularly to the extensive discussion across the University following recent National Student Survey (NSS) outcomes as a component of our Course Annual Monitoring process. Those outcomes served to identify some 3
important principles for improving the quality of the learning experience we offer for students. 20. The further evolution of the Academic Strategy has been the topic of wide-ranging discussion, debate consultation during the spring summer terms in the 2013-14 academic year. This discussion culminated in a paper further discussion at Academic Board in June 2014, finally resulting in the present Academic Strategy. Discussions have involved Academic Schools, National University Teaching Fellows, Heads of School Subject Group Leaders, leaders of Central Professional Departments. Some of these discussions have been specially convened around emerging themes (e.g., innovation in teaching learning), whilst other discussions have taken place as part of School meetings or key University Committees (e.g., Academic Board; Learning Teaching; Research). 21. As we embark on the next phase of our development, we will ensure that a high quality student experience continues to be central to our plans. We recognise the importance of the subject community which is at the heart of the student experience, which is centred on the course, but is often shaped by broader factors such as the campus, the cocurricular opportunities, the social sport opportunities,, critically, the staff who teach support. We recognise that many of our students are not campus-based, their experiences are shaped in other ways, that technological advances enable us to engage with all of our students in flexible ways. For all students, we know that critical factors are the opportunity to work with high quality staff, drawing on excellent resources in flexible ways. These critical factors provide the basis for a student-centred approach to teaching learning, ensuring students are involved as partners in the design, development modification of their courses in the development of the broader learning environment. Increasingly technological advances are allowing communities to develop separately from a place, we will recognise these opportunities in the development of our subject communities how we engage with our students. 22. The following major ambitions priorities for action have been identified. Ambition 1: Building Subject Strength Course Identity 23. Central to a high quality subject offer is the alignment of activities (courses, research, enterprise) the critical mass of expertise resources, capable of attracting, nurturing, challenging developing students staff to reach their potential develop their careers. 24. As part of our annual quality arrangements, reflecting feedback through the NSS, we have identified a need to build up a stronger sense for both students staff of identification with the subject as their shared community academic purpose. It is also clear that students find their experience of higher education more rewarding if their course has a strong identity. 25. The subjects, as the community that our students staff join, are defined developed in line with Faculty plans, these plans will reflect the ambitions in the Academic Strategy. Of central importance is the overall subject context guiding development investment decisions. 26. In order to ensure that we continually review refresh our portfolio on an annual basis in a systematic manner, in keeping with the terms of reference of the Academic Portfolio Committee, our portfolio will continue to be subjected to a review on an annual basis, normally concluding in the summer term, resulting in outcomes for validation, 4
marketing promotion for the autumn term. Given our extensive strategic partnerships, portfolio review will carefully consider partner portfolios to ensure progression possibilities, along with pathways for international students. The overarching aims of the portfolio review are to ensure the University has a course portfolio that: a. Builds on subject strengths of the University, ensuring a critical mass of expertise experience a high degree of alignment of activities b. Recognises buoyant subjects, reflecting the interests career aspirations of prospective students c. Recognises the local economic context, ensuring an increased alignment of the course offer the economic lscape in Gloucestershire d. Takes account of the requisite components of a high quality student experience beyond the course itself, including progression pathways, related courses, cocurricular opportunities, employment opportunities e. Considers professional body recognition by achieving course accreditations endorsements securing exemptions for students where possible f. Takes account of recent subject performance, including: Enquiry, Application, Enrolment Ratios; Entry Tariffs; Recruitment Trends; Student Satisfaction; Student Retention; Degree Classifications; Graduate Employment; Financial Contribution levels; Research Enterprise income. 27. The key actions we will take to realise this ambition are: Action Owner Timeline a. As a component of Faculty Business Planning, in Deputy VC Annually keeping with the remit of Academic Portfolio Committee, conduct an annual portfolio review to identify new courses to introduce existing courses to phase out. b. Support subjects to achieve alignment of courses, Deputy VC 2014-17 research enterprise, the development of a critical mass of students staff to ensure viability. c. Ensure Faculty plans include actions to develop Deputy VC Annually subject course identity, including the use of space, technology, learning resources a programme of activities events. d. Ensure Professional Department plans include Pro VC Ops Annually actions to support the activities to develop subjects within Faculty plans. e. Create a public profile for our subject strengths within our marketing communications programme. MC Ambition 2: Promoting Innovative, Engaging, High Quality Teaching 28. If students are to experience the highest quality of higher education which engages them actively in their own learning, we must continue to provide effective training development for all academic support staff. This is a major element of the ongoing implementation of the People Culture Strategy a key enabler for this Academic Strategy. 29. The environment in which learning takes place must promote innovative effective teaching, supporting a student-centred approach. Our classroom of now project is focused on the development of the physical teaching environment, but we are also 5
focusing on engagement of students in learning prior to arrival in the classroom, through the curation of learning resources further use of technology. 30. There is extensive research evidence that students learn more, enjoy their courses more, if they are actively engaged in the management of their own learning, rather than passive recipients of didactic teaching. This extends beyond their personal engagement in their chosen modules, into how students are represented in the design, development delivery of the curriculum, the development of a strong course broader subject identity community. 31. The key actions we will take to realise this ambition are: Action Owner Timeline a. To continue to develop the framework for professional training development of staff, incorporating best practice from elsewhere drawing on external contributions HR b. Through a reformed Staff Review Development scheme, ensure all academic support staff agree with their managers each year their priorities for training, development professional recognition c. To work with Subject Group Leaders course teams, including course student representatives, to develop a shared understing of engaging innovative student-centred learning how it is best applied d. To ensure that all academic staff are supported through training advice to make full use of electronic management of assessment, to give timely useful feedback to students on their assignments e. To ensure that academic support staff can gain recognition for their professional skills, including through the Fellowship framework of the Higher Education Academy the UoG Staff Excellence Awards f. To build on the classroom of now project to ensure all relevant spaces are designed to promote student-centred learning g. To support the Students Union in promoting Course Representatives developing the School Representatives to ensure enhanced student engagement in teaching, course broader subject developments h. To use the enhanced student year as a context for offering all students opportunities for a wider range of experiences that enrich their understing of the subject, their career prospects their own potential HR HR Pro VC Ops Estates ICT Quality Stards Student Services Sept 2017 6
Ambition 3: Delivering Excellent Research through our Research Priority Areas 32. As a learning-led, research-informed University, research, scholarship practice are recognised as core to the development of a high quality student experience. Our students want to engage deeply with their subjects, understing how knowledge is advanced the part they can play in developing knowledge in the future. Our students expect to be taught by staff deeply engaged in their subjects, contributing to subject advances the application of knowledge to improve practice. The skills we expect of researchers are skills sought by employers, so engagement with research the integration of research teaching is of fundamental benefit for students staff. Our Strategic Plan confirms that we will continue to embed research, scholarship, practice consultancy in our work, that we will invest selectively in areas where our research can excel. 33. We are making good progress in implementing the Research Strategy. The University successfully submitted its return to the 2014 REF, with submissions in six Units of Assessment. The REF results will be known in December 2014. We have identified six Research Priority Areas (cross-university themes) for future investment, drawing on knowledge expertise across the University, to build up a wider range of research areas in which the University can achieve excellence: Environmental Dynamics Governance Sport, Exercise Wellbeing Being Human: past, present future Applied Design for Business Retail, Marketing Management Learning for Professional Contexts 34. The themes will form a core component of our Research Strategy, ensuring a focus on contemporary challenges, where advances can draw extensively on our subject expertise in interdisciplinary innovative ways. The needs of the Research Priority Areas will determine the investment in research leadership capacity, building programmes of research that are resilient sustainable, capable of securing competitive external funding delivering high quality research outputs. Our Research Centres will align with the Research Priority Areas, ensuring that groupings of researchers with common interests strengthen the capacity in these Research Priority Areas. 35. Our postgraduate research portfolio will reflect our Research Priority Areas, ensuring students are advancing their research projects within a dynamic supportive research environment, benefitting from topic expertise experience, a critical mass of fellow students staff. Our research students will collaborate in focused programmes of research to ensure high quality supervision experience. Our supervisors will reflect best practice in supporting our students, benefit from development programmes specific to their needs. In aggregate, we will develop an environment for our research students that ensures they graduate with attributes knowledge to make significant subject contributions progress in their careers. 36. In the build up to REF2020 (or equivalent), we will broaden our range of subjects for submission, building on our submission to REF2014, aligning with our Research Priority Areas. Deliberate steps will be taken to advance impactful research, ensuring mechanisms are in place to provide evidence of impact. Our Research Priority Areas are applied in nature, providing an ideal platform to advance the impact of our research. Future excellence exercises will dem excellent research, with outputs deemed to be world leading internationally excellent. Funding doctoral completions are further 7
important indicators of a quality research environment. We will carefully consider the potential to exp our submitted subjects in light of these requirements. 37. Many staff contribute to the development of the research environment, so it is important we raise awareness of our research ambition priorities, develop staff to play their part. We will also better promote the achievements of our researchers, demonstrating to students stakeholders our contributions to subject advances the impact of these advances. 38. The key actions we will take to realise this ambition are: Action Owner Timeline a. Within the new Staff Review Development scheme, ensure that all academic staff agree with their manager their objectives each year for research scholarly activity, that performance against those objectives is assessed at the end of the year. Dean od HR Annually b. Working with the Convenors of each Research Priority Area, in turn the leadership groups, to develop agreed research programmes to determine how to work most effectively to secure the best prospect of making a successful submission to the expected 2020 REF. c. Working with the Convenors of each Research Priority Area, Faculty Leads for Research, Deans of Faculty, to identify current future staff contributors to each area, supporting the development of talented researchers, including those ready to become readers professors where there is a leadership or capacity shortfall. d. Working with the Head of Postgraduate Research Faculty Leads for PGR, to ensure the agreed Research Degrees action plan is implemented in full. e. To strengthen the University s research culture enabling environment, in line with the expectations of the QAA Code, underpinned by robust data. Ambition 4: Developing the Co-Curriculum 39. The University has made good progress in recent years in extending the range of experience available to students, with support to broaden their understing gain a wider range of employability life skills. This the second major str in what the University sts for, is closely linked to the second ambition in promoting innovative, engaging high quality teaching learning opportunities. But there is more to do to ensure all students underst, take advantage of, the opportunities available to them; to ensure that those opportunities are well integrated with, complementary to, their modules. 40. Drawing on our partnerships networks in Gloucestershire beyond, including the developing Growth Hub our work with the Students Union, the Local Enterprise Partnership other external organisations, we will exp practice input practice experience as part of the broader student experience. 8
41. All students will be encouraged to work with their Personal Tutors to develop their Future Plans, ensuring they take advantage of the full range of volunteering, placement work experiences on offer, building towards employability awards recognition through the Higher Education Achievement Record (HEAR). 42. Where possible, courses will also align with professional body requirements, leading to course endorsements kite-marking, accreditations exemptions for students. 43. The key actions we will take to realise this ambition are: Action Owner Timeline a. Through the implementation of the enhanced student year, to extend the opportunities for students to experience co-curricular activities in addition to their course. Student b. To develop the role of Personal Tutors as the key academic staff providing personal advice guidance to students on how to make best use of those opportunities. c. To encourage students to make full use of Section 6 of the Higher Education Achievement Record, particularly through attaining UoG employability awards, as a way of gaining recognition for their cocurricular achievements. d. Create a public profile for our distinctive approach to the co-curriculum within our marketing communications programme. Services Student Services MC Ambition 5: Achieving a Consistent Focus on Enhancement 44. A feature of the debate as part of Annual Monitoring of Courses, in response to annual student satisfaction survey outcomes, is the need to rebalance our approach to quality, striking a balance between assurance continual enhancement. 45. Annual Monitoring continues to provide the framework for enhancement of courses, as well as quality assurance, a stronger focus will be placed on the regular updating of course action plans, drawing on inputs throughout the year. We will build a stronger enhancement component into a new process of Annual Monitoring of Courses. 46. Evaluation of University-wide initiatives projects also provides a basis for continual enhancement. We will strengthen our evaluation framework, drawing on the expertise in project management evaluation across the University, ensure integration with existing planned routine data capture as components of our Data Strategy Marketing work. 47. The key actions we will take to realise this ambition are: Action Owner Timeline a. Launch a new Annual Monitoring process, ensuring a re-balancing of assurance continual enhancement. QS 9
b. Drawing on expertise best practice across the sector University, strengthen our approach to evaluation of initiatives projects. c. Working with Finance Planning Marketing Communications, ensure Data Strategy supports continual enhancement, builds alignment where possible with Key Performance Indicators. Sept 2016 Key Performance Indicators 48. Within the University corporate Strategic Plan Operating Plan, we have already identified key performance indicators which we will use to track achievement of the ambitions within this updated Academic Strategy. 49. The key ones are: a. Overall student satisfaction with their University experience, specifically of their teaching learning, within the National Student Survey, the Postgraduate Taught Experience Survey the Postgraduate Research Experience Survey. b. Biennial Staff Perception Survey outcomes, particularly those relating to the availability of training development. c. Proportion of staff gaining professional recognition at one of the levels of Fellowship within the Higher Education Academy. d. Levels of participation in Degreeplus opportunities, the University Employability Award, Section 6 of the HEAR. e. Destination of Leavers from Higher Education (DELHE) survey outcomes. f. REF 2014 outcomes, outcomes from subsequent national QR exercises. g. Research Enterprise bidding rates, success rates, income. h. Quality Assurance Agency Higher Education Review outcomes. 10