Transcript Changing Times – Changing Practice

5TH ANNUAL LEARNING AND TEACHING CONFERENCE
Towards a New LSBU Learning and
Teaching Strategy, 2009-2012
Wednesday, 21st January, 2009
Dr. Peter McCaffery
Pro Vice Chancellor
EXTERNAL DRIVERS
CONTINUING EXPANSION OF STUDENT
NUMBERS (UK AND WORLDWIDE)
WIDENING PARTICIPATION
 ‘fair access’/bursaries
FUNDING
 variable fee
 fund-raising
 diversifying income sources
 full economic costing
MARKETING
 positioning of HEIs
 identity/’brand’ issues
HR
 retirement peak
 succession planning
 pay framework
 performance assessment
COMPETITION IN UK
 alliances, collaborations and mergers
IT E-MANAGEMENT/E-LEARNING
 DIUS E-strategy
15 key strategic challenges
for UK HE institutions,
2009 - 2012
ENHANCING THE
STUDENT EXPERIENCE
 teaching, learning and
quality ‘customer service’
RESOURCES AND ESTATES
DEVELOPMENT
 sustainable facilities and services
 project and programme management
MANAGEMENT OF RESEARCH
 evolution of RAE process, REF
 research contracts & careers
 academic pipeline
GOVERNANCE
 new Code and CUC Guidance
INTERNATIONALISATION
 competition/collaboration
 European research area
 private universities
 Bologna process
SUSTAINABILITY AND CORPORATE
SOCIAL
RESPONSIBILITY
 serving broader political, social,
ethical and cultural agendas
BUSINESS, REGIONAL &
COMMUNITY INTERACTIONS
 ‘third stream’
 knowledge transfer, economic &
social regeneration
EMBEDDING EQUALITY AND DIVERSITY IN ALL INSTITUTIONAL ACTIVITIES
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“The student experience is such a wideranging term, influenced by such a
complex variety of factors that it is
fruitless to attempt to define it as a
single “thing”.”
The 1994 Group of Universities
3
“The student experience is anything
and everything the student says it is.”
The HE Academy
4
“The student experience is one of those
things which can sound better than it is – like
“low-cost mortgages”, “English middle-order
batting”, “gastro-pub” and “sun-dried
tomatoes” or in HE terms, “the lighter touch”
and “the single conversation”.”
David Watson
Institute of Education
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THE STUDENT EXPERIENCE
Registration
and
enrolment
Sports
Learning
Residency
Assessment
Estate
ICT
Placements
Graduation
The LSBU
Student
Experience
Student
Support
Safety
Volunteering
Learning Support
and Resources
Staff
Development
Careers
Student
Union
Societies
and clubs
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CHANGE DRIVERS IN HE

Student Diversity

The impact of variable fees on Student Expectations

Employer - Engagement and the Skills Agenda
- The Leitch Review (29 40% higher level skills target)

New Learning Technologies

Contested Market Place

Cost-efficiency, Performance Indicators and League Tables

HE Academy and National Professional Standards Framework
for Teaching

QAA: shift from “assurance” to “enhancement”

Denham Review, 2008
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Traditional HE
New HE
Competition: other univs.
Competition: everywhere
Student as apprentice scholar
Learner as Customer (and
Producer)
Delivery in the classroom
Delivery everywhere
Bricks and mortar
- Physical estates
Technology as an Expense
Bits and bytes
- Virtual estates
Technology as Market Differentiation
Institutional - centric
Market – centric
Terminal degree
Lifelong learning
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Traditional HE
New HE
Take what is offered
Courses on demand
Academic calendar
Year round campus
Course as 3-4 year revenue
Course as Business Plan
Mode 1 Knowledge
Mode 2 Knowledge
Teacher as Director of Learning Teacher as Facilitator of Learning
Academic as “jack of all trades” Academic as specialist
Diversity as problem
Diversity as strength
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LSBU Vision for Learning and Teaching
To further develop and maintain London South Bank University as a vibrant
inner-city University with world-wide horizons and a reputation for:
•
Pedagogic innovation and expertise in work-related learning, practicebased experience, technology-enhanced learning and continuous
professional development;
•
Professional expertise and staff excellence in teaching;
•
An exemplary record for widening participation, student retention,
progression and achievement and graduate employment;
•
A successful track record of working in partnership with local and regional
employers, and other educational providers to meet the Capital’s skill
shortages and societal and individual development needs;
•
Developing and sustaining confident and capable independent learners
equipped for global citizenship who “become what they want to be”;
•
Adding real value in meeting the needs of all the individuals and
communities it serves, both local and global
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Guiding Principles of Learning and
Teaching at LSBU
•
Setting up our students for success
• Active engagement
• Equipped for employment
• Building an inclusive learning environment
• Equipped for global citizenship
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Learning and Teaching: Where we are now
QAA Audit, Spring 2010
• “the process of taking deliberate steps at institutional level to
improve the quality of the learning opportunities”.
•
Added value of LTEU - incl. evidence-based research
•
New University Teaching Peer Observation Scheme
•
Learning and Teaching Innovation Project Scheme
•
University Staff Award Scheme
- Learning and Teaching Team Excellence
•
Codes of Good Practice developed via. Change Academy:
- Assessment, Induction, E-Learning and Employability
•
Awareness, development and integration of PDP
•
National and International E-Learning Benchmark Initiative
- Compass Pathfinder project; Blackboard upgrade
- increasing use and support of e-learning
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Learning and Teaching: Where we are now (2)
•
Staff Code of Professional Conduct and Student Charter
- centred on reciprocal commitments and University Values
•
Network for CDs; L&T Fellows; HoDs
•
New social learning spaces for students
•
Launch of New University Learning and Teaching Journal
•
Staff Promotion Scheme
- Professors and Readers of Educational Development
•
University Fellowship Scheme
•
CLTHE & “Follow Up” Review
•
2nd Staff Experience Survey, March 2009
(Investors in People, Re-accreditation, Dec. 2009)
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NATIONAL STUDENT SURVEY, 2008
• 56.9% LSBU Response rate
National average – 64.1%
• 75% overall satisfaction
National average – 83%
[London Met – 72; UEL – 73; Middlesex – 75; TVU – 76: Kingston –
81: Greenwich – 81]
DLHE SURVEY 2006-7
80.6% Response rate
- 80% Benchmark
83.4% Employment Indicator
- 89.6% Benchmark
9.4% unemployed compared to 6% in 2005-6
2% increase in employment in workplace : 76%
78%
3% decrease in those going onto further study: 9.9%
6.9%
6th highest graduate starting salary - £23,315
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UNIVERSITY LEAGUE TABLES
2 broad types:
• the subjective beauty contest approach
e.g. THE
50% weighting on perception
• the objective scorecard approach
e.g. Shanghai Jiao Tong list of world’s “top 500”
- lacks “common-sense” criteria
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10 L&T STRATEGIC PRIORITIES?
• Curriculum, learning spaces and resources – inclusive, flexible,
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•
•
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accessible
Student transition, retention, progression and achievement
Integrated assessment – fit-for-purpose
Employability and entrepreneurship
Internationalisation and global citizenship
Minimising bureaucracy while upholding academic standards
E-learning
ICT and physical space driven by learning and teaching priorities
Staff expertise and scholarship– recognition and reward
University reputation in learning and teaching
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KEY QUESTION
What can I/we do to
enhance student retention,
progression and
achievement?
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WHY DO STUDENTS DROP OUT?
• Flawed decision-making about entering the programme
• Student’s experience of the program and the University
generally
• Failure to cope with the demands of the programme
• Events that impact on students’ lives outside the University
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MEETING THE RETENTION
CHALLENGE
“Joined-Up” Practice
• Sorting Strategies
- How we deal with students pre-entry?
• Connecting Strategies
- How we help students integrate
with one another at LSBU?
• Supporting Strategies
- How we support students inside and
outside LSBU?
• Transforming (student)
- How we help students become
Strategies
confident and capable independent
learners?
• Transforming (staff) Strategies - How we best support staff in this
process?
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SUPPORT SERVICES
PRO-ACTIVE MODEL
(ISSUES-FOCUSED SERVICE)
Learning Support
Adequate library /
computer facilities
Pre-entry
Financial
Advice
Childcare
Interface with Teaching staff
Adapting to a different
study environment
Graduate /
Lifelong
Learner
Confident independent learner
presentation skill training
Coping with
relationships
Access to
Careers information
Learning Support
Quality Cycle: Survey – Evaluate – Review – Change / Improve
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LEARNING FROM OTHERS:
ESTABLISHED GOOD PRACTICE
The key to student retention is:
• Sound decision-making on selecting the right course
• High Quality Induction Experience (pre-entry – 1st semester)
• Regular contact with one or more trusted individuals
• A genuinely introductory Year 1 Programme (“an intellectual map”)
• Fit-for-purpose assessment integrated into Learning & Teaching
• A positive learning environment based on “professional informality”
• Early warning triggers – attendance; handing-in of assessments; etc.
• Responsiveness to feedback
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And let us not forget . . . . . . . .
The key determinant of the student experience is
the quality of teaching:
“That’s what they remember, the inspirational
lecturers, the knowledge they gained, the sense
of empowerment it gave them. It is inspiration
not consumerisation which is the key to their
experience”
Paul Ramsden
HE Academy
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