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University of Salford
Developing PDP within the context of a curriculum
change project
Dorothy Oakey - Project Director
Jean Smith - Education Development Co-ordinator
CONTACTS:
Jean Smith
Email: [email protected] Tel: 0161 295 2309
Dorothy Oakey
Email: [email protected] Tel: 0161 295 2337
SKSP Administrator:
Email: [email protected] Tel: 0161 295 2308
University of Salford
CURRENT ISSUES
• commitment of the University to support PDP
• need for HEFCE funding to support institutional
development of PDP
• developing ownership and engaging and maintaining
staff involvement in processes of PDP
• developing student awareness of benefits and
ownership of processes of PDP
• maintaining momentum through a centrally based,
curriculum focused project
University of Salford
CONTEXT
• University status granted in 1967
• 1996 merger with University College Salford and
Schools of Nursing and Midwifery
• reorganisation in 1998 to form four faculties and
sixteen schools plus research institutes
• total student population approximately 18,000
• commitment to enterprise and student employability
University of Salford
CONTEXT
• Enterprise in Higher Education
• DfEE funded Salford Key Skills Project (SKSP)
1998 - 2000 based in Staff and Curriculum
Development section
“Design and implement a strategic, transferable, whole
organisation mode of integrated undergraduate key skills
development, delivery and accreditation.”
• within the SKSP the Strategic Development Task
Group was established
 Salford Key Skills Implementation Strategy
(SKIS) 2000 - 2004
University of Salford
LESSONS LEARNED FROM THE SKSP
• Work with champions in the first instance
• Involve ‘leaders’ within the schools
• Be flexible
• Use drivers for change
• Don’t underestimate the importance of individual and
team support
• Work to clear objectives and targets
• Work at both the strategic policy making and the
practitioner levels
• Be aware of workloads of academic staff - wherever
possible provide shortcuts, and share good practice
University of Salford
Using and Reviewing the SKSP Learning Organization Model
• a learning approach to strategy
• participative policy-making
• internal transparency and dialogue through
• formative accounting and control (giving feedback that can be learnt from)
• internal exchange (mutual adaptation between people, departments, sections etc)
• reward flexibility which provides an incentive for learning and sharing
• enabling structures which are simple enough to allow learning and accommodate
its consequences
• boundary workers acting as environmental scanners
• inter-company learning (learning with, learning from, benchmarking for development
as well as limitation)
• a learning climate (a culture that supports shared learning from experience)
• processes that support self-development for individuals
J.G. Burgoyne, “Feeding minds to grow the business”. People Management. (21 September 1995) pp 22-24.
University of Salford
SALFORD KEY SKILLS IMPLEMENTATION STRATEGY
 Key
skills embedded in teaching, learning, and assessment
across all years of undergraduate degree programmes
 Enhanced employability for all full time and part time students of
the University
 Establishment of systems to record student achievement to
include Student Transcripts and Personal Development
Planning in line with the proposed Progress File (these will
have the added potential to link to FE and Associate College
tracking systems through the FE/HE Consortium)
A
network of School Key Skill Co-ordinators, supported by
Faculty Working Groups and the Education Development Unit
University of Salford
RELATED DEVELOPMENTS
• active membership of CRA
• support to enhance and develop existing personal
tutorial processes within schools
• ‘Personal Tutoring in Practice: staff development pack’
1999 (updated annually)
• personal tutoring sessions in Staff Induction and University Staff
Development Programme
• briefing sessions on Progress File developments
• research project on student perceptions of Personal
Tutoring in the Faculty of Health and Social Care 2000 2001
University of Salford
SKIS APPROACHES TO SUPPORTING PDP
• utilise ‘lessons learned’ from the SKSP
• SKIS maintains the focus of curriculum change and
development
• central project support for all individual schools and
faculties
• network of school and faculty key skills co-ordinators
to foster ownership and provide support at school and
faculty level
• building on existing practice
• sharing experience, expertise and materials
University of Salford
CURRENT DEVELOPMENTS
• continuing to work at a strategic level
• establishment of a Student Support Committee at the
University
• University commitment to widening participation
• limited funding to support Progress File development
identified at University level
• student MIS system introduced at the University
University of Salford
WORKSHOP ACTIVITY
1. add to issues from presentation or own experience
2. suggest solutions strategies