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Learning and Teaching Board

Learning and Teaching Strategy Consultation Paper

February-March 2013

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Learning and Teaching Strategy: Consultation Paper

1. Purpose of Consultation The Learning and Teaching Board is currently developing a new Learning and Teaching Strategy for the University. The strategy process will be wholly collaborative: widespread consultation is fundamental to ensuring engagement and ownership of the new strategy.

2. Key Features of Consultation

The core of the consultation is around the proposed framework for developing and implementing the new Learning and Teaching Strategy: A distinctive set of 5 Graduate Attributes (Applied, Global, Professional, Leading, Enterprising) underpinned by 3 Enablers (Curriculum Content, Curriculum Delivery, Learning Environment). Questions have been shaped primarily around this framework, but also the external environment and internal developments. The consultation focuses on the Strategy itself, and not the details of the Operational Plan (this will be developed after approval of the Strategy).

3. Methods of Consultation

Various methods of consultation have been devised to encourage ease of engagement and maximum coverage of intended groups. Methods include: online survey; meetings in Schools, Services and the Student Union; discussion at institutional committees; open workshops. Specific sessions will be held at all campuses. Online survey: https://www.survey.bris.ac.uk/hw/ltsconsultation

4. Consultation Groups

The successful implementation of the Learning and Teaching Strategy is dependent on the active engagement of all stakeholders. Therefore, the consultation includes: students; alumni; staff; employers; Professional, Statutory and Regulatory Bodies; Approved Learning Partners; Higher Education Academy.

5. Timescales

All responses to the consultation paper should be returned no later than Friday 29 March 2013.

6. Use of Responses All responses will be collated and analysed by the Academic Registry, and will be considered by the Learning and Teaching Board in March/April 2013. A summary of comments and actions taken in response will be made available to all consultation groups.

7. Contacts This consultation process is being managed by the Academic Registry on behalf of the Learning and Teaching Board. For further information, please contact:

Professor J W Sawkins Deputy Principal (Learning & Teaching) j.w.sawkins@hw.ac.uk; ext 3611

Dr Maggie King Head of Academic Quality m.king@hw.ac.uk; ext 3728

Learning and

Teaching Strategy: Key Points

• New Learning and

Teaching Strategy for HWU (2013-18)

• Framework of 5 Graduate Attributes and 3 Enablers

•Aligned to the

University's Strategic Plan

• Influenced by

External Drivers and Internal Priorities

Consultation:

Key Points •Six weeks (18/2/13

to 29/3/13)

•Different ways of responding (online, in meetings)

• Inclusive of all

campuses

•Student contributions

• Involvement of

external stakeholders

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Drivers for a new Learning and Teaching Strategy In March 2012, the Learning and Teaching Board began the process of producing a new institutional Learning and Teaching Strategy. Although the existing strategy had not yet reached the end of its five-year implementation period, there were several major external and internal factors which necessitated a review and re-positioning of the University's strategic direction in learning and teaching. The principal driver has been the publication of the University's Strategic Plan 2013-2018 Global Thinking, Worldwide Influence. Further information on the External and Internal Environment factors which have influenced the proposed Key Elements of the new Learning and Teaching Strategy can be found on pages 12-14. Learning and Teaching Strategy: Summary of Key Elements

In summary, the Key Elements of the new Learning and Teaching Strategy are as follows:

• Vision and Mission

• Core Objective

• Five Graduate Attributes

• Three Enablers

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Vision and Mission for the Learning and Teaching Strategy The Vision and Mission of the new Learning and Teaching Strategy have been shaped by the educational priorities set out in the University's Strategic Plan: The Vision and Mission will be fulfilled by the following core objective of the new Learning and Teaching Strategy:

Vision for the Learning and Teaching Strategy to deliver world-leading, research-informed education within all of the University's specialist areas and to be recognised globally for our highly employable graduates. Mission for the Learning and Teaching Strategy to produce graduates who are professionally educated and globally employable through education which benefits society and the economy.

How far does this Vision and Mission capture HWU's educational aspirations?

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What further comments do you have on the Vision and Mission?

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How effective is this core objective in expressing the main purpose of the Strategy?

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the University's learning environment, the content of its curricula and its delivery mechanisms will be restructured and adapted as appropriate in order to enable undergraduate and postgraduate taught students to acquire and develop the distinctive HWU Graduate Attributes.

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Framework for the Learning and Teaching Strategy

One of the principal areas of focus for the Learning and Teaching Board has been in scoping out a clear, easily understandable model for the new Learning and Teaching Strategy.

Proposed Framework The drive for a more concise, accessible approach has led to the following proposed framework for both developing and delivering the University's new Learning and Teaching Strategy:

HWU Graduate Attributes

HWU Graduate Attributes

Lear

ning

Env

ironm

ent

Professionally educated, globally employable

A set of five HWU Graduate Attributes underpinned by three Enablers: • Curriculum content (what) • Curriculum delivery (how) • Learning environment (where)

To what extent do you agree with this framework for developing and delivering the L&T Strategy?

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We are keen to represent the framework visually, so that the L&T Strategy is accessible and easy to understand. How effective is the diagram in achieving these aims?

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What further comments do you have on the framework?

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The Graduate Attributes (see next section) are at the core of the Learning and Teaching Strategy: the targets for the University's strategic direction in learning and teaching over the next five years will be shaped around these attributes. The targets themselves will be influenced by, and categorised within, the Three Enablers. This approach is in clear alignment with the model set out in the University's Strategic Plan.

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With this framework, enhancement of the student experience becomes a principal focus of the new Learning and Teaching Strategy. This model of Attributes and Enablers also means that the development and implementation of the Learning and Teaching Strategy can be managed as a single, transformational project which will effect major, lasting change across the institution as a whole. Such a major strategic initiative will need to be progressed collaboratively – a partnership approach will be fundamental, involving Schools, Professional Services, students and external stakeholders. Strategic management by the Learning and Teaching Board will provide co-ordination and oversight. Each of the Graduate Attributes and the Three Enablers has a Key Aim, which summarises the main purpose. The details of each are outlined separately in subsequent sections.

To what extent do you agree with the single, transformational project approach?

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Graduate Attributes The following five attributes have been proposed as being reflective of the ethos and key values of Heriot-Watt University; they also take account of the HW graduate characteristics highlighted in the University's new Strategic Plan:

- Applied - Global

- Professional - Leading

- Enterprising

An over-arching strapline professionally educated, globally employable summarises five individual attributes and is designed to reflect the distinctive quality of the HW graduate.

Applied Enterprising

Leading

Professional

Global

The Applied HWU Graduate: 1. Applies, through a process of

research and enquiry, a systematic and critical approach to analysing complex problems and issues

2. Possesses technical and business skills and specialist knowledge to operate at the cutting edge of their professions

3. Is confident and competent in utilising and applying knowledge and skills in practical contexts

The Enterprising HWU Graduate: • Is able to adapt to succeed in

a rapidly changing workplace • Demonstrates creativity and

intellectual agility in analysing complex problems and developing solutions

• Seeks and progresses opportunities for change and growth through research and enquiry

The Leading HWU Graduate: • Is at the forefront of developing

their profession • Gives a clear direction and

vision • Enables and empowers

colleagues • Takes ownership by being

accountable and responsible • Is outward-looking • Displays ambition in

developing themselves and their careers to achieve their full potential

The Global HWU Graduate: • Understands the global

business , cultural and physical/natural environment

• Is able to apply their knowledge and skills in international and multi-cultural contexts

• Has Scottish educational roots, but thrives in a globalised society and economy

• Understands, as a global citizen, the social, civic and ethical responsibilities of their actions

• Is appreciative of cross-cultural diversity

The Professional HWU Graduate: • Demonstrates a willingness to participate and contribute

in their career fields • Acts and negotiates with integrity and an ethical

approach • Communicates with self-assurance and a professional

attitude • Is adept at team-working, adjusting roles as appropriate • Has respect and an appetite for learning which

continues far beyond university studies

HWU Graduate:

professionally educated, globally

employable

How effective is the diagram in representing the attributes?

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To what extent do you agree with:

(a) the strapline?

(b) the 5 attributes (titles)?

(c) the 5 attributes

(descriptions)?

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Key aim: The key aim of the Graduate Attributes strand of the new Learning and Teaching Strategy is:

Enablers

A series of major initiatives and developments will be progressed to support students in acquiring and developing these attributes. It is essential that these activities are co-ordinated, planned and managed both strategically and locally. Therefore, a clear, accessible structure has been devised, based around three key enabling initiatives: The initial scoping of these Enablers identified a range of features, factors and issues (as outlined in the boxes on subsequent pages). Note: these lists are not intended by any means to be complete or authoritative

To what extent do you agree with the Key Aim?

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What further comments do you have on the graduate attributes?

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Three Enablers: • Curriculum content (what) • Curriculum delivery (how) • Learning environment (where)

How far do you agree with this approach of Three Enablers?

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All HWU students (UG and PGT), irrespective of mode and location of study, will be given the opportunity to develop the skills and qualities which will enable them to demonstrate at the conclusion of their studies, their development and competency in the five graduate attributes.

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Curriculum Content Key Aim To provide a portfolio of programmes which deliver the distinctive set of HWU Graduate Attributes and are highly valued by employers and society. Programmes will be informed by relevant research and will offer a broad, global educational experience. Key Operational Activities • Development of attributes to be integrated into all taught

programmes (incl. multi-mode/location) • Fit for purpose – review of University's portfolio of programmes • Local contextualisation • Development of CPD programmes • Accredited by UK and International PSRB's • Increased interdisciplinary programmes • Alignment across all modes and locations • Representative of the HW brand and Scottish tradition • Influenced by, and developed through, engagement with industry

and business • Valued by employers and society • Work-related learning opportunities • Facilitates new business opportunities

• Global curriculum:

- Professional and global relevance - Increased breadth - opportunity for learning outside the subject discipline - increased curriculum choice through elective pool - personal responsibility for learning - multi-campus collaboration between students - opportunity for international mobility - cross-School projects - informed by research and scholarship - cultural, academic and linguistic support - interdisciplinary

What are your views on the scope (Aim + Activities) of Curriculum Content (for example, what are the gaps)?

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What are the main operational priorities for developing Curriculum Content?

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Curriculum Delivery Key Aim To deliver an excellent educational experience for all students through approaches to learning, teaching and assessment which are flexible, current and professionally relevant. Delivery methods will be sustainable, collaborative and responsive to diversity, and will support the development of the five HW Graduate Attributes. Key Operational Activities • Research-teaching linkages:

- subject-based research; - reflective practice, scholarship and pedagogic research to

enhance learning and teaching - research internships for UGs

• learning, teaching and assessment approaches to facilitate acquisition of graduate attributes

• learning materials • teaching styles • professionally relevant teaching • increased efficiency and effectiveness in assessment, including e-

assessment and balance between exams and other forms • practice-based programmes delivered in flexible formats • multi-campus programmes • increased cross-School collaboration to provide a broader, more

encompassing approach to learning and teaching • enhancement of curriculum is shared across all locations • flexibility and accessibility to support equality and diversity in student

population

What are your views on the scope (Aim + Activities) of Curriculum Delivery (for example, what are the gaps)?

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What are the main operational priorities for developing Curriculum Delivery?

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Learning Environment Key Aim To provide a learning environment in which space, facilities and processes are designed to enhance the student learning experience, particularly in developing the HWU Graduate Attributes. The learning environment will support innovation and enhancement, and will be agile and responsive to change. Key Operational Activities • Staff Development/Academic Enhancement

- Enhancement and innovation: support; opportunities; rewards - Active in research-informed teaching - Recognising and rewarding research-teaching linkages - Delivering research-informed teaching - More structured/holistic approach to academic CPD, aligned

to UK Professional Standards Framework and to HWU's Strategies

- ALP staff development - Increased international mobility - Engagement beyond enthusiasts - Skills to deliver and develop curriculum around Graduate

Attributes - Strong leadership at institutional and local levels to engage

staff - Role of Teaching Fellows - Peer review of teaching

• Space:

- Learning spaces - use of space to facilitate learning - Social space - Space utilisation and upgrade/development - More flexible use to enhance income generation - Ability to cope with current and future demand and facilitate

innovative approaches to learning and teaching Key Operational Activities • Facilities –

- adapted to facilitate innovative approaches to learning and teaching

- to support publication of learning materials and to provide technologies comparable with commercial providers

- meet demands of "bring your own devices" - fewer computer suites - learning skills service for students - induction: tailored; extended - development of services, esp. Information Services

• Processes

- Common, shared processes, eg ALP - Less rigid, more creative processes - More rigorous adherence to Structure of the Academic Year - Oversight of variability and quality assurance - Academic Planning Process to identify, allocate and manage

resources at the institutional level for learning and teaching development of L+T KPIs

What are your views on the scope (Aim + Activities) of Learning Environment (for example, what are the gaps)?

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What are the main operational priorities for developing the Learning Environment?

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Other, Related Aspects • Virtual Learning Environment, incl. as "virtual campus" • Number and diversity of campuses and learning partners could

impede commonality • Staff engagement: sharing and embedding good practice (Schools,

campuses, learning partners)

• MOOC's (Massive Open Online Courses): potentially an international game-changer in higher education

Summary The underlying principle of the Three Enablers is that they will provide the framework for all HWU undergraduate and postgraduate taught students to acquire the distinctive set of HWU Graduate Attributes.

What further comments do you have on the Three Enablers?

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Learning and Teaching Strategy: Summary of Key Elements

In summary, therefore, the Key Elements of the new Learning and Teaching Strategy are as follows:

Next Steps and Key Dates

The Learning and Teaching Strategy will be implemented at the start of the 2013/14 academic year and will extend over a five-year period, 2013 to 2018. It will be underpinned by an Operational Plan which will set out a specific series of activities, each with associated targets, timescales and required resources. The development and implementation of the Learning and Teaching Strategy will be managed by the Learning and Teaching Board.

What further comments do you have on the new L&T Strategy?

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• Vision and Mission • Core Objective • Five Graduate Attributes • Three Enablers

February/ March

April

February/ March

April/May

June to August

• Summary and Analysis of Consultation Comments considered by Learning and Teaching Board

• Senate discussion • Draft Learning and Teaching Strategy considered

by Learning and Teaching Board • Final version of Strategy – Learning and Teaching

Board, Senate, University Executive

• Final Strategy – Court • Draft Operational Plan – Learning + Teaching Board • Production of L+T Strategy in HWU format

• Final Operational Plan • Launch and Promotion of L+T Strategy and Plan • Implementation begins

2013

September …

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Learning and Teaching Strategy: Internal and External Factors This section sets out the main Internal and External Factors which have shaped the above framework for the new Learning and Teaching Strategy. Internal Environment (1): HWU Values and the University's Strategic Plan HWU Values The University states categorically that all HWU endeavours will embody the shared values of: Pursuing Excellence; Shaping the Future; Outward Looking; Pride and Belonging; Value and Respecting Everyone. The development process for the Learning and Teaching Strategy has been underpinned by the HWU Values. University's Strategic Plan 2013-2018 The development and publication of the University's Strategic Plan 2013-2018 Global Thinking, Worldwide Influence was a major catalyst in highlighting the need for a new Learning and Teaching Strategy. Two of the three major strategic ambitions of the institution are dependent on, and have provided a clear steer for, the new Learning and Teaching Strategy: In the Strategic Plan, there are very clear parameters set for the Learning and Teaching Strategy, which should deliver "high quality learning and teaching". These parameters can be summarised by the institution's defining characteristics of global recognition and professional relevance. The various parameters can be grouped into four distinctive areas, each of which has been captured in the proposed framework for the Learning and Teaching Strategy: 1. The HWU Graduate 2. The HWU Academic Staff Member 3. The HWU Curriculum/Delivery 4. The HWU Learning Environment The other Key Strategic Themes (Research Intensification; Internationalisation) within the University Strategic Plan and the various Enabling Strategies have also shaped the initial activity around the new Learning and Teaching Strategy. Potential Tensions between Strategic Themes The Learning and Teaching Board has, however, identified potential tensions between the three strategic themes of research intensification, high quality learning and teaching (and student experience) and internationalisation. These major themes need to complement, rather than conflict; eg, a more focused international strategy could facilitate greater effort being directed to research and learning/teaching. Further details on the influence of the University Strategic Plan on the new Learning and Teaching Strategy are available at: http://www.hw.ac.uk/committees/ltb/

• Provide truly global education while maintaining our Scottish roots

• Deliver excellent student experience and highly employable graduates

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Internal Environment (2): Contributors The successful implementation of the new Learning and Teaching Strategy is dependent on developments in the following key areas:

1. Managed process of genuine integration between the University's major strategic themes of research intensification; learning, teaching and the student experience; internationalisation. There is a risk of polarisation of activity and effort into three distinctive areas unless the interconnections are identified and properly managed.

2. Seamless alignment with the strategies of Schools and particular directorates within the Professional Services: Campus Services and Information Services (space, IT infrastructure and learning skills services); Careers Service and Development & Alumni (links with employers); Academic Enhancement (developing skills amongst academic staff). Given the diversity of the University's activity in learning and teaching, common, shared processes are integral to effecting successful implementation.

3. A distinctive Academic Planning Process, linked to School and

University priorities, which would ensure that strategic initiatives related to learning and teaching were properly resourced and embedded into local activity.

4. A re-appraisal of International Strategy and its delivery mechanisms,

with particular focus on working towards a single, University-wide ALP and IDL model. Across most Schools, the current diversity of international activity and the variety of approaches to multi-mode, multi-location delivery are increasing the strain on staff (academic and administrative) and systems/processes.

September ….

To what extent do you agree that these are the key internal areas for development?

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What other internal changes might be needed?

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What are the main priorities in these internal areas for development?

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External Environment (1): National and International Developments As a global institution with Scottish roots, Heriot-Watt is strongly influenced by national and international developments and priorities: Scottish Government

- Curriculum for Excellence: skills and attributes as focus

- Different learning journeys (widening access; FE-HE Articulation)

Scottish Funding Council

- Outcome Agreements (retention; articulation from FE; accelerated degrees; wider access; international competitiveness in research; efficiency; university-industry collaboration)

Scottish Quality Enhancement Framework

- QAA ELIR3, incl. management/enhancement of quality of student learning experience (incl. graduate attributes); strategic approach to enhancing learning and teaching; engaging and supporting staff

- Enhancement Themes, incl. Developing and Supporting the Curriculum; Graduates for the 21st Century

Other external factors include: • increasingly competitive HE market (Scotland, UK and globally) • tuition fees ("Rest of UK" students) • open access learning resources (Massive Open Online Courses: MOOC's) • more aggressive international strategies of Scottish and UK competitors • UK Professional Standards Framework for teaching and supporting learning

in higher education • impact of political climate on HE: Scotland's Referendum (autumn 2014);

General Election (May 2015) • national and international League Tables In the University's Quality Assurance Agency Enhancement-Led Institutional Review (ELIR) in 2011, there were several key areas for development, which have influenced the Learning and Teaching Strategy, including: • Embedding Graduate Attributes • Strengthen the existing quality enhancement culture by ensuring that all

staff understand the University’s strategic approach to quality enhancement In ELIR3 (HWU in 2014), there will be a sharper focus on the University's strategic framework for enhancing learning and teaching.

External Drivers

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External Environment (2): Heriot Watt's outstanding achievements The Learning and Teaching Strategy is designed to be challenging and ambitious, and will build upon the confidence and achievements of the institution, as reflected in the major accolades won recently by HWU: • Sunday Times, Scottish University of the Year, 2011/12 and 2012/13 • Sunday Times, Top UK University for Student Experience • Top Scottish University and 4th UK University in the 2012 National Student

Survey Over 94% of HWU's graduates are in employment or further study within six months of graduation, which places the University in the Top 10 of UK universities (DLHE Survey 2010/11). A high rate of graduate employability will continue to be a core, distinctive objective of the Learning and Teaching Strategy. Heriot-Watt is "Scotland's international university": the development of the Learning and Teaching Strategy has been strongly influenced by globalisation.

What other external, influencing factors do we need to take account of?

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