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Developing PDP within the context of a curriculum change project Dorothy Oakey - Project Director

Developing PDP within the context of a curriculum change project Dorothy Oakey - Project Director Jean Smith - Education Development Co-ordinator CONTACTS: Jean Smith Email: p.j.smith@salford.ac.uk Tel: 0161 295 2309 Dorothy Oakey

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Developing PDP within the context of a curriculum change project Dorothy Oakey - Project Director

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  1. Developing PDP within the context of a curriculum change project Dorothy Oakey - Project Director Jean Smith - Education Development Co-ordinator CONTACTS: Jean Smith Email: p.j.smith@salford.ac.uk Tel: 0161 295 2309 Dorothy Oakey Email: d.h.oakey@salford.ac.uk Tel: 0161 295 2337 SKSP Administrator: Email: skspadmin-ed-dev@salford.ac.uk Tel: 0161 295 2308

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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.

  7. 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

  8. 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

  9. 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

  10. 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

  11. WORKSHOP ACTIVITY 1. add to issues from presentation or own experience 2. suggest solutions strategies

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