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Plenary 2: The Faculty Faces the Future

Plenary 2: The Faculty Faces the Future. Curriculum 2012 and the Education Strategy. A more coherent curriculum & an improved student experience Greater focus on the development of employability skills More contact time for students More front-loaded support More e-learning

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Plenary 2: The Faculty Faces the Future

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  1. Plenary 2: The Faculty Faces the Future

  2. Curriculum 2012 and the Education Strategy • A more coherent curriculum & an improved student experience • Greater focus on the development of employability skills • More contact time for students • More front-loaded support • More e-learning • More opportunities for formative assessment - less assessment overall

  3. Progressive development of knowledge and skills • Basic, intermediate, advanced • Academic skills, L4, 5 and 6 (‘Skills plus’ units) • Research skills, L4, 5 and 6 (RM and Dissertation) • Employability and Career Management skills, L 4, 5 and 6 (new e-portfolio) • Important role of the Personal Tutor

  4. Enhancement of interactive online materials and resources • Technology-enhanced learning • Emphasis on learning not just technology • Interactive online resources to add value to the excellent face-to-face teaching • More podcasts, vodcasts, more social media • Need to think in DL terms with all our courses and, with our online developers, design materials with that mind-set • Puts us in a good position to design short courses, be ready to have more DL versions of some of our campus-based courses

  5. The CAP • Consolidation and Assessment Period • Weeks 25 and 26 – Department and Faculty activities • Weeks 27-30 – Assessments: exams and coursework • Faculty-wide activities in the CAP • Employability and Career Management (L4, 5 and 6) • Research Management (L4 and L5) • Course/unit activities in the CAP (next slide)

  6. The CAP • Completion and submission of coursework assignments • Additional feedback on earlier assessments • Revision • Posters, presentations, exhibitions • Preparation for the following year • Fieldwork, placements, professional practice • Work-based learning, work-related learning, employer-led activities • Student conferences • Reflective and planning sessions with the Personal Tutor, including PDP activities

  7. The Education Strategy and the external environment • Education Strategy: first year priorities • Transition, induction, personal tutoring, PDP, E-Portfolio • Student Voice policy • CPD framework for learning and teaching • Flexible UG and PG programmes • Student Voice policy • Student feedback • Student representation • QAA Quality Code • Student engagement • Programme design, approval, monitoring and review • QAA Institutional Review – first year experience, student engagement etc etc

  8. Facing the Future • Next steps • Strengthening the student support system • Enhance the first year student experience • Strengthen the personal tutorial system • Improving the student experience • C2012 – structures, units, curriculum framework requirements • Next phase – review the structure, currency of curriculum, innovative features, interactive online resources

  9. Curriculum Strategy: Post 2012

  10. The Changing Context • An institution-wide curriculum development strategy • Promotion of cross-university themes • Questioning of “why” and “how” in relation to existing University curriculum • Consideration of different types of delivery, particular groups of students, and working with local providers • More market focussed

  11. 1. Enhancing our current courses • Identifying what is innovative, distinctive, current, leading edge • Delivering courses/units more flexibly (e.g. block teaching, online, credit accumulation) • Revisiting employability and work related learning (sandwich years?) • Ensuring that curricula are attractive to international students

  12. 2. Ensuring that our new course proposals are successful • Developing new units and pathways within existing programmes • Offering short courses/standalone units • Obtaining better data to inform new course development • Providing more support/information for course proposers/teams

  13. 3. Responding quickly to external funding and partnership opportunities • Developing generic course frameworks that can be readily adapted/customised (e.g. MRes Humanities (and/or) Social Sciences; New Route PhDs) • Using APL and articulation agreements more effectively

  14. 4. Developing our postgraduate provision • Reviewing the viability of courses and units • Seeking opportunities for cross departmental and cross faculty sharing • Enhancing employability through links with employers • Identifying potential new course structures (e.g. MRes, New Route PhDs) • Ensuring that all courses have a potential international market

  15. Research Strategy: 2014 and Beyond

  16. The contexts • Probable highly-selective REF process, followed by a squeeze on research funding nationally • Research Councils intensifying focus on their own/national priorities and themes • Shrinking pots of money for researcher-led initiatives

  17. AHRC Funding initiatives • Beyond Text: Performances, Sounds, Voices, Images and Objects • Designing for the 21st Century • Diasporas, Migration and Identities • Digital Economy Programme • Global Uncertainties • ICT in and Arts and Humanities Research • Landscape and Environment • Museums and Galleries Research • New Dynamics of Ageing • Religion and Society • Science and Heritage

  18. New cross-Council Programme • Connected Communities • Emerging themes • Science in Culture • Digital Transformations in Arts and Humanities • Care for the Future • Translating Cultures

  19. Horizon 2020 (if Europe survives...) • Societal Challenges (€ 31.7 billion) -for multi-player co-operation projects...  • Health, demographic change and well-being; • Food security, sustainable agricultures, marine and maritime research and the bio-based economy; • Secure, clean and efficient energy; • Smart, green and integrated transport; • Climate action, resource efficiency and raw materials; and • Inclusive, innovative and secure societies.

  20. What are we trying to do? • Research as work • Valued as work, but also open to management as work. • Aiming towards priority areas • Managing adjustments of focus, facilitating internal and external networks. • Creating workload balance • Where research is valuable, making time and space for it to be done professionally.

  21. Summary and Conclusions • Importance of student recruitment and retention • Student engagement / satisfaction • WP challenge • Importance of the curriculum • High quality, VFM provision • Distinctive, innovative and leading edge • Importance of employability • Work experience, volunteering & internships • Student placement manager

  22. Summary and Conclusions • Balance between teaching and research • Time and space for research • Work load relief • ‘Research day’ for research active /engaged staff • Research informed teaching • Curriculum enrichment • Diversify sources of income • Full-cost research • Teaching–led KT • Short courses/CPD • International students

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