Academic Strategy (2014-2017)
Purpose
1. The purpose of this document is to update the University of Gloucestershire Academic
Strategy and to set out the key actions to take it forward.
2. The document is not designed to create an entirely new Academic Strategy. That is
unnecessary because many of the building blocks are already in place and making good
progress. We want to build on them, not replace them.
3. Rather, the purpose is:
a. To update what we already have in place, in the light of progress to date and
changes in the policy environment.
b. To identify the key ambitions we have in developing our academic activities over
the next few years, and the actions we will take in response to build on progress
and extend their impact.
c. To present in a single document how the various components of the academic
strategy are intended to integrate and complement each other.
Goals
4. The University corporate Strategic Plan (2012-17) sets out our five corporate goals:
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To provide students with excellent learning experiences through outstanding
learning and teaching support
To promote enterprise, employability and wider economic, social and cultural
benefit for the community
To embed research, scholarship, practice and consultancy in all our activities
To build strong relationships with selected partners for mutual benefit
To be a successful and sustainable organisation.
5. More recently, we have developed a fuller articulation of what the University stands for,
and what differentiates us from other Universities. The three strands are:
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Outstanding support for students’ learning in a personal and nurturing
environment
Breadth and richness of experience enabling students to reach their full
potential
Significant contribution to the sustainability and wellbeing across
Gloucestershire.
6. This updated Academic Strategy sets out in more detail how we will develop and align
the University’s academic activities (teaching and learning, research and enterprise) to
achieve those goals.
Background and Progress to Date
7. Over the past three years, we have made good progress in developing our Academic
Strategy. The main components have been the following:
8. We developed in 2011 a Learning and Teaching Strategy (2011-15). That set out four
major priorities that should inform all our teaching and learning:
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independent and collaborative learning
learning for life and employment
learning for the future
research/practice-informed learning and teaching
9. In 2010-11 we undertook the Curriculum Framework Review. That was designed to
review and revalidate all our undergraduate programmes, both to incorporate the new
priorities of the Learning and Teaching Strategy, and to ensure the simplification of the
course framework to improve cohort identity, and the rationalisation of modules to
improve the student experience and increase our efficiency. The roll-out of new
undergraduate provision as a result of the outcomes of the Curriculum Framework
Review started in 2011-12 for level IV provision, with the roll out of level VI provision
completed in 2013-14. A further postgraduate element of the review took place in 201213, handled at a Faculty level, with outcomes implemented in 2013-14.
10. In 2012-13 we undertook an Academic Portfolio Review. The purpose was to ‘stand
back’ and review for the medium term which subject areas we should be aiming to
develop, based on the following criteria:
a. Buoyant student demand across HE generally
b. A subject area in which the University already had some level of activity and
reputation, from which we could leverage expansion
c. A professional or occupational career path offering good employment prospects
for graduates
d. Responsive to the needs of employers in our area for skilled, qualified people.
This review was conducted as a one-off exercise in 2012-13, resulting in the outcome of
new undergraduate and postgraduate courses for the 2014-15 academic year, and the
phasing out of some provision from 2013-14.
11. At the same time, the University formed in 2012 a Strategic Alliance with Gloucestershire
College and South Gloucestershire and Stroud College. That has led to the validation
and franchising of a range of new courses, designed to meet demand for HE in
Gloucestershire in areas where the University and the Colleges have complementary
subject strengths.
12. The Academic Portfolio Review, combined with the development of the Strategic Alliance,
led to the introduction of a range of new programmes for academic years 2013-14, 201415 and 2015-16, including new validated and franchised programmes at the Colleges.
They are listed on our web pages for Undergraduate Courses, and Postgraduate Taught
Courses.
13. During 2012, we developed a new Research Strategy (2012-17). The first phase of the
strategy was to complete our REF submission. The second phase is to implement our
six chosen Research Priority Areas, particularly with a view to developing a stronger,
more comprehensive REF submission for the expected 2020 exercise and to support
areas capable of securing sustainable external funding in the medium term.
14. In recent years the University has invested heavily in professional development and
curriculum enhancement. An element of that has focused on Education for Sustainability
(EfS) which is connected across the University as a learning agenda to improve the
student experience and support the work of the professional services.
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15. In parallel with these academically-driven developments, the University has been building
up our support for students to gain employability and generic skills and experiences that
will stand them in good stead for their future careers and lives. This reflects both the
second goal of the University’s Strategic Plan and the second strand of what we stand for
(see 4 and 5 above), as well as the priorities of the Learning and Teaching Strategy. The
major initiatives have been the Degreeplus programme, the Enhanced Student Year, and
the formation of the Growth Hub, in total including:
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The re-framing of the Employability Strategy
The formation of a single Employability Team within the Student Services
Department (comprising Careers, Placements and DegreePlus service teams)
The launch of DegreePlus – a service that supports all students with
accessing co-curricular activity to build their employability-related skills
The launch of the University’s Employability Award for students, to enable
them to gain verified recognition that they have actively engaged in developing
their skills and critically reflected on their growth and readiness for
employment
Partnership work with Academic Schools to support the embedding and
delivery of employability and sustainability as a part of the curriculum
Raising the profile of the Destinations of Leavers from Higher Education
(DLHE) outcomes within the University and creating a sense of shared
responsibility for the results and their improvement.
16. Enterprise is a focus of the Business Development Unit, which replaced the Centre for
Enterprise and Innovation in 2011-12. The focus is on the links between Faculties and
regional business, and development of further opportunities for enterprise for our
students and staff. The enterprise awards recognise achievements, and there is support
for business planning, start-up and incubation. The University has now launched the
Growth Hub which is a partnership with GFrist Local Enterprise Partnership and is based
at the Oxstalls campus, benefitting from £2.7M of HEFCE catalyst funding, along with
potential further European (Strategic Investment Fund) and UK Government (Strategic
Economic Plan) funding. Future enterprise work will build on this success, ensuring the
curriculum encourages students to work with business and gain recognition for their
knowledge and skills through Employability Awards, and also accreditation and
exemptions from Professional Bodies.
17. Underpinning all of these developments has been a commitment to supporting the
development of academic and professional staff. This is a major part of the People and
Culture Strategy. A new Framework for Professional Development has been put in place
as a key enabling aspect for this Academic Strategy, to help all staff identify each year,
as part of the Staff Review and Development meetings, their priorities for training,
development and professional recognition.
Ambitions for the Next Phase
18. Good progress has been made in taking forward all of the initiatives set out above. But it
is now timely to take stock of what has worked and what hasn’t; how we build on
progress after two or three years of delivery; the implications of changes in the external
environment and emerging patterns of student demands and expectations in the context
of higher fees; and the evolution of our own ambitions as a University.
19. In taking stock, we have had regard particularly to the extensive discussion across the
University following recent National Student Survey (NSS) outcomes as a component of
our Course Annual Monitoring process. Those outcomes served to identify some
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important principles for improving the quality of the learning experience we offer for
students.
20. The further evolution of the Academic Strategy has been the topic of wide-ranging
discussion, debate and consultation during the spring and summer terms in the 2013-14
academic year. This discussion culminated in a paper and further discussion at
Academic Board in June 2014, finally resulting in the present Academic Strategy.
Discussions have involved Academic Schools, National and University Teaching Fellows,
Heads of School and Subject Group Leaders, and leaders of Central Professional
Departments. Some of these discussions have been specially convened around
emerging themes (e.g., innovation in teaching and learning), whilst other discussions
have taken place as part of School meetings or key University Committees (e.g.,
Academic Board; Learning and Teaching; Research).
21. As we embark on the next phase of our development, we will ensure that a high quality
student experience continues to be central to our plans. We recognise the importance of
the subject community which is at the heart of the student experience, which is centred
on the course, but is often shaped by broader factors such as the campus, the cocurricular opportunities, the social and sport opportunities, and, critically, the staff who
teach and support. We recognise that many of our students are not campus-based, and
their experiences are shaped in other ways, and that technological advances enable us
to engage with all of our students in flexible ways. For all students, we know that critical
factors are the opportunity to work with high quality staff, drawing on excellent resources
in flexible ways. These critical factors provide the basis for a ‘student-centred’ approach
to teaching and learning, ensuring students are involved as partners in the design,
development and modification of their courses and in the development of the broader
learning environment. Increasingly technological advances are allowing communities to
develop separately from a ‘place’, and we will recognise these opportunities in the
development of our subject communities and how we engage with our students.
22. The following major ambitions and priorities for action have been identified.
Ambition 1: Building Subject Strength and Course Identity
23. Central to a high quality subject offer is the alignment of activities (courses, research,
enterprise) and the critical mass of expertise and resources, capable of attracting,
nurturing, challenging and developing students and staff to reach their potential and
develop their careers.
24. As part of our annual quality arrangements, and reflecting feedback through the NSS, we
have identified a need to build up a stronger sense for both students and staff of
identification with the subject as their shared community and academic purpose. It is
also clear that students find their experience of higher education more rewarding if their
course has a strong identity.
25. The subjects, as the community that our students and staff join, are defined and
developed in line with Faculty plans, and these plans will reflect the ambitions in the
Academic Strategy. Of central importance is the overall subject context guiding
development and investment decisions.
26. In order to ensure that we continually review and refresh our portfolio on an annual basis
in a systematic manner, and in keeping with the terms of reference of the Academic
Portfolio Committee, our portfolio will continue to be subjected to a review on an annual
basis, normally concluding in the summer term, and resulting in outcomes for validation,
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marketing and promotion for the autumn term. Given our extensive strategic
partnerships, portfolio review will carefully consider partner portfolios to ensure
progression possibilities, along with pathways for international students. The overarching
aims of the portfolio review are to ensure the University has a course portfolio that:
a. Builds on subject strengths of the University, ensuring a critical mass of expertise
and experience and a high degree of alignment of activities
b. Recognises buoyant subjects, reflecting the interests and career aspirations of
prospective students
c. Recognises the local economic context, ensuring an increased alignment of the
course offer and the economic landscape in Gloucestershire
d. Takes account of the requisite components of a high quality student experience
beyond the course itself, including progression pathways, related courses, cocurricular opportunities, and employment opportunities
e. Considers professional body recognition by achieving course accreditations and
endorsements and securing “exemptions” for students where possible
f. Takes account of recent subject performance, including: Enquiry, Application,
Enrolment Ratios; Entry Tariffs; Recruitment Trends; Student Satisfaction;
Student Retention; Degree Classifications; Graduate Employment; Financial
Contribution levels; Research and Enterprise income.
27. The key actions we will take to realise this ambition are:
Action
a. As a component of Faculty Business Planning, and in
keeping with the remit of Academic Portfolio
Committee, conduct an annual portfolio review to
identify new courses to introduce and existing
courses to phase out.
b. Support subjects to achieve alignment of courses,
research and enterprise, and the development of a
critical mass of students and staff to ensure viability.
c. Ensure Faculty plans include actions to develop
subject and course identity, including the use of
space, technology, learning resources and a
programme of activities and events.
d. Ensure Professional Department plans include
actions to support the activities to develop subjects
within Faculty plans.
e. Create a public profile for our subject strengths within
our marketing and communications programme.
Owner
Deputy VC
Timeline
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Deputy VC
2014-17
Deputy VC
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Director of
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Ongoing
Ambition 2: Promoting Innovative, Engaging, High Quality Teaching
28. If students are to experience the highest quality of higher education which engages them
actively in their own learning, we must continue to provide effective training and
development for all academic and support staff. This is a major element of the ongoing
implementation of the People and Culture Strategy and a key enabler for this Academic
Strategy.
29. The environment in which learning takes place must promote innovative and effective
teaching, supporting a ‘student-centred’ approach. Our ‘classroom of now’ project is
focused on the development of the physical teaching environment, but we are also
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focusing on engagement of students in learning prior to arrival in the classroom, through
the curation of learning resources and further use of technology.
30. There is extensive research evidence that students learn more, and enjoy their courses
more, if they are actively engaged in the management of their own learning, rather than
passive recipients of didactic teaching. This extends beyond their personal engagement
in their chosen modules, and into how students are represented in the design,
development and delivery of the curriculum, and the development of a strong course and
broader subject identity and community.
31. The key actions we will take to realise this ambition are:
Action
a. To continue to develop the framework for
professional training and development of staff,
incorporating best practice from elsewhere and
drawing on external contributions
b. Through a reformed Staff Review and
Development scheme, ensure all academic and
support staff agree with their managers each
year their priorities for training, development and
professional recognition
c. To work with Subject Group Leaders and course
teams, including course student representatives,
to develop a shared understanding of engaging
and innovative student-centred learning and how
it is best applied
d. To ensure that all academic staff are supported
through training and advice to make full use of
electronic management of assessment, to give
timely and useful feedback to students on their
assignments
e. To ensure that academic and support staff can
gain recognition for their professional skills,
including through the Fellowship framework of
the Higher Education Academy and the UoG
Staff Excellence Awards
f. To build on the ‘classroom of now’ project to
ensure all relevant spaces are designed to
promote student-centred learning
g. To support the Students Union in promoting
Course Representatives and developing the
School Representatives to ensure enhanced
student engagement in teaching, course and
broader subject developments
h. To use the enhanced student year as a context
for offering all students opportunities for a wider
range of experiences that enrich their
understanding of the subject, their career
prospects and their own potential
Owner
Dean of
Academic Dev
and
Director of HR
Dean of
Academic Dev
and
Director of HR
Timeline
Ongoing
Director of
Academic Prac
Sept 2015
Director of
Academic Prac
Sept 2015
Director of
Academic Prac
and
Director of HR
Ongoing
Pro VC Ops
Director of
Academic Prac
Director of
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Director of ICT
Dean of
Quality and
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Sept 2017
Director of
Academic Prac
and
Director of
Student
Services
Sept 2015
Sept 2015
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Ambition 3: Delivering Excellent Research through our Research Priority Areas
32. As a learning-led, research-informed University, research, scholarship and practice are
recognised as core to the development of a high quality student experience. Our
students want to engage deeply with their subjects, understanding how knowledge is
advanced and the part they can play in developing knowledge in the future. Our students
expect to be taught by staff deeply engaged in their subjects, contributing to subject
advances and the application of knowledge to improve practice. The skills we expect of
researchers are skills sought by employers, so engagement with research and the
integration of research and teaching is of fundamental benefit for students and staff. Our
Strategic Plan confirms that we will continue to embed research, scholarship, practice
and consultancy in our work, and that we will invest selectively in areas where our
research can excel.
33. We are making good progress in implementing the Research Strategy. The University
successfully submitted its return to the 2014 REF, with submissions in six Units of
Assessment. The REF results will be known in December 2014. We have identified six
Research Priority Areas (cross-University themes) for future investment, drawing on
knowledge and expertise across the University, to build up a wider range of research
areas in which the University can achieve excellence:
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Environmental Dynamics and Governance
Sport, Exercise and Wellbeing
Being Human: past, present and future
Applied Design for Business
Retail, Marketing and Management
Learning for Professional Contexts
34. The themes will form a core component of our Research Strategy, ensuring a focus on
contemporary challenges, where advances can draw extensively on our subject expertise
in interdisciplinary and innovative ways. The needs of the Research Priority Areas will
determine the investment in research leadership and capacity, building programmes of
research that are resilient and sustainable, and capable of securing competitive external
funding and delivering high quality research outputs. Our Research Centres will align
with the Research Priority Areas, ensuring that groupings of researchers with common
interests strengthen the capacity in these Research Priority Areas.
35. Our postgraduate research portfolio will reflect our Research Priority Areas, ensuring
students are advancing their research projects within a dynamic and supportive research
environment, benefitting from topic expertise and experience, and a critical mass of fellow
students and staff. Our research students will collaborate in focused programmes of
research to ensure high quality supervision and experience. Our supervisors will reflect
best practice in supporting our students, and benefit from development programmes
specific to their needs. In aggregate, we will develop an environment for our research
students that ensures they graduate with attributes and knowledge to make significant
subject contributions and progress in their careers.
36. In the build up to REF2020 (or equivalent), we will broaden our range of subjects for
submission, building on our submission to REF2014, and aligning with our Research
Priority Areas. Deliberate steps will be taken to advance impactful research, ensuring
mechanisms are in place to provide evidence of impact. Our Research Priority Areas are
applied in nature, providing an ideal platform to advance the impact of our research.
Future excellence exercises will demand excellent research, with outputs deemed to be
world leading and internationally excellent. Funding and doctoral completions are further
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important indicators of a quality research environment. We will carefully consider the
potential to expand our submitted subjects in light of these requirements.
37. Many staff contribute to the development of the research environment, so it is important
we raise awareness of our research ambition and priorities, and develop staff to play their
part. We will also better promote the achievements of our researchers, demonstrating to
students and stakeholders our contributions to subject advances and the impact of these
advances.
38. The key actions we will take to realise this ambition are:
Action
a. Within the new Staff Review and Development
scheme, ensure that all academic staff agree with
their manager their objectives each year for research
and scholarly activity, and that performance against
those objectives is assessed at the end of the year.
b. Working with the Convenors of each Research
Priority Area, and in turn the leadership groups, to
develop agreed research programmes and to
determine how to work most effectively to secure the
best prospect of making a successful submission to
the expected 2020 REF.
c. Working with the Convenors of each Research
Priority Area, Faculty Leads for Research, and
Deans of Faculty, to identify current and future staff
contributors to each area, supporting the
development of talented researchers, including those
ready to become readers and professors where there
is a leadership or capacity shortfall.
d. Working with the Head of Postgraduate Research
and Faculty Leads for PGR, to ensure the agreed
Research Degrees action plan is implemented in full.
e. To strengthen the University’s research culture and
enabling environment, in line with the expectations of
the QAA Code, underpinned by robust data.
Owner
Dean od
Academic Dev
and
Director of HR
Timeline
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Academic Dev
Sept 2015
Dean of
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Ongoing
Dean of
Academic Dev
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Academic Dev
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Ambition 4: Developing the Co-Curriculum
39. The University has made good progress in recent years in extending the range of
experience available to students, with support to broaden their understanding and gain a
wider range of employability and life skills. This the second major strand in what the
University stands for, and is closely linked to the second ambition in promoting
innovative, engaging and high quality teaching and learning opportunities. But there is
more to do to ensure all students understand, and take advantage of, the opportunities
available to them; and to ensure that those opportunities are well integrated with, and
complementary to, their modules.
40. Drawing on our partnerships and networks in Gloucestershire and beyond, including the
developing Growth Hub and our work with the Students’ Union, the Local Enterprise
Partnership and other external organisations, we will expand practice input and practice
experience as part of the broader student experience.
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41. All students will be encouraged to work with their Personal Tutors to develop their Future
Plans, ensuring they take advantage of the full range of volunteering, placement and
work experiences on offer, building towards employability awards and recognition through
the Higher Education Achievement Record (HEAR).
42. Where possible, courses will also align with professional body requirements, leading to
course endorsements and ‘kite-marking’, and accreditations and exemptions for students.
43. The key actions we will take to realise this ambition are:
Action
a. Through the implementation of the enhanced student
year, to extend the opportunities for students to
experience co-curricular activities in addition to their
course.
b. To develop the role of Personal Tutors as the key
academic staff providing personal advice and
guidance to students on how to make best use of
those opportunities.
c. To encourage students to make full use of Section 6
of the Higher Education Achievement Record,
particularly through attaining UoG employability
awards, as a way of gaining recognition for their cocurricular achievements.
d. Create a public profile for our distinctive approach to
the co-curriculum within our marketing and
communications programme.
Owner
Director of
Academic Prac
and
Director of
Student
Services
Director of
Student
Services
Timeline
Ongoing
Director of
Academic Prac
Ongoing
Director of
MandC
Sept 2015
Ongoing
Ambition 5: Achieving a Consistent Focus on Enhancement
44. A feature of the debate as part of Annual Monitoring of Courses, and in response to
annual student satisfaction survey outcomes, is the need to rebalance our approach to
quality, striking a balance between assurance and continual enhancement.
45. Annual Monitoring continues to provide the framework for enhancement of courses, as
well as quality assurance, a stronger focus will be placed on the regular updating of
course action plans, drawing on inputs throughout the year. We will build a stronger
enhancement component into a new process of Annual Monitoring of Courses.
46. Evaluation of University-wide initiatives and projects also provides a basis for continual
enhancement. We will strengthen our evaluation framework, drawing on the expertise in
project management and evaluation across the University, and ensure integration with
existing and planned routine data capture as components of our Data Strategy and
Marketing work.
47. The key actions we will take to realise this ambition are:
Action
a. Launch a new Annual Monitoring process, ensuring a
re-balancing of assurance and continual
enhancement.
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b. Drawing on expertise and best practice across the
sector and University, strengthen our approach to
evaluation of initiatives and projects.
c. Working with Finance and Planning and Marketing
and Communications, ensure Data Strategy supports
continual enhancement, and builds alignment where
possible with Key Performance Indicators.
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Dean of
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Dean of
Academic Dev
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Key Performance Indicators
48. Within the University corporate Strategic Plan and Operating Plan, we have already
identified key performance indicators which we will use to track achievement of the
ambitions within this updated Academic Strategy.
49. The key ones are:
a. Overall student satisfaction with their University experience, and specifically of
their teaching and learning, within the National Student Survey, the Postgraduate
Taught Experience Survey and the Postgraduate Research Experience Survey.
b. Biennial Staff Perception Survey outcomes, particularly those relating to the
availability of training and development.
c. Proportion of staff gaining professional recognition at one of the levels of
Fellowship within the Higher Education Academy.
d. Levels of participation in Degreeplus opportunities, the University Employability
Award, and Section 6 of the HEAR.
e. Destination of Leavers from Higher Education (DELHE) survey outcomes.
f. REF 2014 outcomes, and outcomes from subsequent national QR exercises.
g. Research and Enterprise bidding rates, success rates, and income.
h. Quality Assurance Agency Higher Education Review outcomes.
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