updating our learning, teaching and student experience strategy (ltses) suzanne cholertonsuzanne...

1

Updating our Learning, Teaching and Student Experience Strategy (LTSES)

Suzanne Cholerton

Learning and Teaching Conference 2012

6 July 2012

2

Aims of the Session

• To reflect on where we are and what has been achieved

• To provide some context on the current HE environment

• To provide an opportunity for you to input into where we want the next Learning, Teaching and Student Experience Strategy (LTSES) to take us

• To have an enjoyable time working with unfamiliar/less familiar colleagues

• And finally - a little brain teaser!

Sildenafil

3

So what is a strategy? What is our strategy?• "Strategy is the direction and scope of an organisation over the long-

term: which achieves advantage for the organisation through its configuration of resources within a challenging environment, to meet the needs of markets and to fulfil stakeholder expectations". (Johnson and Scholes, 2006)

Newcastle University’s Mission Statement• To be world-class research intensive university• To deliver teaching and facilitate learning of the highest quality• To play a leading role in the economic, social and cultural development

of the North East of England

4

The current Learning, Teaching and Student Experience Strategy

• Published in 2006; revised in 2009/10

– To deliver research-informed teaching and facilitate learning of the highest standard

– To deliver a fully rounded, enjoyable and formative student experience

• Much has happened since then but our fundamental approach to LTSE remains the same

• Refresh rather than major overhaul

• We are in a good place………

5

Learning, Teaching and the Student ExperienceOverall

satisfaction score for

ISB 2011 is 91.4%

18,000+ visitors at July Visit Days

2010 DLHE - 94.3%

employed; 77.7% in graduate

level jobs

Likely to be 10th in

BUCS 2012

PTES 2012 91%

satisfaction with course

89% for overall satisfaction in NSS 2011

Ranked 12th in Sunday Times

University Guide in 2012

Exceed HEFCE

benchmark for

retention (94.6% 2011)

>14,000 ‘ncl+’ opportunities

in 2011/12

6

Over to you…….• How have you contributed to that ‘good place’?

• What have you achieved?

• What are you most proud of?

• What has your School/programme done well?

But what are the challenges and to what are we already committed?

8

Context – the changing basis of funding

• Increased UG fees – decreased HEFCE funding

• Higher UG fees - higher expectations

• Higher fee dependent on meeting WP targets

• Knock-on effects of increasing UG fees (and debt accumulation) for PG

• Development of Doctoral Training Centres or equivalent

• Early CSR likely – forcing the cost down/increasing VFM

9

Context – More competition (and collaboration?)

• De-regulation of UG recruitment

• New providers

• Increasing competition from international institutions

• Emphasis on collaboration– with business (Wilson Report)– Other HEIs - DTCs, N8, RO etc

• Stronger relationships with schools– Imperative to increase social mobility– ‘A’ level reform– UTCs/ HEI sponsored academies

10

Context – Information for stakeholders

• Increased focus on information for and about students– KIS (‘comparetheprogramme.com’)– Student Charter– HEAR

• A PGT NSS? And then a KIS?

• HEFCE’s ‘The Wider Information Set’

• UK Professional Standards Framework - publication of staff teaching qualifications?

11

Internal context

• Societal Challenge Themes

• Internationalisation strategy– International campus’–Challenges of diversity

• Digital Campus– Information systems–Digital literacy–Social media, APPs, on-line learning,

teaching, assessing etc–Open access

How have we used the Teaching, Learning and the Student Experience Strategy?

PGT ‘Offer’

FacultyLTSES

LT&SES

Vision 2021 UG ‘offer’

Vision 2021

• Recently updated and continues to commit us to:–Education for life–Student-centred approach–Value diversity–Research-informed experience –Support for employability –A fully rounded, enjoyable and

formative student experience

14

Undergraduate ‘Offer’ and Student Charter• UG offer– an outline of a set of opportunities that

will form a core of each Newcastle student’s experience whatever their discipline

– all our students can expect provision that meets or exceeds a clearly defined threshold

• Student Charter– Articulates the ‘academic’ offer but also

goes beyond to include personal conduct, health, safety and wellbeing, etc

– Applicable to all students– Format: “We undertake.../You

undertake...”

1. Coherent programme

2. Research-informed teaching

3. Skills development

7. Thorough and timely orientation

6. Support from a personal tutor

5. Supportive assessment and

feedback

9. Good standard teaching and

learning facilities

10. Support for academic & personal

development

11. Opportunities for e-learning

4. Minimum contact time

8. Active membership of

University community

12. High quality information

16

What’s next?• Food for thought

• Recognise external context but don’t let it stifle your thinking

• Consider internal context – how can we harness the initiatives?

• Consider what we’ve already committed to

• What – Education for life– Student-centred approach– Value diversity– Research-informed experience – Support for employability – A fully rounded, enjoyable and formative student experience

17

The Learning, Teaching and Student Experience Strategy

‘It is concerned with how a business competes successfully in a particular market. It concerns strategic decisions about choice of products, meeting needs of stakeholders, gaining advantage over competitors, exploiting or creating new opportunities etc.’

18

Patterns, Profiles and Demographics: UK, EU and International non-EU

82%

4%

14%

2004/5

Student FTE - United Kingdom

Student FTE - Other European Union

Student FTE - Non Eu-ropean Union

78%

5%

18%

2009/10

Student FTE - United Kingdom

Student FTE - Other European Union

Student FTE - Non Eu-ropean Union

19

How do we compare (% non-UK) (2009-10)?

LSE

St Andre

ws

Imperia

lUCL

Warw

ick

Royal H

olloway

Essex

Cambrid

ge

Surre

y

Oxford

Bath

Leice

ster

Manch

ester

Edinburgh

King's

Queen Mary

Nottingh

amEx

eter

Lancas

ter

Newcastle

Reading

Susse

x

Sheffield

York

South

ampto

n

East

Anglia

Birmingh

amBris

tol

Durham

Cardiff

Liverp

ool

Glasgo

wLe

eds

Dundee

Queen's0%

10%

20%

30%

40%

50%

60%

70%

20

Patterns, Profiles and Demographics:

Split between faculties

19%

29%

52%

Student Numbers 2004/5

MedSciSAgEHSS

21%

29%

50%

Student Numbers 2010/11

MedSciSAgEHSS

21

Patterns, Profiles and Demographics:

UG, PGT and PGR

10%

13%

77%

2004/5

Student FTE - Post-graduate Research

Student FTE - Post-graduate Taught

Student FTE - Un-dergraduate

9%

15%

76%

2009/10

Student FTE - Post-graduate Research

Student FTE - Post-graduate Taught

Student FTE - Un-dergraduate

22

How do we compare (% postgraduate)?

LSE

Imperi

al UCL

Oxford

King's

Cambrid

ge

Leices

ter

Warw

ick

Birmingh

am

Reading

Manch

ester

Edinburgh

Surre

yEx

eter

Durham

Southam

ptonSu

ssex

Newcas

tle York

Royal H

olloway

Sheffi

eld Bath

Cardiff

Bristol

Glasgo

w

East

Anglia

St Andrew

s

Dundee

Queen M

ary

Lancas

ter

Nottingham

Essex

Leeds

Queen's

Liverp

ool0%

10%

20%

30%

40%

50%

60%

23

Patterns, Profiles and Demographics:

Full-time or part-time students

95%

5%

2004/5

Student FTE - Full-time

Student FTE - Part-time

95%

5%

2009/10

Student FTE - Full-time

Student FTE - Part-time

24

Part-time (actual) numbers by Faculty and level• HASS SAgE Medical Sciences

155

352

21

Postgraduate Research

Postgraduate Taught

Undergraduate

112

328

244

267

28

25

How do we compare (% part-time)?

Birmingh

amCard

iffKing's

Warw

ick

Dundee

Leice

ster

East

Anglia

Queen'sBathEss

ex

Susse

x

South

ampto

n

Surre

y

Liverp

ool

Reading

Imperia

l

Glasgo

w UCL

Oxford

Lancas

ter

Bristo

l

Manch

ester

Sheffield

Nottingh

amLe

eds

Royal H

olloway

Cambrid

ge

Durham York

Queen Mary

Newcastle

Edinburgh

Exete

rLSE

St Andre

ws0%

2%

4%

6%

8%

10%

12%

14%

16%

26

Patterns, Profiles and Demographics:

Age profile

0%

77%

23%

2004/5

Student FPE - 17 & under

Student FPE - 18-24 years

Student FPE - 25 and over

1%

79%

20%

2009/10

Student FPE - 17 & under

Student FPE - 18-24 years

Student FPE - 25 and over

27

How do we compare (% over 25)?

Dundee

Warw

ickKing's

Oxford

Leice

ster

Surre

y

East

AngliaEss

ex

Glasgo

w

Queen's

Reading

CardiffSu

ssex

UCL

Birmingh

am Bath

Cambrid

ge

South

ampto

n

Nottingh

am

Liverp

oolYork

Bristo

lLSE

Manch

ester

Sheffield

Lancas

ter

Imperia

l

Edinburgh

Leeds

Queen Mary

Durham

Exete

r

Newcastle

Royal H

olloway

St Andre

ws0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

28

Portfolio • Most of our (UK-based) undergraduate portfolio is traditional

full-time Bachelor’s or integrated Master’s provision, delivered in 2 semesters per year over 3, 4 or 5 years• We have little involvement in part-time, out-of-hours or

distance learning delivery• We have ventured only tentatively into the Foundation

Programme/Degree market• We do not validate other organisations’ degrees (e.g. local FE

colleges) • We do not generally offer accelerated degrees• We have recently rejected the notion of two year intensive

degrees• Our PGT provision is more diverse than UG

Portfolio continued

230 Undergraduate Degree Programmes (3, 4 or 5 Years)220 Postgraduate Taught and Professional Development

Programmes (1 Year or 2 Years)Postgraduate Research Programmes (including traditional

doctorates, 1+3 Research Masters plus PhD, professional doctorates e.g. DBA, Clinical Psychology