Learning and Teaching Board

Distinctly Global www.hw.ac.uk

Learning and Teaching Strategy2013-2018

This Learning and Teaching Strategy sets out the strategic ambitions of Heriot-Watt University for the next five years (2013-2018) and aims to deliver the Learning, Teaching and Student Experience objectives set out in the Universitys Strategic Plan Global thinking, worldwide influence.

Key to achieving the Vision and the Four Strategic Objectives are Four Organisational Enablers:

Four Organisational Enablers:1. Integration of

Research, Teaching and Internationalisation

2. Development of an Academic Planning Process

3. Alignment of Professional Services and School Strategies with the Learning and Teaching Strategy

4. Strengthening the University’s quality enhancement culture

This Vision will be fulfilled through Four Strategic Objectives:

Four Strategic Objectives1. Enhancing Student

Learning

2. Reshaping the Learning Environment

3. Developing Staff

4. Growing and Diversifying the Student Population

The VisionTo deliver world-leading, research-informed education and to be recognised globally for the high quality of our graduates.

The University’s overall priorities for the strategic enhancement of learning and teaching by 2018 are framed by Three Key Elements:

VisionFour Strategic Objectives Four Organisational Enablers. This concise, accessible framework is seen as being essential to gaining engagement in, and ownership of, the new Learning and Teaching Strategy.

Three Key Elements

Reshaping the Learning Environment

Enhancing Student Learning

Developing Staff

VisionTo deliver world-leading

research-informed education and to be

recognised globally for the high quality of our

graduates

Growing and Diversifying the Student Population

Framework for the Learning and Teaching Strategy 2013-2018

This strategy will be delivered through a partnership approach between students and staff (Schools and Professional Services) in all locations and with external stakeholders such as employers and professional bodies.

The implementation of the strategy will be monitored and evaluated annually through the University’s Key Academic Performance Indicators (entry standards; wider access entrants; retention/progression; graduate employment; National Student Survey) as well as a series of qualitative and quantitative measures specific to the Four Strategic Objectives. Full details will be set out in the Learning and Teaching Strategy Operational Plan.

The three key elements of the Learning and Teaching Strategy 2013-2018 are summarised in the diagram opposite.

Planning Process

Development of an Academic

and I

ntern

ati

onalisation

Integ

ratio

n of R

esearch

, Teaching

and School Strat

egies

Alignment of S

ervice

Enhancement Culture

Strengthening the

Each of the Four Strategic Objectives is underpinned by a Key Aim and a series of priority areas for development, as outlined in the following pages.

A wide range of cross-institutional initiatives and developments will be progressed in support of the University’s strategic ambitions in learning and teaching. It is essential that these activities are co-ordinated, planned and managed both strategically and locally. Therefore, all intended developments have been grouped into Four Strategic Objectives.

These Four Strategic Objectives will not be progressed in isolation: there are numerous connections between them, with “enhancement” being an overall core purpose. Activities will, wherever possible, be progressed through a few, major projects in preference to disparate, smallscale actions.

Four Strategic Objectives

Four Strategic Objectives• Enhancing Student

Learning• Reshaping the Learning

Environment• Developing Staff• Growing and

Diversifying the Student Population

Each of the Four Strategic Objectives is underpinned by a Key Aim and a series of priority areas for development, as outlined in the following pages.

To achieve this Key Aim, the University’s priorities are to:• Enhance the learning

experience of students across all modes and locations of study

• Develop a distinctive set of HWU Graduate Attributes (Specialist, Creative, Professional, Global), embedding these within all of our taught programmes and enabling all students on taught programmes to acquire them

• Support students in becoming confident, independent learners through a student-centred approach to learning

• Deliver a curriculum which is research-informed, professionally relevant, international and multi-disciplinary in its content

• Offer an increased number and range of international placements available to students through their programme of study

• Incorporate more work-related and interdisciplinary learning opportunities into programmes of study, thereby increasing the numbers of students entering graduate level employment within six months of graduation

• Draw on diversity in the student population to enrich the curriculum and the experience of all students

• Promote student engagement in the development of learning, teaching and assessment initiatives

• Provide a single, integrated service offering learning skills development for students and academic development for staff

• Strengthen the strategic approach to co-ordinating and responding to student surveys and other feedback mechanisms related to the student academic experience

• Deliver an integrated, University-wide induction, transition and support programme, tailored to the needs of different student groups

• Provide a comprehensive range of learning materials and access to learning resources for students across all modes and locations.

Key AimTo deliver a high quality, supportive and challenging learning experience which enables students to fulfil their potential and prepares them for their future career path.

Priority Areas for Development

Enhancing Student Learning

Reshaping the Learning Environment

To achieve this Key Aim, the University’s priorities are to:• Provide a well-resourced

learning environment which supports staff in developing and using innovative teaching techniques, and is stimulating for students in their learning

• Establish a single focus of responsibility, involving all stakeholders, for progressing and making decisions on the development and upgrading

of the learning environment in a managed, co-ordinated and collaborative way

• Review, and adapt where required, the learning environment’s capacity to support opportunities for flexible delivery and study, and its responsiveness to national and international developments in education

• Align the Operational Plans of key contributing services such as Information Services and Campus Services with the Learning and Teaching Board’s learning environment priorities to improve connectivity, efficiency and effectiveness

• Design learning and teaching spaces (physical and virtual) which are flexible, easily adaptable to accommodate different uses and meet the needs of students and staff

• Use academic priorities, including the HWU Graduate Attributes, to determine and drive forward the design, utilisation and refurbishment of learning and teaching space

• Develop the Virtual Learning Environment and related educational technologies to enhance student learning by facilitating initiatives such as collaborative projects between students in multi-locations and student-centred learning activities

Key AimTo deliver a high quality, supportive and challenging learning experience which enables students to fulfil their potential and prepares them for their future career path.

Priority Areas for Development

Developing Staff Environment

To achieve this Key Aim, the University’s priorities are to:• Equip staff, wherever they

are located, with the skills and expertise to teach, assess and support student learning in a globalised institution

• Promote research-informed teaching, ensuring that research shapes the undergraduate and postgraduate taught curriculum

• Encourage the participation of staff in national and international learning and teaching conferences, workshops and developments

• Offer an increased number and range of international mobility opportunities, particularly at the University’s overseas campuses, for academic and professional services staff in support of the enhancement of learning and teaching

• Facilitate collaboration between staff in different locations in order to enhance educational practice and the curriculum

• Co-ordinate and further develop the range of opportunities and processes for identifying, sharing and embedding good practice in learning and teaching

• Enhance approaches to learning, teaching and assessment, drawing on internal and external good practice and aligning delivery methods with the institution’s learning and teaching priorities

• Provide a single, integrated service offering academic development for staff and learning skills development for staff

• Align academic development activities for staff more closely with the University’s Learning and Teaching Strategy and the UK Professional Standards Framework

• Provide a staff development programme in support of Approved Tutors located in Approved Learning Partners

• Recruit staff who demonstrate, or have the potential to deliver, innovation and excellence in learning and teaching as well as in research

Key AimTo promote across the University an environment which values and supports staff in the continuous enhancement of learning and teaching.

Priority Areas for Development

Growing and Diversifying the Student Population

To achieve this Key Aim, the University’s priorities are to:• Expand the range of modes

and locations of study to increase further the inclusivity of provision and to extend the University’s international presence

• Increase the alignment between the growth objectives in the International Strategy and the Learning and Teaching Strategy

• Build on local partnerships with secondary schools and Further Education Colleges to increase the accessibility of programmes

• Develop an academic portfolio strategy, incorporating a review of the University’s taught provision, to ensure that programmes are relevant, fit with the institutional profile and encourage growth

• Increase the entry profile of applicants to programmes in all modes and locations to enhance academic quality, performance and progression

• Give full consideration to issues of equality and diversity (particularly gender and age) in recruitment, admissions and retention processes

• Provide a comprehensive induction, transition and support programme which is tailored to the needs of particular student groups and co-ordinated across the institution

• Recognise diversity in the student population as an opportunity for enriching the experience of all students and staff

• Move increasingly towards a shared, institutional model for the management and operation of learning partner and independent distance learning activities

• Review processes and timings around the structure of the academic year to alleviate pressure points and improve the student and staff experience

Key AimTo grow and diversify the student population through an inclusive and globally accessible portfolio of programmes.

Priority Areas for Development

The major accolades won by Heriot-Watt and excellent performance in external league tables are evidence of confidence, strength and achievement, and demonstrate a supportive internal environment for learning and teaching (see External Environment section).

It is clear from these achievements that the University’s internal environment will continue to be particularly conducive to the successful implementation of this new Learning and Teaching Strategy. The Learning and Teaching Strategy is, therefore, building on very strong foundations.

There is a need, however, for several, additional institutional enhancements to provide a basis for achieving the priority actions highlighted in the Four Strategic Objectives

Four Organisational Enablers

Four Organisational Enablers• Integration of

Research, Teaching and Internationalisation

• Development of an Academic Planning Process 2012/13

• Alignment of the Professional Services and School Strategies with the Learning and Teaching Strategy

• Strengthening the University’s quality enhancement culture

and fulfilling the Vision and for progressing these actions in an integrated, collaborative and efficient way.

The key changes needed to put in place for each of these Four Organisational Enablers are outlined in the following pages.

Alignment of Professional Services and School Strategies with the Learning and Teaching Strategy

• Establishment of a clear process for developing and implementing local enhancement plans in alignment with the institutional strategy.

• Integration between institutional, local and individual objectives related to learning and teaching through the Performance and Development Review (PDR) process.

• A range of mechanisms to support Schools and Services in merging the Learning and Teaching Strategy objectives with their own plans.

• Strengthening of annual and periodic quality review processes as key mechanisms for evaluating local implementation of the Learning and Teaching Strategy.

• Collaboration with the Secretary’s Board to ensure that the Professional Services have the resources and facilities in place to deliver the Learning and Teaching Strategy.

• Collaboration with the Research and Knowledge Exchange Board to balance educational and research priorities and to support Schools in achieving both.

Strengthening the University’s quality enhancement culture

• Improved institutional approaches to identifying, disseminating and supporting the embedding of good practice in learning and teaching.

• Review the University’s quality assurance-related processes to increase the enhancement function and improve the use of management information.

• Increased engagement of staff and students in external enhancement activity, supported by efficient and effective mechanisms for reporting back.

• Effective, timely communication of new and modified academic policies.

• Incorporation of regular “enhancement” slots into the Learning and Teaching Board agenda, including external experts.

• A five-year programme of internal enhancement themes.

• Development opportunities for staff and students aligned to institutional priorities in learning and teaching, but flexible enough to accommodate School and individual requirements.

• Funding for enhancement in learning and teaching, both strategic development funds at the institutional level and School/Service local enhancement funds for individual/team initiatives.

Integration of Research, Teaching and Internationalisation

• Greater alignment between the institution’s academic objectives and its plans for international expansion to enable priorities in learning, teaching and research to drive forward the global agenda.

• Proactive, leading roles for the Learning and Teaching Board and the Research and Knowledge Exchange Board

in setting the University’s international strategy and in contributing effectively to the work of the International Strategy Board.

• Increased cohesion between teaching and research, with a view to cultivating parity of esteem between both and establishing a co-ordinated, collegiate approach to progressing priorities in both areas.

Development of an Academic Planning Process

• Establishment of an annual Academic Planning Process and an Academic Planning Committee to: advise on the prioritisation and funding of all of the University’s strategic objectives in teaching and research (in addition to those related to growth); build an effective alignment between institutional and School/Service plans; and provide a locus for a co-ordinated, collaborative

response to government and sector-wide initiatives.

• Resource allocation processes to be linked to the institution’s academic strategies, and extended beyond the initiatives of individual Schools and Services.

• Revision of existing planning and funding processes to facilitate increased collaboration between Schools and across campuses.

This section sets out the main Internal and External Factors which have shaped the new Learning and Teaching Strategy.

Learning and Teaching Strategy: Internal and External Context

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 2013-2018The 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.

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 Four Strategic Objectives of the Learning and Teaching Strategy:

1. The HWU Student/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 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:

• Provide truly global education while main-taining our Scottish roots

• Deliver excellent student experience and highly employable graduates

Internal EnvironmentHWU Values and the University’s Strategic Plan

External Drivers

External Drivers

External Drivers

External Drivers

External Drivers

External Drivers

External Drivers

External Drivers

MINISTRY OF HIGHER EDUCATION

w w w . m q a . g o v . m y

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

• overseas accrediting authorities, particularly those related to the Dubai Campus (the Knowledge

Scottish Government

Scottish Funding Council

Scottish Quality Enhancement Framework

- Curriculum for Excellence: skills and attributes as focus

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

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

- 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

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

and Human Development Authority, KHDA) and the Malaysia Campus (Ministry of Higher Education and the Malaysian Qualifications Authority)

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 early 2015), there will be a sharper focus on the University›s strategic framework for enhancing learning and teaching.

SCOTTISH UNIVERSITY OF THE YEAR 2011-13

TOP UK UNIVERSITY FORSTUDENT EXPERIENCE

Heriot Watt’s outstanding achievementsThe 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

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 2011/12). A high rate of graduate employability will continue to be a core, distinctive objective of the Learning and Teaching Strategy.

Heriot-Watt is promoted and recognised as “Scotland’s international university”: the development of this Learning and Teaching Strategy has been strongly influenced by the institution’s global outlook and ambitions.

External Environment (2)

Further Information

To make an enquiry or for further information and advice please contact us.

Professor J W Sawkins

Deputy Principal (Learning and Teaching)

j.w.sawkins@hw.ac.uk 0131 451 3611

Dr M King Head of Academic Quality

m.king@hw.ac.uk 0131 451 3728

www.hw.ac.uk/committees/ltb/lt-strategy.htm