SHEFC Update to Learning and Teaching Strategy

SHEFC Update to Learning and Teaching Strategy

To continue to enhance our position as a distinctive university specialising in the provision of high quality, industrially relevant programmes in Science, Engineering, Management, Languages, Textiles and Design in Scotland and Internationally.

1. Goals

Heriot-Watt University aims to achieve the following goals within the next five years:

1.1 To be the first choice university within Scotland for Science, Engineering and Management. 1.2 To be a national and international leader in the development and delivery of flexible,

student-centred learning.

1.3 To be a leading player in global education through the establishment of an international network of educational partnerships.

1.4 To develop a complementary and collaborative network across Scotland’s educational sectors based on high quality open learning materials and integrated curricula, promoting access and movement between sectors.

1.5 To be at the forefront of deriving synergies from teaching and research and thereby ensure that our graduates continue to contribute to the developing knowledge economy and science strategy for Scotland.

1.6 To foster an environment where staff and students value and contribute to the continuous improvement of learning and teaching.

2. Targets

In order to focus the implementation of the learning and teaching strategy towards these goals, the following targets have been set for delivery in AYs 2002/03, 2003/04 and 2004/05:

2.1 Increase by 10% the number of undergraduate applications to SET subjects from applicants eligible for SHEFC funding by

- developing new, and where appropriate multidisciplinary, SET-related courses which meet learner-demand.

- capitalising on SCHOLAR’s recruitment opportunities. - reviewing our institution-wide recruitment strategy.

- implementing a range of widening access initiatives in SET subjects.

2.2 Significant expansion of SHEFC-funded part-time students by 100% through more effective use of existing high quality open learning materials and by realising the opportunities which they provide for adult learners and work-based learning:

- SCHOLAR

- Certificate in Science

- the Heriot-Watt Management Programme

- the portfolio of IT courses at the Scottish Borders Campus

2.3 Increase the number of students on external programmes programme over the next three years to: - 800 (2001/02), 1600 (2002/03), 3000 (2003/04), 4000 (2004/05):

– Undergraduate Management Degree Programme – Undergraduate Information Technology Programme – Masters in Information Technology Programme

– Foundation Programmes in Science and Engineering (SCHOLAR)

2.4 Expansion of external postgraduate programmes so that student numbers exceed 10,000 by 2004/05 by means of

- Continued growth of the flagship MBA through a range of specialisms, including Petroleum Management, and through the recently launched eMBA programme.

- Projected increase in numbers on existing programmes in Petroleum Engineering (130 per cohort in 2004/05), Malting and Brewing (120 per cohort in 2004/05), and various Built Environment options (130 per cohort in 2004/05).

- Launch of additional courses and modules in Energy, Information Technology, and Translation and Intercultural Communication (Arabic-English).

2.5 Extension of collaborative arrangements across Scottish education sectors to include 40,000 registered users of SCHOLAR in 2002/03 by:

- Incorporation of additional partners in the SCHOLAR Forum.

- Extension of SCHOLAR to include additional Higher and Advanced Higher subjects.

2.6 Further enhancement of the relationship between research and teaching at Masters and higher undergraduate levels across Computing, Mathematics, Science, Engineering and Technology, based on advanced options and latest techniques allied to research. Teaching-research links will provide a significant input to the analysis of our portfolio of courses (see section 4.2), ensuring that our programmes are informed by the latest academic, industrial and business advances.

2.7 Significant involvement of staff and students in continuously improving learning and teaching. Over the AYs 2002/03, 2003/04 and 2004/05, it is projected that some 50-70 staff per annum will become members of the Institute for Learning and Teaching, 300 members of academic staff per annum will have undertaken relevant training programmes offered by the Staff Learning and Development Unit and 20 probationers (two cohorts: one existing, one new) per annum will be undertaking the ILT-accredited Postgraduate Certificate in Academic Practice.

From 2002/03, the Academic Committee of the Students Association will be recognised also as a sub-committee of the recently constituted Learning and Teaching Board. The functions of this committee, which will comprise student representatives from the Students Association and from Schools, in relation to the Learning and Teaching Board will be to:

- Provide comments and advice to the Learning and Teaching Board about strategic developments.

- Provide a locus for progressing issues raised by School representatives. - Encourage direct student involvement in learning and teaching.

3. Progress towards our Goals

Heriot-Watt University’s strategy for learning and teaching was set in 1998 and was recently referred to by QAA Subject Reviewers as “a sound and well articulated strategy for the enhancement of learning and teaching“ (QAA Report on Subject Review of Engineering and Computing, 2002, para 20). In view of the fundamental changes effected within the University as a result of the restructuring process, the strategy will shortly be reviewed by our new Learning and Teaching Board, which includes the recently appointed Directors of Learning and Teaching in the six Schools and two Postgraduate Institutes.

In the following sections (3.1-3.5), where reference is made as appropriate to SHEFC’s vision and specific criteria for a high quality HE sector, the University’s progress towards achieving its goals is

outlined. Further details of the University’s approach to continuously improving learning and teaching, as envisaged by SHEFC, are addressed in Section 5.

3.1 Academic Framework

The Academic Framework describes the development and articulation of a shared set of principles underpinning our approach to organising and delivering educational programmes. In effect, it is a revision of regulations and operational guidelines to make provision more flexible in terms of academic pathways, including multiple entry points and exit awards, more coherent in terms of consistent approaches to assessment and progression and more transparent in terms of programme specifications. A fundamental goal of this approach is to ensure that maximum responsibility and accountability remains with the staff responsible for the delivery and assessment of programmes. The development of the academic framework comprises three strands:

3.1.1 The Common Assessment and Progression System (CAPS), which is based on a scheme of grade mapping and differential progression, was implemented in October 1999 across all undergraduate programmes and is already showing positive benefits in terms of transparency, consistency and equity. The scheme, which was reviewed and refined in 2000 and 2001, is currently being extended to taught postgraduate programmes in accordance with the principles of an integrated national qualifications framework.

3.1.2 A framework for Flexible Academic Structures was developed and supported by academic departments in 2000/2001, but has been in abeyance due to restructuring activities (see section 4.3).

3.1.3 New templates for Programme Specifications and procedures for Curriculum Design were introduced in 2000/2001 and have been adopted by more than 60% of our programmes. These provide a more consistent approach to programme and module description and have been integrated with curriculum review and staff development. The specifications were well received by reviewers during this year’s QAA Review of Engineering and Computing and were noted to be “comprehensive” and “clearly defined” (QAA Review Report, paras 6 & 7).

3.2 Open Learning Developments

Innovative approaches to and developments in open learning are becoming one of Heriot-Watt University’s distinctive features. Indeed, it was noted in the recent QAA Review of Engineering and Computing that we had a “clear strategy” for “effective and appropriate e-learning materials” from first year to MSc level (QAA Review Report, para 21). Significant progress has been made in effecting this fundamental change to the delivery of the University’s programmes.

Our approach is to invest in high quality open/e-learning materials and to encourage and support staff in adopting these methods across a growing proportion of our programmes. We are striving to establish the most effective blend of interaction with staff and computer-based methods. It is clear that there is no one solution to this balance; rather we are focusing on the approach best suited to the subject, level of study, student background and abilities of staff.

3.2.1 The SCHOLAR programme continues to be a major success and is believed to be one of the largest e-learning programmes in the world. In 2001/2002 the programme was extended to include Scottish Highers in addition to Advanced Highers, and the materials are now used by 90% of AH pupils in Scotland. This session 20,000 School and FE students are registered. The materials are increasingly being used to enhance our first year teaching, particularly in the new School of Engineering and Physical Sciences where the materials will be used extensively to increase flexibility and improve teaching efficiency.

3.2.2 The development of the entire undergraduate Heriot-Watt Management Programme, which comprises 5 degree programmes and 48 modules, is almost complete (see section 3.3.3). The materials also support on-campus delivery – 10,000 copies of the

materials are being used each year – and have enabled the School of Management recently to reduce lecture hours from 3 to 2 per week in order to encourage a student-centred approach to learning.

3.2.3 Materials developed for other courses, mainly specialist Masters programmes (see sections 2.4 and 3.3.5), have been adapted for on-campus use at both the Edinburgh and Scottish Borders Campuses.

3.3 External Programmes

The University now has a range of programmes available externally, mainly through overseas incountry delivery. The approach of working with international educational partners -“distributed learning” - is proving to be effective and, although it is taking time to establish, it should result in stable and sustainable operations. The following sections outline our main achievements to date in external programmes and to this can be added our involvement in early discussions on establishing new university developments and partnerships in China, Kazakhstan, Syria and Egypt.

3.3.1 The MBA continues to be our flagship programme (7000+ students a present) and in 2002/03 some 600 students have registered for 800 modules on the eMBA. The commitment to working with Pearson as a marketing partner was confirmed with a significant revision and renewal of contract.

3.3.2 The Strategic Open Learning Development (SOLD) Programme, established in 1999, continues to produce high quality materials for on-campus and off-campus use, primarily for Management and IT programmes. See section 2.3 for projected numbers.

3.3.3 The Heriot-Watt Management Programme is well-established (see section 3.2.2) and this year has produced its first graduates. There are more than 800 students, registered mainly in 25 Approved Support Centres in eight countries. Many new support centres have recently been established - in particular the partnership with Hong Kong Polytechnic University for delivery in Hong Kong and in its campuses in mainland China - and should begin to attract significant numbers in 2002/2003. The flexibility of this programme and the quality of materials have been confirmed by standards achieved by learners in examinations.

3.3.4 The SCHOLAR Programme is now being extended internationally. The materials are being used by the Open University of Malaysia (UNITEM) to support a national upgrading programme for Malaysian science teachers. There are currently 3,000 student teachers registered, with a projected increase to 17,500 over the next four years which should establish SCHOLAR as the dominant provider of e-learning materials in Malaysia (See section 3.2.1 for SCHOLAR in Heriot-Watt University).

Heriot-Watt University has recently concluded a Memorandum of Understanding with television’s Channel 4 to offer SCHOLAR for “A” and “AS” Levels throughout England and Wales, in recognition of the success of the Scottish SCHOLAR Forum in providing a high quality learning experience. Channel 4 is keen to extend collaboration to other programmes.

3.3.5 A range of IT/Computing modules at Masters level has been developed in 2001/2002. A contract has been agreed with a major private college in Malaysia and the MSc in IT programme will start in October 2002, initially with 40-50 students. Progress is currently being made towards a Diploma of Higher Education in IT, which will be offered at the Scottish Borders Campus.

In addition, our suite of Specialist Masters programmes continues to develop and expand (see section 2.4 for range of programmes), providing flexibility for learners and meeting the specialist needs of the relevant professions. In 2001/02, there are about 8000 students registered on the flagship MBA and the recently launched eMBA programmes. In addition, there are some 500 external students taking postgraduate modules or

courses in Petroleum Engineering, Malting and Brewing, and various Built Environment options.

3.4 Teaching-Research Links

As a research-led University, the majority of our staff are both “research-active” and “teaching-active”. The benefits of this duality are perhaps most apparent in advanced undergraduate options and in our specialists Masters courses, where subject content is determined largely by the research interests of groups of staff. Undergraduate and taught postgraduate students have opportunities to contribute to departmental research: c.40 publications per annum are based on undergraduate project work and include undergraduates as named authors.

Our interest in Masters’ Training Packages and EngD programmes, where there is an explicit connection between teaching, research and industry, further enable our graduates to participate actively in developing the knowledge economy. Teaching-research links contribute to a stimulating and progressive learning environment across the University.

3.5 Continuous Enhancement

Our commitment to fostering an environment where learning and teaching is valued and appropriately resourced was acknowledged in the QAA Report on the Subject Review of Engineering and Computing (para 30). This has been the major goal of our Learning and Teaching strategy since 1997 and is evident in the above initiatives.

We have “an active staff development culture within the departments supported by an enthusiastic central staff development unit … (which has a) positive impact on the quality of learning and teaching” (ibid, para 35). Support for open learning developments have been referred to in sections 2.3 and 3.2. In addition to the above, the University’s high regard for learning and teaching is further evidenced by the following:

3.5.1 Our Postgraduate Certificate in Academic Practice, which is offered by the Staff Learning and Development Unit in conjunction with a range of staff across the University and was accredited by the Institute for Learning and Teaching after a successful visit in October 2001, is currently being taken by all probationary staff (38 probationers over two cohorts).

3.5.2 Active encouragement for membership of Institute for Learning and Teaching by the Staff Learning and Development Unit: by June 2002 some 140 members of staff have become members of the ILT, with further applications currently being processed.

3.5.3 Some 400 members of academic staff have participated in teaching and learning programmes offered by the Staff Learning and Development Unit in session 2001/2002. See section 2.7 for projected numbers related to the above.

4. Operational Plans for 2002/2003-2004/2005

In keeping with the mission, goals and targets specified above, Heriot-Watt University is on track for significant achievements during sessions 2002/03, 2003/04 and 2004/05. These achievements, which are also referred to in the section on Progress towards our Goals, can be summarised as follows:

4.1 Establish a ‘Centre of Excellence in e-Learning’

The successes of our external programmes, in conjunction with our capability and achievements in e-learning, have given the University a significant lead in these developments in Scotland. In recognition of our reputation, we have had extensive discussions with Scottish Enterprise to establish a (national) Centre of Excellence in e-learning. This is essentially a market-led organisation which will develop and market accredited e-learning materials at an international

level. This collaborative venture will contribute to the positioning of Scotland in global e-education, as envisaged by Executive for Scottish higher education.

4.2 Strategic analysis of our academic portfolio

The Learning and Teaching Board will co-ordinate a strategic review of our portfolio of courses in order to respond proactively to a number of internal and external factors (such as restructuring, decline in interest in some subject areas, globalisation of education, credit-enrolled funding) and to capitalise more efficiently on our unique selling points. This review will be learner-driven and will actively involve the Student Academic Committee (see section 2.7). In this way, we aim to ensure that our courses meet learner-demand, as envisaged in the Lifelong Learning Inquiry.

4.3 Implementation of flexible academic structures

The framework for Flexible Academic Structures, which was developed and supported by academic departments in 2000/2001, but has been in abeyance due to restructuring activities, will be further developed in 2002/2003 and implemented in the coming sessions. The introduction of flexible structures will enable students to progress at different rates, reflecting their ambitions and abilities, on flexible pathways, and deferring decisions on specialism and awards until they are needed. The system will be consistent with the Scottish Credit and Qualifications Framework.

4.4 Review of our recruitment strategy

The Learning and Teaching Board will undertake a review of our recruitment strategy, partly in response to factors identified in 4.2 above, but also to develop our available opportunities (such as increased part-time learning through use of open learning materials) and to ensure that we have a strategy which is coherent and owned across the institution.

4.5 Develop a co-ordinated set of performance indicators

The QAA Report on the Subject Review of Engineering and Computing noted that there was scope for the University to improve the production of accurate and current course progression statistics (para 28). In response to this observation and to integrate the range of progression data currently provided for accreditation purposes and also required internally as part of the annual planning round and annual course monitoring, during 2002/2003 the Learning and Teaching Board will begin the process of developing a co-ordinated set of performance indicators which will help to inform issues related to, inter alia, progression and retention. 4.6 Further encouragement and support of staff in adopting open learning methods

Developments in open learning are increasing the quality of course materials (and also the quality of learning) provided to students and are effecting a balance between conventional and “tutorial-supported open learning” delivery. In 2002/2003 and in subsequent years increased staff development courses will be offered to assist staff in developing and supporting open learning delivery.

4.7 Development of the Learning Environment

At present there is no formal approach across the University to the development of a learning environment which promotes and disseminates innovative approaches to learning and teaching, and which addresses the needs of all students. Our increasingly diverse student population and developments in different modes of delivery necessitate a more coherent and inclusive approach to the development of the learning environment. A working party of the Learning and Teaching Board will be established in 2002/03 in order to begin the process of developing a supportive, integrated learning environment.

5. Continuous Improvement of Learning and Teaching

In sections 3.1-3.3.5, reference has been made to a number of the five aspects to SHEFC’s vision for a high quality sector which Heriot-Watt University is currently addressing, but it seems worthwhile to reiterate these in order to provide a coherent overview of our continuous improvement of learning and teaching.

5.1 Summary

As noted in the introductory paragraph to section 3, the University’s strategy for continuous enhancement was commended in our recent QAA review, as was student involvement in this process (QAA Report on the Subject Review of Engineering and Computing, 2002, para 40). Our commitment to flexibility and international developments is clear in section 3, and indeed it is in these areas that the University is differentiating itself. Activities related to widening participation and encouraging students to achieve their full potential are detailed in Section XXX (Richard to add this).

With regard to employability, the large number of accredited courses, links with employers through work placements and industrial advisory committees together with the University’s continued high ranking in first destination employment statistics demonstrate that we are achieving our mission to provide “high quality and relevant” programmes (see section XX -Richard to add this). In addition, our recent QAA Report noted that “reports from accreditation visits indicate that curricula are meeting professional requirements and students are well prepared for employment” (ibid, para 10).

5.2 External reviews indicate high quality and standards

In the QAA Report on our Continuation Audit, 1999, we were commended in a number of areas related to the implementation of our learning and teaching strategy:

- Our innovative approaches to learning and teaching, in particular developments related to the Academic Framework (paras 39 and 66) and to embedding IT in learning and teaching activities (para 57).

- Links between our strategic approach to staff development and our learning and teaching strategy (paras 65 and 66).

The QAA Review Report on the Subject Review of Engineering and Computing, 2002, noted the high quality and standards of our provision in these subject areas, since it was stated that “Overall, the reviewers have confidence in the academic standards” (para 19) and the quality of learning opportunities with respect to teaching and learning, student progression, learning resources were all rated as commendable.

In addition, the broad range of accreditation reports confirms the high standards and professional relevance of our programmes.

5.3 Evidence of self-critical evaluation of current performance demonstrated, including the

effective use of good practice found elsewhere, information from external reviews and performance indicators

The following extracts from the QAA Report on the Subject Review of Engineering and Computing demonstrate our ability to be self-critical and reflective:

- “Departments have made use of external advice on ways to improve teaching which the reviewers consider to be an example of good practice” (para 22).

- The Self-Evaluation Document “indicated the institution’s commitment to self-critical evaluation and quality improvement” (para 43).

the feedback mechanisms incorporated into External Examiner reports, departments can demonstrate over a three-year period actions taken to address issues which have been identified. Some departments also make good use of external examiners to advise on programme developments. In a similar way, the changing expectations of employers are used to inform curriculum developments through Industrial Advisory Committees.

We have a significant number of academic staff who have wide-ranging experience as External Examiners, consultants, assessors and accreditors, and as external auditors. This provides an external point of reference against which we can evaluate our programmes, particularly in relation to similar programmes elsewhere in the UK.

In addition, we have responded proactively to points raised for further consideration in the QAA Report on our Continuation Audit, 1999. With reference to learning and teaching issues in particular, our approved teacher scheme has been extended to include an approved tutor scheme which is designed primarily for postgraduate students and our Staff Learning and Development Unit now provides a detailed training programme for postgraduate tutors (para 70). We have introduced standardised, simplified progression procedures through the Common Assessment and Progression System (para 73), which has been reviewed twice since its introduction in October 1999 (see section 3.1.1 on CAPS).

5.4 Evidence that support services including libraries, careers, guidance, tutorial and

support services are appropriately resourced, developed and are effective

Support for the above can again be cited from the QAA Report on the Subject Review of Engineering and Computing:

- Subject areas were commended for mentor schemes, including peer tutoring and use of weekly tutorial sessions where performance is monitored between tutor and student via a students workbook.

- “Library provision is both extensive and current. Arrangements are in place to use external specialist library facilities where appropriate” (para 33).

- “The University support provided for students with special needs and the positive manner in which such support is delivered was considered … to be commendable” (para 36).

Internal Review of Office of Student and Academic Affairs (Academic Registry, Careers Advisory Service, Recruitment and Admissions, Student Welfare Services) and of Library included commendations on:

- provision of quality service to students, prospective students and graduates, and evidence of student satisfaction with services (OSAA).

- Quality of service (Library).

5.5 Relevant transferable skills embedded in curricula and assessment processes, to

enhance employability and adaptability

Our commitment to integrating transferable skills within all of our programmes is evidenced most obviously by our high graduate employment rates and by the professional nature of our courses. In addition, as part of our University-wide Guidelines for Curriculum Design (implemented in 2000/2001), we have incorporated a range of Key Skill Clusters which we expect all of our graduates to be given the opportunity to acquire and develop within their courses. These guidelines also contain advice on specifying learning outcomes in terms of transferable skills at course and module level and guidelines on assessing skills. For example, all 200 modules and 15 courses in the School of Management’s undergraduate portfolio provide students with explicit information on transferable skills at the course and module level. Across the University, the Careers Advisory Service collaborates with departments in embedding key skills related to employment in existing modules.

The QAA Report on the Subject Review of Engineering and Computing confirms that we are meeting the specified criteria in this respect, where it was stated that “transferable … skills are

developed in all programmes and were apparent in student work scrutinised as part of the review” (para 11).

In addition, all new programmes must comply with appropriate QAA Subject Benchmarks, including the incorporation of transferable skills, and increasingly established programmes are being reviewed in accordance with benchmark statements.