Learning and Teaching BPP University College of Professional Studies Strategy for Learning and Teaching 2012‐2016
EXECUTIVE SUMMARY This document summarises BPP’s coordinated approach to managing the strategic enhancement of our learning and teaching. Our vision is to develop an academically rigorous and practically relevant curriculum that can be experienced by a variety of learners in an exciting and engaging way in order to develop better future practitioners. By achieving this, we believe that our learning and teaching will challenge the status quo in higher education and demonstrate that our sometimes disruptive, innovative influences demonstrate a fresh approach to learning and teaching that is academically rigorous and practically relevant. This strategy has been logically built up from our eight core principles which have been developed in to aims and then strategic objectives. Each objective has clear accountabilities and a formal control mechanism. Further detail on our wider strategy is included within a number of related sub‐ strategies mentioned on page two. Current context I)
II)
The implementation of our learning and teaching practices and processes varies across the organisation and such variation reflects specific programme needs and requirements, the stage of development of each constituent element of the School and the requirements of external validation bodies. Established practices that support learning and teaching activity at BPP include: • • • • • • • • • •
Faculty Selection, Induction and Development Student Induction Virtual Learning Environment development and use Physical Learning Environment development and use Assessment and Feedback Scholarship Curriculum Design and Validation Material Development Career Development Quality Control
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I) II) III) IV) V) VI)
Implement this comprehensive institutional model for the management of learning and teaching across all Schools and programmes. Create a common language for our learning and teaching across all Schools and programmes Clarify and simplify educational practices and processes Ensure staff are aware of our approach to learning and teaching Reinforce the role of the Learning and Teaching Team to further enhance and support BPP University College’s institutional approach to education enhancements Expand the use of the Learning and Teaching Committee to further involve the student and tutor voice in educational deliberations.
INTRODUCTION At the time of receiving degree‐awarding powers, in 2007, each major programme and the Business School had its own learning and teaching strategy that determined the pedagogy used. These learning and teaching strategies were all cognisant of the context and requirements of the programmes being delivered. As BPP grew and developed it became apparent that having a plethora of learning and teaching strategies could lead to a range of principles being applied. With continuing growth, not least with the School of Health emerging at BPP, it seemed appropriate therefore to have an overarching strategic approach to our learning and teaching. This Learning and Teaching Strategy sets our vision and strategic context for BPP University College’s learning and teaching before articulating our principles and aims. It should be considered alongside the more focused strategies that collectively provide a comprehensive and coherent overall picture for learning and teaching at BPP, as illustrated in the diagram below. Part two of the document sets out our strategic objectives, targets, resource implications etc.
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Learning and Teaching Strategy
Detailed supporting institutional strategies
Strategy for faculty profile
Strategy for Faculty Development
PGCPE AC
Our Focus
MEd
LTC
Strategy for employability focus within the curriculum
Strategy for Learning Environments (Physical and Virtual)
AC
LTC
Our focus is on equipping our students for life‐long learning and ensuring that they have the potential for the acquisition of knowledge and skills that warrant competency, growth and development in the workplace.
Strategy for Scholarship AC
Strategy for Assessment Enhancement ETC
We want our graduates to establish real life career building opportunities throughout our programs and to foster opportunities to connect and network with their peers and employers.
Local Context and Implementation Plans
Law School
This Document
Test Prep
School of Health
Business School
Written
We will create a community of learning that values creativity, professionalism and achievement and which displays these attributes and encourages and facilitates their development in its learners
To be written
KEY: AC = Academic Council ETC = Education and Training Committee LTC = Learning and Teaching Committee PGCPE = Postgraduate Certificate in Professional Education MEd = Masters in Education
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Our Vision
To develop an academically rigorous and practically relevant curriculum that can be experienced by a variety of learners in an exciting and engaging way in order to develop better future practitioners. OUR STRATEGIC CONTEXT BPP was founded in 1976 as a specialist provider of accountancy training and publishing. In 2007 BPP became the first for profit private institution to gain degree awarding powers.
The QAA’s final report in 2007 included the following comments: • “BPP has placed itself at the quality end of the educational market” • “The assessors consider that the learning support resources with which students are provided exceeds the benchmark expectations and could with benefit be emulated by some publicly funded institutions”
BPP has subsequently been acquired by Apollo Global (2009) and gained University College title (2010). BPP now offers a wide range of undergraduate, postgraduate and professional programmes across Business, Law and the Health sectors. Many UK Higher Education Institutions are world leading in their approach to learning and teaching. Expected quality standards from students, employers and regulators in the UK are among the very highest in the world. Some of the most important predicted trends in learning and teaching practices over the next few years include:
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Past 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Future
Classroom dominant College based Formal learning Instructor‐led Centrally provided information Isolated learning Hour‐long learning objects Location‐centric One size fits all Closed educational resources Available at certain times Segmented by team function Just‐in‐case education Tutors as experts
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
More blended learning More workplace based learning More informal learning More self‐directed learning More search‐based inquiries More social learning More 5‐minute content objects More mobile‐centric More personalised More open educational resources 24/7 availability of learning More project‐based and cross functional More just‐in‐time education Tutors as facilitators and coaches
Our learning and teaching models are based around eight core principles which we use to illustrate our approach to providing excellent learning opportunities for all our students. OUR LEARNING AND TEACHING PRINCIPLES Our learning and teaching model is based around eight core principles: 1. We are student centred 2. We use an appropriate range of learning and teaching models 3. We design and deliver well structured, flexible and blended learning programmes 4. We have an appropriate physical/virtual environment for each learning experience 5. We continuously adapt and enhance our learning and teaching 6. We continuously develop our faculty to meet the needs of our evolving programmes 7. We will continue to develop an active community of learning and teaching practice 8. We develop future practitioners and ensure that employability is at the heart of all our programmes
OUR LEARNING AND TEACHING AIMS Our principles will be demonstrated through attainment of the following aims Principle 1:
We are student centred 1.1. We capture the student voice in learning and teaching issues 1.2. We aim to take account of students’ prior learning and experience in determining the length and content of their individual programme wherever possible 1.3. We provide students with adaptable pathways for learning enabling them where possible to have choice over the length and delivery of their programme
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1.4. We design learning opportunities that encourage responsibility for independent learning where possible 1.5. We provide appropriate academic and pastoral support to all our students 1.6. We ensure that our alumni feel connected to BPP and look to us to support them in further developing and enhancing their careers
Principle 2:
We use an appropriate range of learning and teaching models 2.1 We recognise the need to adapt our learning and teaching according to academic level 2.2 We incorporate the need for professional accreditation in some of our programmes 2.3 We suitably adapt our learning and teaching for different subject disciplines 2.4 We suitable adapt our learning and teaching for different modes of delivery
Principle 3:
We design and deliver well structured, flexible and blended learning programmes 3.1 We understand the various pedagogies we use which may vary according to mode of delivery and subject discipline 3.2 We design modules representing best practice in constructively aligned learning outcomes, assessment and learning and teaching activities 3.3 We strive to provide a suitable form and weight of assessment appropriate to the learning outcomes being assessed 3.4 We will provide prompt, regular and personal feedback to help students assess their progress towards learning and career outcomes and offer advice on how they could improve 3.5 We provide blends of synchronous and asynchronous learning opportunities appropriate to the various needs of the programmes and students 3.6 We encourage active, engaging and collaborative learning 3.7 We will seek out and appropriately apply learning technologies that will improve student experience and learning
Principle 4:
We have an appropriate physical/virtual environment for each learning experience 4.1 We will continue to enhance the physical infrastructure for learning and teaching 4.2 We will continue to enhance the virtual tools and environments for learning and teaching
Principle 5:
We continuously adapt and enhance our learning and teaching for each context 5.1 Feedback from students, tutors and external examiners informs our course design 5.2 We will contribute towards the advancement of our various educational models of learning through appropriate scholarship activities 5.3 We will engage with networks of external practitioners, academics, educationalists and regulators to remain up to date with developments in our sector
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Principle 6: We continuously develop our faculty to meet the needs of our evolving programmes 6.1. We support faculty to acquire appropriate teaching qualifications and career enhancement opportunities 6.2 We encourage and value relevant scholarship, research and the continuing professional practice of our faculty 6.3 We aim to develop our faculty to be digitally literate and confident educating in an online environment 6.4 We develop our tutors with a broad toolkit of skills including coaching and facilitation Principle 7: We will develop an active community of learning and teaching practice 7.1 Our Learning and Teaching Committee encourages ideas and practice across the institution to be discussed and for the student and tutor voices to be considered 7.2 We will facilitate a range of informal opportunities for staff to exchange ideas 7.3 Our 5 year Learning and Teaching Strategy will guide our educational development 7.4 We will develop shared BPP terminology for learning and teaching Principle 8:
We develop future practitioners 8.1 Our graduates are able to join and contribute to the development of their business or profession 8.2 We will involve people with practitioner experience in our learning and teaching wherever possible 8.3 We ensure that our graduates have the necessary skills and attributes required to be effective in their chosen profession
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OUR STRATEGIC OBJECTIVES Principle 1: We are student centred No
Objective
Target/KPI
Completed By
Resource
Owned By
Risk Probability H/M/L
Risk Impact H/M/L
Control
Aim 1.1 We capture the student voice in learning and teaching issues ongoing CEO of students CEO of Students a Students are represented The CEO of L H LTC Agenda item Student Reps students is in learning and teaching Chairs of appointed, discussions that inform Committees and alongside current the decision making other fora students, to the process LTC, ETC, Academic Council, School Boards and other fora ongoing CEO of students L H School Boards and SSLCs are held once CEO of Students b Student feedback is LTC Schools a term encouraged through Student Reps Student Staff Liaison Committees Schools ongoing PLs L L School Boards Feedback is c Students have the Students collected and opportunity to feedback analysed for each individually on modules module and programmes Schools Deans of M H School Boards, ETC All programmes are Schools d Annual programme Quality Office Schools and Academic monitoring is carried out monitored and Council in which student feedback Schools consider continuous is considered improvement opportunities Aim 1.2 We aim to take account of students’ prior learning and experience in determining the length and content of their individual programme wherever possible Schools ongoing PLs L L School Boards All students a Consideration is given, Admissions consider their during the admission individual process, for each programme is student’s individual appropriate circumstances / learning Page 8 of 20
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requirements
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Aim 1.3 We provide students with adaptable pathways for learning enabling them where possible to have choice over the length and delivery of their programme ongoing Deans of Schools M H Validation process There is increased Schools a Emphasis, where Validation Panels flexibility, options appropriate, will be on and choice for adaptable pathways students during design and validation of programmes Aim 1.4 We design learning opportunities that encourage responsibility for independent learning where possible All graduates are Schools ongoing Deans of Schools H M Graduate a All appropriate independent employment data programmes encourage learners considered at ETC and support students to become autonomous learners Aim 1.5 We provide appropriate academic and pastoral support to all our students July 2012 Deans of Schools L M Review progress a Implement personal tutor All students have a Schools via LTC agenda plan across Schools personal tutor with whom they engage and whose role they understand Student Services ongoing Head of Student L M Review progress b Student Services support All students are Services via LTC agenda is in place aware of the services and resources available to support them Aim 1.6 We ensure that our alumni feel connected to BPP and look to us to support them in further developing and enhancing their careers M L School Boards All alumni feel Alumni Team ongoing Head of Alumni a Alumni relationship connected to BPP Schools Team management system in Deans of Schools place CPD courses are PD Teams Ongoing PD Programme M L PD Programme b Alumni come to BPP for well attended by Schools Leaders Leaders CPD. CPD courses are BPP alumni relevant and useful for alumni
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Principle 2: No
We have an appropriate range of learning and teaching models Objective
Target/KPI
Completed By
Resource
Owned By
Aim 2.1 We recognise the need to adapt our learning and teaching according to academic level ADTE L and T Team July 2012 a Set up training resources All faculty understand the on SharePoint to explain academic levels to faculty distinctions in particular between levels 6 and 7 Aim 2.2 We incorporate the need for professional accreditation in some of our programmes All relevant Schools July 2012 Deans of a Programmes reflect Schools professional accreditation programmes requirements where possible Aim 2.3 We suitably adapt our learning and teaching for different subject disciplines ongoing Deans of All programmes Schools a Programme delivery Schools Instructional reflects pedagogies Design relevant to the discipline Aim 2.4 We suitably adapt our learning and teaching for different modes of delivery Jan 2013 Head of All multi mode Instructional a Programme design and Instructional programmes Design delivery reflects Design Schools pedagogies relevant to the mode of delivery
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Risk Probability H/M/L
Risk Impact H/M/L
M
M
Review progress via LTC agenda
M
M
School Boards
M
H
Review progress via LTC agenda
L
L
LTC Agenda item
Control
Principle 3:
We design and deliver well structured and flexible blended learning programmes
Risk Risk Probability Impact Control H/M/L H/M/L Aim 3.1 We understand the various pedagogies we use which may vary according to mode of delivery and subject discipline M M Academic Council Policy is written L and T Team July 2012 Dean of a We articulate our agenda and implemented Learning and approach to pedagogies Teaching used for different modes of delivery Statement is Schools July 2012 Deans of M M LTC agenda b We articulate our written and used to Schools approach to the inform approach pedagogies used for different disciplines Aim 3.2 We design modules representing best practice in constructively aligned learning outcomes, assessment and learning and teaching activities a Programmes are All programmes Schools ongoing Deans of M H Validation process constructively aligned Schools Aim 3.3 We strive to provide a suitable form and weight of assessment appropriate to the learning outcomes being assessed Assessment Sub Dec 2016 Deans of H H Academic Council a Assessment strategy is in Assessment Committee (LTC) Schools place strategy is implemented Aim 3.4 We will provide prompt, regular and personal feedback to help students assess their progress towards learning and career outcomes and offer advice on how they could improve July 2012 Deans of M H ETC a Feedback policy paper is Feedback policy is Assessment Sub Schools produced implemented Committee (LTC) Schools Aim 3.5 We provide blends of synchronous and asynchronous learning opportunities appropriate to the various needs of the programmes and students Instructional Dec 2016 Deans H M ETC a Programmes are designed All programmes Design using appropriate L and T Team instructional design methodology Sept 2012 REN Curriculum H L Project REN Project REN Validate and b Pilot a radically new work stream Governance deliver the project curriculum team programme for working Validation process Business School REN pilot students Aim 3.6 We encourage active, engaging and collaborative learning ongoing ADSL M M Regular report by Student feedback Instructional a Learning opportunities student reps and indicates success Design are active, engaging and ADSL to LTC Schools collaborative where No
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Objective
Target/KPI
Completed By
Resource
Strategy for Learning and Teaching
Owned By
February, 2012
possible L and T Team Aim 3.7 We will seek out and appropriately apply learning technologies that will improve student experience and learning 2016 L and T Team H H Learning a Learning Technology Learning Technology strategy is in place Technology L and T Team strategy is Schools implemented IT Principle 4: To have an appropriate physical / virtual environment for each learning experience Risk Risk Completed No Objective Target/KPI Resource Owned By Probability Impact By H/M/L H/M/L Aim 4.1 We will continue to enhance the physical infrastructure for learning and teaching L and T Team Dec 2016 ADTE M M a Learning Environments Learning BPP Facilities strategy is developed Environments strategy is implemented b REN pilot centre is REN pilot is Project REN Team Sept 2012 REN Centre H M determined implement BPP Facilities work stream Aim 4.2 We will continue to enhance the virtual tools and environments for learning and teaching Dec 2016 ADTE H H L and T Team a Learning Technology Learning Learning strategy is developed Technology Technology strategy is IT implemented Schools Dec 2013 IT H H Implement L and T Team Devise implementation Learning plan for ‘Classroom of the Classroom of the Future Technology Future’ (BPP’s new, IT bespoke VLE) Schools
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LTC Standing Item
Control
LTC quarterly review
Project REN Governance LTC standing item
Project Noah Governance
Principle 5: No
We continuously adapt and enhance our learning and teaching models for each context Objective
Target/KPI
Completed By
Resource
Owned By
Risk Probability H/M/L
Risk Impact H/M/L
Control
Aim 5.1 Feedback from students, tutors and external examiners informs our course design All programmes Schools ongoing Deans of M M School Boards a Programmes reflect Schools feedback, where appropriate Aim 5.2 We will contribute towards the advancement of our various educational models of learning through appropriate scholarship activities Annually L and T Team M M Annual Scholarship L and T Team 5 pieces of a Scholarship outputs are Census Schools produced that contribute scholarship are Academic Council Instructional to our use of educational produced Design models Aim 5.3 We will engage with networks of external practitioners, academics, educationalists and regulators to remain up to date with developments in our sector All faculty and All faculty and ongoing Academic M M Annual Scholarship a Attending and senior staff senior staff Council Census contributing to external Academic Council events
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Principle 6:
We continuously develop our faculty to meet the needs of our evolving programmes
Risk Probability H/M/L Aim 6.1 We support faculty to acquire appropriate teaching qualifications and career enhancement opportunities December L and D Team M L and T Team Target/KPIs in a Strategy for Faculty 2015 PGCPE Team Strategy for Faculty PGCPE Team Learning and Support of Development, Principle 3, Learning and Schools Development, is successfully HLD Principle 3, are implemented achieved ADTE December ADTE L b Faculty are recruited onto Programme 2013 BPP’s MEd in Education validated and running with 10 students in Jan 2013 Aim 6.2 We encourage and value relevant scholarship, research and the continuing professional practice of our faculty. December DSR H L and T Team a Strategy for Scholarship is Target/KPIs in 2016 Deans successfully implemented Strategy for Faculty Scholarship are HLD achieved Aim 6.3 We aim to develop our faculty to be digitally literate and confident educating in an online environment December HLD H Learning a VLE(s) are used to their Online resources 2013 Technology optimum for each context are made accessible on best ADTE practice with VLE(s) Relevant online Learning December HLD H b Faculty are capable of resources are made Technology 2013 using the technologies accessible ADTE required of them to be effective in an online learning environment December PGCPE PL M Instructional 90% teaching c Principle 4c of Strategy 2015 Design faculty have a for Faculty Learning and Marketing virtual presence Development , is successfully implemented d Principle 4d of Strategy Pilot online ADTE September ADTE M for Faculty Learning and materials for May‐ 2012 Development – ‘Materials September 2012 No
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Objective
Target/KPI
Completed By
Resource
Strategy for Learning and Teaching
Owned By
February, 2012
Risk Impact H/M/L
Control
M
LTC to review progress re Faculty Learning and Development implementation
L
LTC to review progress periodically
M
LTC to review progress re Scholarship implementation
H
LTC to review progress periodically
H
LTC to review progress periodically
M
LTC
M
Reporting to LTC
for faculty development will be made available in flexible formats for online mobile access’
Principle 7:
Aim 6.4 We develop our tutors with a broad toolkit of skills including coaching and facilitation We will continue to develop an active community of learning and teaching practice
Risk Risk Probability Impact Control H/M/L H/M/L Aim 7.1 Our Learning and Teaching Committee encourages ideas and practice across the institution to be discussed and for the student and tutor voices to be considered LTC Committee ongoing Chair LTC L L Report to ETC a The LTC agendas ensure The student and that ideas and practices tutor voices have are discussed been considered for all major Learning and Teaching issues Aim 7.2 We will facilitate a range of informal opportunities for staff to exchange ideas a An intranet resource is 50% of tutors L and T Team July 2012 ADTE M L LTC Agenda used by staff to exchange access site SharePoint Team ideas Dec 2012 L and T Team L L LTC agenda 5 events per year L and T Team b Informal networking Schools opportunities within and Learning across teams are arranged Technology Instructional design Schools Dec 2012 DSR L L LTC agenda Faculty are c Develop communities of engaged to practice with common scholarship and research explore, discussed and develop interests scholarship ideas Aim 7.3 Our 5 year learning and teaching strategy will guide our educational development No
a
Objective
Target /KPI
All developments fit within the learning and
Our educational developments respond to the learning and teaching
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Completed By
Resource
ongoing
L and T Team Schools Quality Office
Strategy for Learning and Teaching
Owned By
Dean of Learning and Teaching February, 2012
H
H
Annual Review By Academic Council
strategy teaching strategy Aim 7.4 We will develop shared BPP terminology for learning and teaching L and T Team Dec2013 All programmes a We articulate definitions Schools adopt the shared of the various types of terminology and its practice e.g. seminar, implementation workshop, lecture
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Dean of Learning and Teaching
February, 2012
H
H
LTC agenda
Principle 8:
We develop future practitioner capabilities and ensure that employability is at the heart of all our programmes Risk Risk Completed No Objective Target /KPI Resource Owned By Probability Impact By H/M/L H/M/L Aim 8.1 Our graduates are able to join and contribute to the development of their profession ongoing Student Services M M Careers Team a Our graduates join their Graduate chosen profession. employability rates Programme Leaders increase year on year Schools ongoing Deans of M L b We offer practitioner CPD courses Schools relevant CPD successfully recruit opportunities and deliver intended learning outcomes Aim 8.2 We will involve people with practitioner experience in our learning and teaching wherever possible 2013 Deans of L L 90% of faculty have Schools a Practitioner experience Schools Recruitment some practitioner included as a criteria for Team experience consideration within Instructional faculty selection Design Schools ongoing Deans of M L Extend b External advisory panels Schools contribute to programme membership of advisory panels to development include more practitioners c Guest practitioners Increase Schools ongoing Deans L M contribute to community practitioner input Learning and learning opportunities year on year Teaching Aim 8.3 We ensure that our graduates have the necessary skills and attributes required to be effective in their chosen profession July 2012 Deans of L M a Implement personal tutor All students have a Schools Schools plan across Schools as per personal tutor with Aim 1.5 (a) whom they engage and whose role they understand b Appropriate revision Students benefit Schools ongoing Deans of L M opportunities are in place from revision Schools opportunities Page 18 of 20
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Control
LTC Agenda Item
School Boards consider annually
Annual Scholarship audit
School Boards consider annually
LTC agenda item
School Boards
School Boards
C
Schools Extra modules are in place Students benefit from extra modules that reflect professional where appropriate practice e.g. Commercial Awareness in LPC
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ongoing
Deans of Schools
Strategy for Learning and Teaching
February, 2012
L
M
School Boards
KEY ADSL = Associate Dean Student Learning ADTE = Associate Dean Teaching Enhancement DSR = Director of Scholarship and Research ETC = Education and Training Committee HLD = Head of Learning and Development L and D Team = Learning and Development Team L and T Team = Learning and Teaching Team LTC = Learning and Teaching Committee PGCPE Team = Postgraduate Certificate in Professional Education Team PL= Programme Leader
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