University of Suffolk Learning, Teaching and Assessment Strategy 2020 Vision By 2020, University of Suffolk courses will be characterised by their innovative and leadingedge approaches to learning and teaching, will be informed by research and scholarly activity, and will enable students to achieve their full potential in employment and in life.
Aims Over the next five years the University of Suffolk will further develop flexible modes of supporting learning that enable students to flourish as independent learners with the capacity for analytical, critical and creative thinking. Through the development of dynamic and responsive learning environments, active participation will be a central aspect of all student learning. As partners in learning, students at the University of Suffolk will experience:
Learning opportunities to develop critical thinking and analytical skills, fostering a curiosity for the chosen subject
Flexible and innovative approaches to learning and assessment, informed by contemporary pedagogical research
Learning activities and teaching that enthuse, while recognising individual differences and taking advantage of size and small groups
Perspectives drawn from broad societal debates, as well as from within the disciplinary and/or professional practice contexts
Opportunities to develop relevant knowledge and skills for employability
Students at the University of Suffolk will graduate as:
Independent lifelong learners, confident in challenging and influencing in learning and professional environments
Global citizens, able to work and lead effectively within their chosen careers, ready to contribute to the development of knowledge and practice
Professionals with high employability and transferable skills to thrive within a changing world
The University of Suffolk will strive to develop and recruit academic staff who:
Are engaging and inclusive, student centred, and whose practice is underpinned by their own research and scholarly activity
Reflect a professional academic approach, working in partnership with peers and students, who are willing to develop and innovate to the benefit of student learning
Embrace an evolving culture of learning and research, working collaboratively and responsively with professional bodies and external stakeholders
Key Performance Indicators Key Performance Indicators (KPIs) for the University of Suffolk Learning, Teaching and Assessment Strategy, which are aligned with the KPIs in the 2020 Vision, are as follows:
2015/16
2016/17
2017/18
2018/19
2019/20
Target
Target
Target
Target
Target
Increasing levels of student retention Attrition (u/g full-time)
11%
10%
9%
9%
9%
Attrition (p/g full-time)
9%
8%
7%
7%
7%
Attrition (u/g part-time)
18%
17%
16%
15%
15%
Attrition (p/g part-time)
12%
11%
10%
9%
9%
Increasing proportion of first and upper second class degree outcomes First and upper second class
52%
53%
55%
58%
63%
Increasing student satisfaction in aspects of the National Student Survey (NSS) directly related to teaching, learning and assessment The teaching on my course
88%
88%
89%
89%
90%
Assessment and feedback
74%
75%
76%
77%
78%
Academic support
80%
81%
82%
83%
84%
Personal development
82%
83%
84%
85%
86%
2015/16
2016/17
2017/18
2018/19
2019/20
Target
Target
Target
Target
Target
Increasing levels of employability and graduate employability (DLHE performance) In employment / studying
91%
92%
93%
94%
95%
Graduate employment
71%
72%
73%
74%
75%
Enhanced level of qualifications and expertise of academic staff employed by the University of Suffolk Academic staff with a postgraduate qualification
86%
88%
90%
92%
94%
Academic staff with HEA accreditation for their teaching and learning practice
48%
55%
60%
65%
70%
Academic staff producing research and/or scholarly outputs
80%
85%
90%
95%
100%
Positive outcomes of all external quality visits (including Quality Assurance Agency reviews and PSRB accreditation visits) Performance in external quality review
Pass
Pass
Pass
Pass
Pass
Learning, Teaching and Assessment Priorities 2015-2020 Priorities 2015-2020
Key points from the Learning, Teaching and Assessment Strategy: 2020 Vision
Link person
To take advantage of size and small groups in promoting flexible and creative learning experiences across the University, and developing students’ critical thinking and analytical skills
Learning opportunities to develop critical thinking and analytical skills, fostering curiosity for the chosen subject
Christine Smith
To build on current good practice with regard to student engagement with learning, teaching and assessment, and from best practice in the sector
Students graduating as independent lifelong learners, confident in challenging and influencing in learning and professional environments
To strive to ensure course provision fully meets Equality and Diversity expectations
Learning activities and teaching that enthuse and that recognise individual differences
4
To continue to embed the application of technology enhanced learning (TEL), relevant to enhancing pedagogic rationales
Flexible and innovative approaches to learning and assessment, informed by contemporary pedagogical research
Ellen Buck
5
To promote quality in all aspects of assessment and feedback
Flexible and innovative approaches to learning and assessment, informed by contemporary pedagogical research
Andrew Revitt
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2
3
Flexible and innovative approaches to learning and assessment, informed by pedagogic research Learning activities and teaching that enthuse, while recognising individual differences and taking advantage of size and small groups Kay Thompson
Learning activities and teaching that enthuse and that recognise individual differences
Chantalle Hawley
Perspectives drawn from broad societal debates, as well as from within the disciplinary and/or professional practice contexts
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7
8
9
Priorities 2015-2020
Key points from the Learning, Teaching and Assessment Strategy: 2020 Vision
Link person
To promote the integration of employability in the curricula, developing key graduate transferable skills, e.g. through placements and internships
Students graduating as global citizens, able to work and lead effectively within their chosen careers, ready to contribute to the development of knowledge and practice
Penny Cavenagh
To foster opportunities for students’ engagement with broader societal perspectives, as well as with perspectives within disciplinary and/or professional contexts
Perspectives drawn from broad societal debates, as well as from within the disciplinary and/or professional practice contexts
To ensure learning, teaching and assessment practices are underpinned by active engagement in research, professional and scholarly activity
Flexible and innovative approaches to learning, teaching and assessment, informed by contemporary pedagogical research
To promote staff’s ongoing critical and reflective engagement with continuing professional development (CPD) opportunities, with the UK Professional Standards Framework (PSF) and with reflective peer review of teaching
Academic staff who:
Students graduating as professionals with high employability and transferable skills to thrive within a changing world Opportunities to develop relevant knowledge and skills for employability Mark Lyne
Students graduating as global citizens, able to work and lead effectively within their chosen careers, ready to contribute to the development of knowledge and practice
David Gill
Academic staff who embrace an evolving culture of learning and research, working collaboratively and responsively with professional bodies and external stakeholders
Are engaging and inclusive, student centred, and whose practice is underpinned by their own research and scholarly activity Reflect a professional academic approach, working in partnership with peers and students, who are willing to develop and innovate to the benefit of student learning Embrace an evolving culture of learning and research, working collaboratively and responsively with professional bodies and external stakeholders
Christine Smith
