11 11 ENHANCING STUDENT PROGRESSION AND ACHIEVEMENT Tuesday, 1 st April 2008 Peter McCaffery London South Bank University.

ENHANCING STUDENT PROGRESSION AND ACHIEVEMENT

Tuesday, 1st April 2008

Peter McCafferyLondon South Bank University

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• 24,000 students• 9,000 FTUG, 9,000 PTUG, 2,000 FTPG, 4,000 PTPG• 59% female, 41% male• 130 countries• 60% black and minority ethnic background• 66% 25 years+• 71% of full-time undergraduates not required to pay fees • 6.4% 1 of 9 forms of disability• only 1 in 5 have traditional qualifications on entry

LSBU STUDENT PROFILE

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THE STUDENT EXPERIENCERegistration

andenrolment

Sports

Residency

Graduation

StudentSupport

Volunteering

StudentUnion

Societiesand clubsCareers

Learning Support and Resources

Learning

Assessment

Placements

Safety

ICT Estate

StaffDevelopment

The LSBUStudent

Experience

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• Sorting Strategies - How we deal with students pre-entry?

• Connecting Strategies - How we help students integrate with one another at LSBU?

• Supporting Strategies - How we support students inside and outside LSBU?

• Transforming (student) Strategies - How we help students becomeconfident and capable independent learners?

• Transforming (staff) Strategies - How we best support staff in this process?

“Joined-Up” Practice

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• Student Progression and Achievement – The Key Strategic Priority- Board of Governors KPI

• Evidence Based : Knowing Ourselves and Learning from Others

• Integrated Approach

• Building a positive learning environment – a culture of “professional informality”

• Diversity as a core institutional value

LSBU’s approach

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Vision for Learning and Teaching

To further develop and maintain London South Bank University as a dynamic inner city University serving the needs of the Capital; one, that is, with a reputation for

• Pedagogic Innovation• Excellence in Teaching• An exemplary record in Widening Participation,

Student Retention and Graduate Employment• A range of successful partnerships with employers,

schools and colleges

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The key to student retention is:

• High Quality Induction Experience (pre-entry – 1st semester)

• Regular contact with one or more trusted individuals

• A genuinely introductory Year 1 Programme (“an intellectual map”)

• A positive learning environment based on “professional informality”

Learning from Others: Established Good Practice

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• National Change Academy 1 and 2

• Action Learning Sets:Student Induction and 1st Year ExperienceLearning through AssessmentEnhancing EmployabilityE-learning

• Engagement through Course Directors Forum : Heads of Academic Department Forum; Learning & Teaching Fellows Forum

• Developed and disseminated Codes and Examples of Good Practice on Assessment, E-Learning, Induction, PDP and Employability (via. LTEU)

• Embedded in programme teams via. QA triggers

CHANGE ACADEMY

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• Student Retention Research Project – LTEU

• Getting Progression Data Right- Programme Monitoring, Evaluation and Action Planning

• National and International E-Learning Benchmarking Initiative

• Progression Pathways and Curriculum Mapping in 6 vocational areas with FECs and Employer groups

CHANGE ACADEMY SPIN-OFFS

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All programmes of study to have:

• a high quality induction experience for all students

• a genuinely introductory Year I Programme

• “learning-to-learn” and work-related learning as accredited and integral elements at all levels of study

• the use of assessment as a primary teaching method

• the application of “E-learning” in “conversational” as well as “content” format

LSBU PROGRAMME COMMITMENTS

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SUPPORT SERVICESPRO-ACTIVE MODEL

(ISSUES-FOCUSED SERVICE)

Access to Careers information

Coping with relationships

Confident independent learner presentation skill training

Financial AdviceChildcare

Adapting to a different study environment

Teaching staffInterface with Graduate / Lifelong Learner

Pre-entry

Adequate library / computer facilities

Quality Cycle: Survey – Evaluate – Review – Change / Improve

Learning Support

Learning Support

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• University Values : Quality, Professionalism, Inclusivity, Transparency and Mutual Respect

• Codes of Professional Conduct for Students, Staff and Managers

• Staff Awards Programme – incl. Learning and Teaching Team Excellence & Professional Services Team Excellence

• Role Models for Diversity for BME Students : Equinet – BME Staff networkPassport to Employment ProgrammeEmployer Mentoring ProgrammeMorgan Staff University, Baltimore

• Wider Management Mentoring Programme for Diversity- in partnership with public and private sectors

LSBU as a Learning Community Based on Reciprocal Commitments & Associated Behaviours