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Learning and Teaching Board

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Learning and Teaching Board Learning and Teaching Strategy and Operational Plan, 2010-2015 Summary of Strategic Process Contents Section 1 Introduction 3 1.1 Background 3 1.2 Learning and Teaching Strategy to 2015 3 Section 2 Key Features of the Learning and Teaching Strategy Process 4 Section 3 Development, Approval, Monitoring and Review 5-6 3.1 Definitions 5 3.2 Development and Management 5-6 3.3 Approval, Monitoring and Review 6 Section 4 Implementation and Evaluation 7-9 4.1 Implementation 7-9 4.2 Measuring Success - Indicators 9 Section 5 Strategic Alignment 10 Section 6 Strategic Academic Enhancement Plans: Schools and Professional Services 11-14 6.1 Definitions 11 6.2 Schools 11-12 6.3 Professional Services 12 6.4 Process for Developing Strategic Academic Enhancement Plans: Schools and Professional

Services 12-14

Section 7 Appendices 15-22 7.1 Template for 2015 Learning and Teaching Strategy Operational Plan 16-17 7.2 Template for 2015 Balance Scorecard for the Learning and Teaching Strategy Operational

Plan 18

7.3 Diagram of Strategic Alignment in Learning and Teaching 19 7.4 Template for 2015 Strategic Academic Enhancement Plan of Schools and relevant

Professional Services 20-21

7.5 Template for 2015 Balance Scorecard for Strategic Academic Enhancement Plan of Schools and relevant Professional Services

22

Learning and Teaching Strategy and Operational Plan: Summary of Strategic Process, April 2011 3

Section 1 Introduction This document outlines the formal processes for the development, approval, monitoring and review of the University’s Learning and Teaching Strategy and its Operational Plan. An overview is also given of the same processes for the Strategic Academic Enhancement Plans of Schools and relevant Professional Services, including their alignment with the institutional strategy and plan. These processes have previously been described separately in various papers; this document provides an integrated summary of the entire strategic process for learning and teaching at institutional and local levels. 1.1 Background

From February 2010 to November 2010, much of the activity of the Learning and Teaching Board was focused on the implementation of the Focus on the Future version of the Learning and Teaching Strategy: Building on Excellence and Relevance 2015. The Board’s discussion centred not only upon setting targets, but on defining the strategic process for learning and teaching. Various key stages emerged:

- the integration of the Learning and Teaching Strategy into the University’s established procedures

for approval, monitoring and review, including extension of the escalation process (used by the Planning and Management Executive as part of the Academic Performance Review) to address under-performance in implementing the Learning and Teaching Strategy (approved by the Board in February 2010);

- the alignment of the Learning and Teaching Strategy with inter-related institutional strategies and with the strategic academic enhancement plans of Schools and relevant Professional Services (approved by the Board in February 2010);

- the use of the academic planning required for a new overseas campus as a framework for operationalising the current Learning and Teaching Strategy, and confirmation of the use of major, transformational strategic projects as the most effective means of implementing learning and teaching step-change in an integrated, cohesive and collaborative manner (approved by the Board in June 2010);

- the production of the first year (2010-2011) of the Learning and Teaching Strategy Operational Plan, with a view to further development of the Plan to 2015 (to be taken forward after ELIR) (approved by the Board in November 2010).

The next stages are envisaged as being:

- specification of the planning and production process for the Strategic Academic Enhancement Plans

of Schools and relevant Professional Services (to be approved by the Board in May 2011);

- production of the next four years of the Operational Plan (to be approved by the Board in May 2011);

- production of the strategic academic enhancement plans of Schools (to be approved by the Board in June 2011);

- production of the strategic academic enhancement plans of relevant Professional Services (timescales to be determined by the Restructuring of the Professional Services).

1.2 Learning and Teaching Strategy to 2015

The 2015 version of the Learning and Teaching Strategy, its Operational Plan and the Strategic Academic Enhancement Plans of Schools and relevant Professional Services underpin the realisation of the Focus on the Future Strategy 2008 and are designed to achieve the University’s objective of excellence in learning and teaching, particularly the enhancement of the student experience.

The Learning and Teaching Strategy comprises four strategic themes: Student Experience; Employability; Academic Practice; Growth. The objectives of these themes are being progressed through a series of key “University Activities”: Academic Enhancement Framework; VLE Development/Learning Infrastructure; Wider Student Experience; Employability; Internationalisation.


Section 2 Key Features of the Learning and Teaching Strategy Process The key features of the strategic process for learning and teaching, which are explained in detail in subsequent sections, are as follows: 1.

• Heriot-Watt University’s Strategic Plan, Focus on the Future 2008; Clear Vision and Strategic Plans

• Learning and Teaching Strategy: Building on Excellence and Relevance 2009-2015; • Strategies with which the Learning and Teaching Strategy interconnects, particularly: International

Strategy, Student Experience Strategy, Research and Knowledge Transfer Strategy. 2.

• Incorporation of the Learning and Teaching Strategy into the University’s processes for the approval, monitoring and review of all academic activity;

Supporting Assurance and Enhancement Framework

• A sound, evidence-based approach, fully informed by national and international practice; • Use of Key Performance Indicators and national benchmarking data. • Engagement with national and international enhancement activities.

3.

• The Committee Structure, particularly: the academic-management inter-relationship between the Court and its Committees, the Senate and its Committees and the Planning and Management Executive and its Boards; the various Fora and Working Groups which operationalise the Learning and Teaching Strategy;

Joint Approach between University Management, Schools, and Professional Services

• The institutional and local responsibility of Learning and Teaching Board members for managing and supporting learning and teaching;

• The role of Schools and relevant Professional Services in implementing the Learning and Teaching Strategy through their own Strategic Academic Enhancement Plans;

• The role of staff in engaging with both transformational change and continuous improvement; • A collaborative approach to strategic development and implementation, involving Schools and

Professional Services. 4.

• The professional partnership between the University and students at all levels, particularly in developing, implementing and monitoring the Learning and Teaching Strategy.

Partnership with Students

5.

• Differentiated approach to management of learning and teaching according to type of activity: Managed Approach

- Institution-wide transformational projects - School/Service-based continuous improvement - Individually driven professional development

• Diversity of informal, informal and dynamic inks between these three categories of activity.

• Integration of funding for the Learning and Teaching Strategy into the University’s resource allocation process: - Learning and Teaching Board’s recommendations for funding and Strategic Opportunities

Proposals are considered by the Planning and Management Executive; - Local initiatives funded through the planning round meetings of Schools and Professional

Services; - Development funds in Schools/Services to support enhancement activities of individuals.

• Learning and teaching risks are incorporated into the University’s Risk Register and those of Schools and Services;

• Ongoing monitoring of variability in practice and its impact on the student learning experience, with a view to ensuring a consistent approach to the implementation of initiatives.

• Managed approach to the identification, dissemination and implementation of good practice at strategic/University, committee, School/Service and individual levels.

6.

• The institutional mechanisms for recognising and rewarding individuals for enhancement activities, such as promotion routes, learning and teaching prizes and Performance & Development Review.

Recognition and Reward


Section 3 Development, Approval, Monitoring and Review This section outlines the framework for developing and monitoring the Learning and Teaching Strategy and its Operational Plan. 3.1 Definitions 3.1.1 The Learning and Teaching Strategy

• is aspirational in tone and style • sets out the vision, mission and goals for the University over a five-year period • articulates the means by which the Learning and Teaching Strategy will contribute to the

achievement of the University’s overall Strategy and Plan • outlines the key strategic themes for learning and teaching (typically four) • gives an overview of the main objectives in each of the key strategic themes • provides the framework for developing Learning and Teaching Strategy Operational Plan • includes case studies to illustrate the implementation of strategic objectives in practice • adopts a narrative format

The 2015 Learning and Teaching Strategy is available at: http://www.hw.ac.uk/committees/ltb/LTStrategy/learningteachingstrategy.pdf

3.1.2 The Learning and Teaching Strategy Operational Plan

• is the key mechanism for delivering the Learning and Teaching Strategy • translates the key strategic themes and their main objectives into a series of “University

activities” (or projects) • specifies the various initiatives to be progressed within each “University activity” • details the objectives, performance measures, timescales and responsible persons for each

“University activity” and associated initiatives • adopts a tabular format and is presented as a template document1

• is used by Schools and relevant Professional Services to develop their own Strategic Academic Enhancement Plans

• is used as a basis for monitoring and evaluating the implementation of the Learning and Teaching Strategy

The 2015 Learning and Teaching Strategy Operational Plan is available at: http://www.hw.ac.uk/committees/ltb/LTStrategy/learningteachingstrategy-op-plan.pdf

3.2 Development and Management

The Learning and Teaching Strategy undergoes a major revision - and a new version produced - approximately every five years, with the exact schedule being determined by the development of the institutional strategic plan. The structure of the Learning and Teaching Strategy is not prescribed and will vary with each version according to institutional requirements, external influences etc. The format of the accompanying Operational Plan remains unchanged, unless the institutional planning framework has been modified. The strategy is developed on a wholly collaborative basis, with active involvement from staff in Schools and Professional Services as well as the Student Union. The Learning and Teaching Board is responsible for developing the strategy and managing, through the associated Operational Plan, its implementation. In practice, these tasks are devolved to the Deputy Principal (Learning and Teaching) and the Academic Registry, and, in turn, to various working groups. The Learning and Teaching Board manages the strategic process through a structured, cyclical framework of Review + Set Targets – Implement – Evaluate – Disseminate. In practice, this

1 See Appendix 7.1 for the blank template for the 2015 Learning and Teaching Strategy Operational Plan.

http://www.hw.ac.uk/committees/ltb/LTStrategy/learningteachingstrategy.pdf�

http://www.hw.ac.uk/committees/ltb/LTStrategy/learningteachingstrategy-op-plan.pdf�


management framework is based on an annual series of events: a review and evaluation of the previous year’s activity (November); a strategy away day to develop particular aspects of the strategy (February); update of the strategy and schedule of strategic activity for the next session (June). At points during this period, KPIs related to learning and teaching are reviewed and action determined (see below).

3.3 Approval, Monitoring and Review

The Learning and Teaching Strategy is integrated within the University’s established procedures for approval, monitoring and review (see table below). The Learning and Teaching Strategy and its Operational Plan are approved by the Planning and Management Executive and the Senate. The Operational Plan, which is developed following approval of the Strategy, is reviewed and updated annually (at the end of each academic session) to incorporate additional strategic initiatives or to modify existing objectives. Evaluation of the implementation of the Strategy is conducted by the Learning and Teaching Board through its Annual Strategic Report and progress reports on individual projects. Externality is provided by the Quality and Standards Committee, which monitors the implementation of the Strategy on an annual basis through consideration of the Learning and Teaching Board’s Annual Strategic Report. A report is provided in turn by the Quality and Standards Committee to the Senate.

Approval Annual Monitoring

Periodic Review • L&T strategy developed by LTB and

approved by PME and Senate.

• Key operational activities approved by Learning and Teaching Board (plus Senate & PME as appropriate).

• School Strategic Academic Enhancement Plan approved by LTB (incl. Annual Enhancement Discussion).

• Strategic Academic Enhancement Plans of Professional Services approved by LTB (incl. Annual Enhancement Discussion).

• Annual Monitoring: Strategic Review - University review of KPIs - Planning Round - Annual review of L&T Strategy by LTB

• Part of extended SAMR: annual School

reporting on progress of operational activities (as detailed in Strategic Academic Enhancement Plan). School report on other PIs.

• Reporting by relevant Professional Services on Strategic Academic Enhancement Plan

Underperformance

• L&T Strategy reviewed and revised every five years by LTB.

• Department and School Internal review includes: achievement of operational activities (L&T strategy); management of enhancement

• Review of Professional Services contributing to the implementation of the L&T Strategy

Further information on the implementation and evaluation of the Learning and Teaching Strategy and its Operational Plan is provided in the next section.

Strategic Academic Enhancement Plans of Schools and relevant Professional Services The Strategic Academic Enhancement Plans of Schools and relevant Professional Services are shaped by the Learning and Teaching Strategy Operational Plan (see section below). These plans are approved by the Learning and Teaching Board. The Quality and Standards Committee monitors School-level implementation through the Annual Monitoring process and reviews periodically through Internal Review. The enhancement sections of Annual Monitoring and Internal Review reports (together with the Balance Scorecards) are considered by the Learning and Teaching Board. A comparable process is currently being developed for the Professional Services, as part of the Secretary of the University’s review and restructuring.

Escalation Theme for Internal Review or Thematic Review

Table 1: Approval, Monitoring and Review of the Learning and Teaching Strategy and its Operational Plan


Section 4 Implementation and Evaluation

This section provides additional information on the process of implementing and evaluating the Learning and Teaching Strategy. Although the nature of the activities being implemented and evaluated will vary with each version of the Learning and Teaching Strategy and its Operational Plan, the process itself is generic. 4.1 Implementation

A managed approach is adopted for the implementation of the Learning and Teaching Strategy.

4.1.1 Differentiation by Activity

The University has, in the main, three categories of activity for managing the enhancement of learning and teaching:

a) institution-wide transformational projects; b) School-based continuous improvement; c) individually-driven professional development.

Transformational, University-wide projects, such as RAY, are managed at the institutional level and are used to implement step-change in an integrated, efficient and collaborative manner. Secondly, through Professional Services such as Academic Enhancement, Schools are supported in progressing their own initiatives and developments; where appropriate, the Learning and Teaching Board will provide a locus for mainstreaming such local activity into institution-wide practice (eg the VLE). Finally, the institutional culture encourages spontaneous development of projects at the individual level in Schools, and provides an environment (primarily through Academic Enhancement) for disseminating, and learning from, the results.

Formal mechanisms such as the deliberative and executive committee structure, the remit of individual Learning and Teaching Board members, the action process following internal and external surveys (eg Course Feedback Survey, National Student Survey) and the Performance Development and Review Process facilitate effective linking between the three categories.

4.1.2 Funding

Funding for the implementation of the Learning and Teaching Strategy at the institutional level is fully integrated with the resource allocation process. Strategic Opportunities Proposals are considered by Planning and Management Executive. The Learning and Teaching Board makes recommendations to the Planning and Management Executive for funding of specific strategic initiatives. Planning round meetings of Schools and Professional Services enable local proposals to be funded. At the School/Service level, there are development funds to support a broad variety of enhancement activity for individual staff members.

4.1.3 Risk

Risks associated with the Learning and Teaching Strategy is incorporated, where appropriate, into the University’s Risk Register. Each School and Professional Service likewise has to take account of academic-related risks in its own submission to the institutional Risk Register. Significant learning and teaching risks are “owned” by the Deputy Principal (Learning and Teaching), who is a member of the University’s Risk Strategy Management Group, which reviews risk on a six-weekly basis, reporting to PME and the Court.

The University operates, on the whole, a managed approach to the implementation of the Learning and Teaching Strategy, in order to reduce the risk of diverse practices leading to a range of unintended consequences, particularly variation in the student experience. Where a devolved approach has been agreed, the Learning and Teaching Board uses its own evaluation mechanisms and the student view (eg Annual Report by the Senior Vice-President of the Student Union to the Board) as a means of gauging the impact of variability of practice.

4.1.4 Committees

As detailed in previous sections, the Learning and Teaching Board has a pivotal role in the implementation of the Learning and Teaching Strategy. The success of this role is founded upon the dual responsibility of members for leadership in institutional and local enhancement. Of


fundamental importance is the professional partnership with the student body, which enables the student view to influence all major learning and teaching developments.

The Court receives an annual report on learning and teaching (and quality assurance) activity, so as to discharge its responsibilities more effectively as a governing body. The Learning and Teaching Board reports to each meeting of the Planning and Management Executive and of the Senate. Although the Learning and Teaching Board is formally a board of the Planning and Management Executive, each strategically important activity is considered as part of a special discussion item slot at the Senate. In this way, there is an effective link between executive and deliberative structures. The Deans of the University, whose roles are not affiliated to a particular School and who are members of key Boards and Committees have a fundamental role in maintaining and enhancing this deliberative-executive connectivity. The Learning and Teaching Board and the Quality and Standards Committee each have a key role in the Learning and Teaching Strategy (see earlier sections). Policies related to the implementation of the Learning and Teaching Strategy can be initiated by the Learning and Teaching Board, the Quality and Standards Committee or the Undergraduate/Postgraduate Studies Committees. Further development requires consideration at all appropriate Committees, with final approval being given by the Senate (for academic matters) or PME (for management and resource issues) as appropriate.

4.1.5 Wider Engagement

In addition to the formal Committee Structure, more dynamic (often informal) mechanisms for engaging the wider staff and student community are key to the successful implementation of the Learning and Teaching Strategy. The annual Learning and Teaching Conferences, the Learning and Teaching Board’s annual Strategy Away Day, short-term working groups, Academic Enhancement Team events and established fora such as the Programme Leaders Forum, the Learning and Teaching Administrators Forum and the Student Experience Forum, all provide scope for broad participation. The Learning and Teaching Board uses working groups (with staff and student representatives) in order to scope, and formulate proposals for, strategic initiatives. In this way, the University is assured that relevant, local expertise informs strategy. The Restructuring of the Academic Year demonstrated, over its five-year development period, this engagement in practice. The University is content to allow a varying pace of implementation, recognising that some activities require institution-wide introduction from a particular date (such as the modular restructuring required for RAY), while others can, and should, be allowed to develop according to local requirements and needs (such as use of the VLE as a learning tool, as opposed to just a file repository). In this way, the institution can ensure effective engagement, rather than disenfranchising individuals due to the frequency and fast pace of change.

4.1.6 Use of Good Practice

The implementation of the Learning and Teaching Strategy relies on the use of best practice to inform decision-making and on sharing learning experiences between Schools, Professional Services and the Student Union.

A managed approach is adopted by the Learning and Teaching Board to the identification, dissemination and implementation of good practice, which ensures that

• The Learning and Teaching Strategy is influenced by planned and systematic research of

institutional, UK and international good practice; • The detailed development of the various activities specified in the Learning and Teaching

Strategy Operational Plan are shaped by the best examples of local activity and by the professional knowledge and experience (gained internally and externally) of members of committees, working groups and user groups;

• The Strategic Academic Enhancement Plans of Schools and relevant Professional Services are informed by good practice identified at the institutional level (this is communicated by management teams to individuals/small groups of staff) and the local level (this is communicated by individuals/small groups of staff to the management team responsible for producing the Plan);


• The good practice of individual staff members in implementing strategic learning and teaching activities is communicated to the wider community through such routes as the Learning and Teaching Conference and is acknowledged through institutional reward mechanisms.

The Academic Enhancement Team plays a pivotal role in sharing good practice across the institutional, School and individual levels and, in this respect, operates with devolved authority from the Learning and Teaching Board. Annual Monitoring and Internal Review provide a formal route of disseminating good practice through the University’s committee structure.

4.1.7 External Reference Points

Scoping documents and proposals related to the various “University Activities” detailed in the Learning and Teaching Strategy Operational Plan are not developed in isolation. The University’s overall Strategy and Plan provide the key internal reference, as do related strategies such as the International Strategy, the Research & Knowledge Exchange Strategy, and the Student Experience Strategy.

In addition, a wide range of external reference points is used, such as:

• Research into national and international practice • The University’s global partnership network • Higher Education Academy • National Student Surveys • Performance Benchmarking • Professional, Statutory and Regulatory Bodies • Engagement with employers

• QAA-related activity, eg - Enhancement Themes - Academic Infrastructure (Code of Practice,

Subject Benchmark Statements, Qualifications Framework, Programme Specifications)

- External Examiners - ELIR

4.2 Measuring Success – Indicators

The University uses a wide range of national and internal indicators to provide a comprehensive overview of the extent of its success in learning and teaching, and to shape its strategic aspirations in this area - the Academic Performance Review process. There are five undergraduate learning and teaching KPIs which fully embedded in the planning and budgeting process, and are used for benchmarking against the wider sector (entry scores; retention/progression; first degree classification; NSS; graduate employment). An academic escalation procedure is applied by PME to address underperformance in the five undergraduate KPIs at the discipline level. These University KPIs remain constant, providing a long-term evaluation of performance, and are not altered in response to of the various initiatives outlined in the Learning and Teaching Strategy and its Operational Plan, for which there are separate measures (see below). The Learning and Teaching Board considers performance in all five indicators separately, according to annual availability, and reviews the data summatively in April/May each year. Related internal measurements, such as the Course Feedback Survey or Assessment Results, are likewise analysed at key points throughout the year. In addition to the regular academic indicators, various quantitative and qualitative measures specific to the Learning and Teaching Strategy are in place. These measures are used to assess performance at institutional and local levels in achieving the objectives and targets detailed in the Learning and Teaching Strategy Operational Plan. These indicators are activity-based and are determined by the current version of the Learning and Teaching Strategy and its Operational Plan; they are changed every five years in response to each new Learning and Teaching Strategy. The University uses a Balance Scorecard to evaluate performance on annual basis against all objectives specified in the Learning and Teaching Strategy Operational Plan. The institution-level data recorded in this Scorecard, which also incorporates a summative assessment of the five undergraduate learning and teaching KPIs, is based on the scorecards produced by Schools and relevant Professional Services2

2 See Appendices 7.2 and 7.5 respectively for the 2015 templates for the University and the School/Service Balance Scorecards.

. The University Scorecard is considered by Learning and Teaching Board and is used to inform the evaluation of the implementation of the strategy as presented in the Board’s Annual Strategic Review Report.


Section 5 Strategic Alignment This section summarises the interconnections between the Learning and Teaching Strategy and other strategies related to learning and teaching. Alignment at institutional and local levels is the key underpinning factor in the success of the University’s strategic process for learning and teaching. The Learning and Teaching Strategy is one of a number of inter-related institutional strategies aligned with the overall Focus on the Future Strategy, as illustrated in the above diagram3

. The Learning and Teaching Strategy and its Operational Plan both inform and are informed by the Strategic Academic Enhancement Plans of Schools and relevant Professional Services (see next section). This aligned approach ensures that strategic activities are progressed in a collective, co-ordinated manner at institutional and local levels. Additionally, it facilitates the escalation of local initiatives into institutional projects, eg an institution-wide policy for managing industrial partnerships is currently under development, drawing on well-established School practices; the University’s VLE evolved in a similar manner.

The strategic process for learning and teaching has been re-developed to address the former disconnect between the Learning Teaching Strategy and those of Schools and relevant Professional Services. The incorporation of the Learning and Teaching Strategy and its Operational Plan into the University’s quality assurance framework (ie approval, monitoring and review) has been core to achieving greater integration, facilitating the evaluation of local implementation through such established procedures as Annual Monitoring and Internal Review.

3 See Appendix 7.3 for full diagram, which lists all relevant professional services whose plans should align with the Learning and Teaching Strategy and its Operational Plan.

Focus on Future (Univ Strategy)

Learning and Teaching Strategy and its Operational Plan

School Strategic Academic Enhancement Plan

Strategy Development and Alignment

Univ. Risk Strategy

Professional Services’ Strategic Academic Enhancement Plan

International Strategy

Research & KT Strategy

Student Experience Strategy

Review of Professional Services

Fig. 1: Simplified Diagram of Strategic Alignment in Learning and Teaching


Section 6 Strategic Academic Enhancement Plans: Schools and Professional Services This section sets out in detail the means by which the University manages the local implementation of the Learning and Teaching Strategy and its Operational Plan. Key to this process is the Strategic Academic Enhancement Plan, as produced by each School and those Professional Services which support learning and teaching (see Appendix 7.3).

6.1 Definitions

The Strategic Academic Enhancement Plans of Schools and relevant Professional Services

- are tabular in format - adopt the same planning template as the Learning and Teaching Strategy Operational Plan - set out local activities and processes for meeting the targets set in its Learning and Teaching

Strategy Operational Plan - extend over a five-year period - are approved by the Learning and Teaching Board - are reviewed and updated each year as part of the Annual Enhancement Discussion - inform the production of the School’s Annual Monitoring and Review Report - inform the production of School’s Reflective Analysis for Internal Review and shape the

enhancement discussion between the School and the University Panel during the Internal Review

The plans are accompanied by a Strategic Summary, which

- adopts a narrative format - outlines the School’s/Service’s five-year strategy for enhancing learning and teaching - makes clear how the School/Service will meet the University’s objectives as specified in the

Learning and Teaching Strategy and the Learning and Teaching Strategy Operational Plan - highlights action points for the University

A Strategic Academic Enhancement Plan template has been produced to assist Schools and Professional Services in documenting intended learning and teaching initiatives. Accompanying guidelines outline the areas to be addressed in the Strategic Summary and provide advice on such topics as staff and student engagement, local approval and use of external reference points.

6.2 Schools

Each School will have its own Strategy, outlining its priorities across the entire range of its activity such as research development or growth in student numbers. The Strategic Academic Enhancement Plan is a sub-set of the more comprehensive School Strategy. The School Strategic Academic Enhancement Plan, which is the responsibility of the Director of Learning and Teaching, sets out the strategic direction of the School in learning and teaching over a five-year timescale. While each School may have its own particular enhancement initiatives, all Schools will clearly identify the ways in which they will take forward the activities – and implement the objectives – of the institutional Learning and Teaching Strategy Operational Plan. Therefore, each School’s Strategic Academic Enhancement Plan will be structured according to University’s plan and will incorporate the following “University Activities” for development up to 2015:

• Academic Enhancement Framework (Learning, Teaching + Assessment; Curriculum; Learning Spaces; Professional Partnership)

• VLE Development • Wider Student Experience • Employability • Internationalisation (Development and Growth)

Schools plans will address all of the above “University Activities” and each sub-activity (as specified in the Learning and Teaching Strategy Operational Plan).

6.3 Professional Services

Through the review of the Professional Services, as undertaken in 2010 by the Secretary of the University, it has been revealed that some services have well-developed strategies and operational


plans, while others have no such documents in place. The strategic development process for the Professional Services will emerge from the activities of the Professional Services Review Implementation Group tasked with taking forward the review recommendations. At this stage, the Secretary of the University has indicated that each of the eight directorates will be expected to produce its own strategy and operational plan, aligned with the overall University Strategy and with those of Schools.

The framework for such strategies and plans is not yet known, but given the range of services involved in learning and teaching activity, it is essential that each relevant Professional Service has its own Strategic Academic Enhancement Plan. As with Schools, this Strategic Academic Enhancement Plan will be a subset of the broader, more comprehensive strategy and plan for the service as a whole. The Professional Service Strategic Academic Enhancement Plan sets out the strategic direction of the service in supporting the delivery of the University’s learning and teaching objectives over a five-year timescale. While each of the relevant services may have plans for its own academic enhancement initiatives, all must clearly identify the ways in which they will take forward the activities – and implement the objectives – of the institutional Learning and Teaching Strategy Operational Plan. Therefore, each service’s Strategic Academic Enhancement Plan will be structured according to University’s plan and will incorporate the following “University Activities” for development up to 2015:

• Academic Enhancement Framework (Learning, Teaching + Assessment; Curriculum; Learning Spaces; Professional Partnership)

• VLE Development • Wider Student Experience • Employability • Internationalisation (Development and Growth)

For Professional Services, in addition to the Learning and Teaching Strategy Operational Plan, there is another set of plans to take into consideration when producing their own Strategic Academic Enhancement Plan, namely the enhancement plans of Schools. The Professional Services need to outline the ways in which they will support the Schools in delivering their objectives in these five core themes. Professional Services will address only those “University Activities” relevant to their area. The Academic Enhancement Team is likely to be the only Service which needs to document plans in all five activity areas.

6.4 Process for Developing Strategic Academic Enhancement Plans: Schools and

Professional Services

The process for developing and approving the Strategic Academic Enhancement Plans is underpinned by two key activities:

a) Completion of the Strategic Academic Enhancement Plan template b) Annual Enhancement Discussion

The process differentiates between the production of a brand new Strategic Academic Enhancement Plan and the annual updating of such plans.

6.4.1 New Learning and Teaching Strategy and Operational Plan: First Strategic Academic Enhancement Plan

Outlined below is the process for the production of the first School and Service Strategic Academic Enhancement Plan following the approval of a new five-year Learning and Teaching Strategy and Operational Plan.

6.4.1.1 After the five-year Learning and Teaching Strategy and its Operational Plan has been

approved, the Academic Registry develops a strategic academic enhancement planning template for Schools and Professional Services4

4 See Appendix 7.4 for the 2015 version of the planning template for Schools and Professional Services.

. The template is based the key areas of development listed in the Operational Plan (term “University Activities”)


and is designed to span a five-year period. The template requires approval from the Learning and Teaching Board.

6.4.1.2 Once the strategic academic enhancement planning template has been approved, the

Deputy Principal (Learning and Teaching) and the Assistant Registrar (Learning Strategies) meet with the Director of Learning and Teaching in Schools, plus one or two other staff members from the School, to discuss the School’s strategic enhancement plans for the next five years (separate meetings are held in each School).

6.4.1.3 After the meeting, the Assistant Registrar (Learning Strategies) will populate the

planning template based on discussions and forward to the School for consideration and approval. At the same time, Schools will complete the Balance Scorecard, giving an initial evaluation of their performance against the various objectives5

, and provide a covering Strategic Summary of their plans, including how they will address the University’s objectives.

6.4.1.4 The completed planning templates are then presented to Learning and Teaching Board for consideration and approval, in particular to ensure that the plans of the Schools, when taken as a collective, are sufficient to deliver the University’s learning and teaching objectives. The plans are accompanied by a commentary, which summarises the key outcomes of the meetings with Schools and the key features of the Schools’ plans.

6.4.1.5 When the School plans have been approved by the Learning and Teaching Board, the

Deputy Principal (Learning and Teaching) and the Assistant Registrar (Learning Strategies) meet with the Director of the relevant Professional Services, plus one or two other staff members from the section, to discuss the development of the service’s strategic enhancement plans. Separate meetings are held with each relevant service, and the particular focus is on how the service will support the delivery of both institutional and School learning and teaching activities over the next five years.

6.4.1.6 After the meeting, the Assistant Registrar (Learning Strategies) will populate the

planning template based on discussions and forward to the School for consideration and approval. At the same time, the Professional Services will complete the relevant aspects of the Balance Scorecard, giving an initial evaluation of their performance against the various objectives, and will provide a covering Strategic Summary of their plans, including how they will address the University’s objectives.

6.4.1.7 The completed planning templates are then presented to the Secretary of the

University (and the group which will replace the Infrastructure Board) for consideration and approval. Thereafter, the finalised templates are submitted to the Learning and Teaching Board for confirmation that the plans of the relevant Professional Services are sufficient to deliver the University’s learning and teaching objectives and those of the Schools. The plans are accompanied by a commentary, which summarises the views of the Secretary of the University, the key outcomes of the meetings with Professional Services and the key features of their plans.

6.4.2 Updated Learning and Teaching Strategy Operational Plan and Revised Strategic Academic Enhancement Plans: Annual Enhancement Discussion

Outlined below is the process for the annual review of School and Service Strategic Academic Enhancement Plans following the Learning and Teaching Board’s updating of the Learning and Teaching Strategy Operational Plan.

6.4.2.1 The Learning and Teaching Strategy Operational Plan for the University is likely to be

less well-developed towards the end of the five-year timeframe. Therefore, each June the Learning and Teaching Board will review and update the Plan to modify or add “University Activities”. Similarly, it is unlikely that Schools and Professional Services

5 See Appendix 7.5 for the 2015 Template for the School/Service Balance Scorecard in support of the Learning and Teaching Strategy Operational Plan.


will be able to complete their five-year plan to the same level of detail in later years as in the first year.

6.4.2.2 Therefore, an Annual Enhancement Discussion will be held with Schools and

Professional Services to ensure that each year their plans are reviewed and properly reflect agreed institutional priorities (and also those of Schools, in the case for Professional Services)6

.

6.4.2.3 The framework for the Annual Enhancement Discussion is identical to that outlined above for development of new Strategic Academic Enhancement Plans, with the same consideration and approval procedure likewise being followed (see Fig 2. below).

6.4.2.4 The Annual Monitoring and Review process provides the formal route by which Schools comment upon their progress towards the activities and objectives set out in the Learning and Teaching Strategy Operational Plan. However, the Annual Enhancement Discussion is likely also to encourage reflection as Schools consider those aspects of their own plans which require review and revision for years 2 to 5.

6.4.2.5 In addition to planning activities at the School/Service level, the University uses the

Annual Enhancement Discussion as a means of identifying common issues which could be escalated to become institutional projects. Through the Learning and Teaching Board, such projects would then be incorporated into the updated Learning and Teaching Strategy Operational Plan. This two-way, dynamic link between institutional and local planning ensures connectivity between “top down” and “bottom up” approaches7

.

6 The Learning and Teaching Board has tried to utilise existing mechanisms, wherever possible, for all processes associated with the Learning and Teaching Strategy. However, in the case of producing and updating Strategic Academic Enhancement Plans (SAEP), the Annual Monitoring and Internal Review processes (which do not include the Professional Services) are primarily reflective and, while Internal Review affords an opportunity for enhancement-led discussions, it is too infrequent to be used as a vehicle for developing SAEPs. The Annual Enhancement Discussion provides, therefore, a more appropriate mechanism for formulating and reviewing local plans for learning and teaching. 7 There is scope for the Annual Enhancement Discussion to be connected to the Annual Planning Round, thereby providing an effective link between the process of resource allocation and budget-setting with that of agreeing strategic enhancement priorities.

LTS Operational Plan updated & approved by LTB (June + Nov)

Annual Enhancement Discussion with Schools

(July/Aug)

School Plans updated & approved by LTB (Sept)

Annual Enhancement Discussion with Prof

Services (Sept)

Fig.2 : Annual Update of School/Service Strategic Enhancement Plans

Service Plans updated & approved by LTB (Oct)


Section 7 Appendices 7.1 Template for 2015 Learning and Teaching Strategy Operational Plan 7.2 Template for 2015 Balance Scorecard for the Learning and Teaching Strategy

Operational Plan 7.3 Diagram of Strategic Alignment in Learning and Teaching 7.4 Template for 2015 Strategic Academic Enhancement Plan of Schools and relevant

Professional Services 7.5 Template for 2015 Balance Scorecard for Strategic Academic Enhancement Plan of

Schools and relevant Professional Services


Heriot-Watt University Learning and Teaching Strategy Building on Excellence and Relevance 2010-2015 Learning and Teaching Strategy Operational Plan 2010-2015 Year of Plan ………………… Version of Plan …………………

University Activity University Objective PI/Other Measurement

Timescale University Lead

Related strategies or projects/ Comments

Academic Enhancement Framework 1 Curriculum

2 Assessment

3 Learning Materials

4 Learning Styles

5 Teaching Styles/Staff Development

6 Learning Spaces

7 Professional Partnership

VLE Development/Learning Infrastructure 1 VLE Strategy

2 Academic Development

3 Technical Development

Wider Student Experience 1 Integrated Approach to Student Experience (Learning

and General)

2 Academic Experience (primarily through Academic Enhancement Framework)

3 General Experience (almost entirely through the Student Experience Strategy)

4

Academic aspects of transition, induction and socialisation

5

Student Representation/Feedback

Appendix 7.1


University Activity University Objective PI/Other Measurement

Timescale University Lead

Related strategies or projects/ Comments

Employability 1 Increased Engagement with Business and Industry

2 Development of Graduate Attributes

3

Increased Industrial Placement/Work-Related Learning

Internationalisation* 1 Academic Planning

2 Quality Assurance Processes

3 Programme Development

4 Staff Development

5 Student Learning Experience

Enhancement-Led Institutional Review (ELIR) 1 Pre-Review/During Review

2 Post Review

* Targets for international growth (including School plans) are set out in the International Strategy; this section of the Learning and Teaching Strategy Operational Plan is restricted to academic matters.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Approval of HWU Learning and Teaching Strategy Operational Plan

Learning and Teaching Board (date)

Planning and Management Executive (date)

Senate (date)


Learning and Teaching Strategy 2011 - 2015: Balance Scorecard Template for the University Learning and Teaching Strategy Operational Plan1 University KPIs: UG Learning and Teaching2

2011 2012 2013 2014 2015 5 yr total Entry Scores Progression Degree Classification Graduate Employment NSS

Learning and Teaching Strategy PIs (2011-2015)

Where are we now with ..? (strategic initiatives listed below). Where do we want to be with ..? Level of performance (both intended and actual) to be evaluated through the Learning and Teaching Board’s overview of annual monitoring and a yearly review of projects on a 5-point scale: (1) Not yet started .. to … (5) Complete

Strategic Activity 2011 2012 2013 2014 2015 5 yr Total (Actual)

Escalation/ Commentary Initial

Self-Eval Actual Aim Actual Aim Actual Aim Actual Aim Actual

Staff – Academic Enhancement

Excellence in teaching

Change in Teaching Styles Peer Development Framework Students as independent learners

5

VLE Development 5 Assessment & Curriculum 5 Learning Materials 5 Learning Spaces 5 Internationalisation Programme development Staff development

5

Total for each year of Strategy 25 Learning and Teaching Strategy Non-PIs (2011-2015)

Where are we now with ..? (strategic initiatives listed below). Have we completed ..? Since these activities are either “done” or “not done”, level of performance is evaluated on a 2-point scale of (1) Incomplete and (2) Complete, based on assessment of

activity reported through Internal Review/Project Evaluations and summarised in the Learning and Teaching Board’s Annual Strategic Review Report Strategic Activity 2011 Internal Review Evaluation: Date(by 2015) Commentary

Expected Actual Expected Actual Internationalisation of Curriculum 1 2 Professional Partnership 1 2 Employability: Graduate Attributes 1 2 Academic Experience: Students 1 2 General Experience: Students 1 2 Transition/Induction (Academic) 1 2 Internationalisation:

QA processes Student learning experience

1 2

Notes: (1) The University Balance Scorecard for the Learning and Teaching Strategy Operational Plan is based upon an evaluation of the scorecards of Schools and Professional Services as well as an assessment of institutional projects (as summarised in the Learning and Teaching Board’s Annual Strategic Review Report). (2) the data populated in this section is extracted from the Summative Assessments provided as part of the Academic Performance Review (co-ordinated by the Head of Executive Support Services).

Appendix 7.2


Learning and Teaching Board Learning and Teaching Strategy: Strategic Process and Alignment The diagram below is designed to illustrate in summary form the strategic process for the development and implementation of the University’s Learning and Teaching Strategy. The alignment with other, related strategies is shown, and areas of responsibility are designated.

Appendix 7.3

Focus on Future (Univ Strategy)

Edinburgh Business School

Institute of Petroleum Engineering

School of the Built Environment

School of Engineering & Physical Sciences

School of Life Sciences

School of Management & Languages

School of Mathematical & Computer Sciences

School of Textiles & Design

Schools/Institutes Implementation

Learning and Teaching Strategy and its Operational Plan

Planning & Mgmt Exec. Approval

Learning and Teaching Board Develop; Monitor

Responsibil ity for LTS

Quality & Standards Com Review

School Strategic Academic Enhancement Plans

Strategy Development and Alignment

Student Union

Student Services

Academic Enhancement

Library

International Development

Recruitment & Admissions

IT

Each School produces its own Strategic Academic Enhancement Plan (approved by LTB), plus individual Project Plans for implementing Univ L&T actions

People & Organis Dev

Student Experience Strategy

Estates

Professional Services incorporate implementation of Univ and School L&T actions into own Strategies and Plans (approved by Infrastructure Board)

Professional Services’ Strategic Academic Enhancement Plans

Professional Services Implementation

Senate Approval

Univ. Risk Strategy

Research & KT Strategy

International Strategy

Review of Professional Services


Heriot-Watt University Learning and Teaching Strategy and Operational Plan Template for School/Service Strategic Academic Enhancement Plans 2011-2015

School/Professional Service ……………….. Year of Plan ………………… Version of Plan ………………… University Activity School Activity PI/Other

Measurement Timescale School

Lead Comments (eg for AMR)

Academic Enhancement Framework 1 Curriculum

2 Assessment

3 Learning Materials

4 Learning Styles

5 Teaching Styles/Staff Development

6 Learning Spaces

7 Professional Partnership

VLE Development/Learning Infrastructure 1 Academic Development

2 Technical Development

Wider Student Experience 1 Academic Experience

2 General Experience

3 Academic aspects of transition, induction and socialisation

4 Student Representation/ Feedback

Appendix 7.4


University Activity School Activity PI/Other

Measurement Timescale School

Lead Comments (eg for AMR)

Employability 1 Increased engagement

with business and industry

2 Development of graduate attributes

3

Increased industrial placement/work-related learning

Internationalisation 1 Quality assurance

processes

2 Programme Development

3 Staff development

4 Student Learning Experience

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Approval of Strategic Academic Enhancement Plan for (insert name of School/Service) ……. Director of Learning and Teaching (signature and date)

Deputy Principal (Learning and Teaching) (signature and date)

Learning and Teaching Board (date)


Learning and Teaching Strategy 2011 - 2015: Balance Scorecard Template for Schools and Professional Services*

School/Professional Service: University KPIs: UG Learning and Teaching

2011 2012 2013 2014 2015 5 yr total Entry Scores Progression Degree Classification Graduate Employment NSS

Learning and Teaching Strategy PIs (2011-2015)

Where are we now with ..? (strategic initiatives listed below). Where do we want to be with ..? Level of performance (both intended and actual) to be evaluated through annual monitoring on a 5-point scale: (1) Not yet started .. to … (5) Complete

Strategic Activity 2011 2012 2013 2014 2015 5 yr Total (Actual)

Escalation/ Commentary Initial

Self-Eval Actual Aim Actual Aim Actual Aim Actual Aim Actual

Staff – Academic Enhancement

Excellence in teaching

Change in Teaching Styles Peer Development Framework Students as independent learners

5 Eg 2012 monitoring: no peer mentoring

VLE Development 5 Assessment & Curriculum 5 Learning Materials 5 Learning Spaces 5 Internationalisation Programme development Staff development

5

Total for each year of Strategy 25 Learning and Teaching Strategy Non-PIs (2011-2015)

Where are we now with ..? (strategic initiatives listed below). Have we completed ..? Since these activities are either “done” or “not done”, level of performance is evaluated on a 2-point scale of (1) Incomplete and (2) Complete, based on assessment of

activity as part of Internal Review Strategic Activity 2011 Internal Review Evaluation: Date(by 2015) Commentary

Expected Actual Expected Actual Internationalisation of Curriculum 1 2 Eg IC not yet complete in PGT courses Professional Partnership 1 2 Employability: Graduate Attributes 1 2 Academic Experience: Students 1 2 General Experience: Students 1 2 Transition/Induction (Academic) 1 2 Internationalisation: QA processes Student learning experience

1 2

*Notes: (1) Schools’ performance will be evaluated across all activity, except where the action is specifically at the institutional level (eg Learning Spaces). For Schools, it is envisaged that there will be an overall scorecard for each School, underneath which will be individual scorecards for each discipline. (2) the performance of Professional Services which align with the Learning and Teaching Strategy will be evaluated only against those aspects within their area of responsibility.

Appendix 7.5

Learning and Teaching Strategy - Heriot-Watt …...1.2 Learning and Teaching Strategy to 2015 3 Section 2 Key Features of the Learning and Teaching Strategy Process 4 Section 3 Development,

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