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Vision
We are recognised as a leading national and international university known for our areas of academic excellence and our approach to Working in Partnership (WP) and Place agenda.
Commitment
As the University of Opportunity we welcome all who want to benefit from Higher Education and will expand on our commitment to Widening Participation (WP) to be much more in terms of
- Working in Partnership
- Working in Place Working at Pace
- Working with Potential
- Working with People
Through our WP agenda we will aim to provide students access to our Higher Education awards that are delivered in Place, in flexible modes and styles of learning that allows our students to go on to be highly employable global graduates with awards that have been developed and delivered with our partners and stakeholders.
We will be an institution that will grow its areas of academic reputation through a bolder confidence in promoting what we do and celebrating the success of our alumni and academic community to our regional, national and international audiences.
Success Measures
We will know we have succeeded when:
- We have global networks that support the delivery of our Vision and enhance our reputation
- We are a partner of choice for our UK and International education and industry stakeholders to grow our Degree Apprenticeships and Collaborative partnerships
- We grow from 27,000 to 40,000 learners of whom 25% will be international
- 60% of undergraduates are 18 when they enter
- We increase the number of residential students on our campuses as our national reach increases
- Postgraduate taught and research student numbers have doubled
- We have grown from 200 to 3,000 Distance Learners
- 50% of our academic areas have improved their national ranking by 25%
- We have multi entry points so we are recruiting and welcoming students throughout the academic year
- We have built on our halo areas of academic strength to further widen our national reach
- We have increased our international research collaborations
Global Opportunities - SUB-STRATEGY - 2020-2030
We are operating in an ever competitive global environment providing opportunities to students to access and experience higher education in different modes of delivery and in different places throughout the UK and world. As we look forward to 2030 we recognise that our impact as a University is growing both regionally, nationally and internationally and it is through this lens this Global Opportunities sub-strategy has been developed to capture our future ambitions to grow in size as we continue to remove barriers, grow our global reputation and grow our academic offerings through co-creation that focuses on producing Global citizens.
Vision (where we want to be in 2030)
We are recognised as a leading national and international university known for our areas of academic excellence and our approach to working in partnership and place agenda
Place – We will be a destination of choice that will expand our recruitment and collaborative reach nationally and internationally, increasing residential students and collaborative partnerships in the places where we offer our course provision, with our brand firmly embedded in those places
People – We will celebrating the success of the people who make up our University Community, academics, students and alumni to support and grow our national and international reputation at subject level.
Pace - We will have in place the appropriate process, procedures and expertise to allow us to evaluate, articulate and execute opportunities supporting us to develop innovative curriculum and modes of delivery that meets the needs of stakeholders in place of need.
Potential – We will continue to build on the success of our approach to widening participation and inclusivity applying this to other regions whilst continuing to innovate to remove barriers as we increase our recruitment reach. We will be proud and promote our inclusive approach whilst ensuring that our prospect journey for all our potential students is tailored to meet and exceed their needs and expectations.
Partnership – We will become a partner of choice for collaboration provision, Degree Apprenticeships and Research partners, whilst embedding our stakeholders/industry into the development and design of our curriculum and into our wider University Community.
Key Strategic Priorities (how we intend to deliver our commitment, linked to the Ambition Statements and Goals of Vision 2030). This section should contain the breakdown of how different elements, initiatives or teams can support the priorities
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Vision |
Working with POTENTIAL |
Working in PARTNERSHIP Working in PLACE |
Working with PEOPLE |
Working at PACE
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Our Ambition |
We welcome all who want to benefit from Higher Education
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We provide Higher Education in place of need |
We raise and enable the ambition of our place |
Our students and alumni transform our region |
Recognised as a leading international university |
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Our Goals |
Embedded our role as the University of opportunity, offering access and supporting to all those who can benefit
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Partner of choice for our UK and International Stakeholders |
A curriculum, portfolio and delivery model that reflects the economic and societal needs of our areas |
Clearly defined subject and research identities to which our staff, students and alumni belong |
Global networks that support the delivery of our Vision and enhance our reputation |
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Embedded a culture of efficiency and excellence ensuring financial stability and investment opportunity
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Commitments
Context
The Global Opportunities Sub Strategy is focused on growing student numbers, reach and reputation of the institution within the region, nationally and internationally. We have established foundations of activity that will need to undertake ambitious step changes and work differently if we are to achieve 40,000 students by 2030. Over the past 18 months we have moved to a central business partner approach around recruitment and marketing and global opportunities which is already demonstrating good working with our faculties and schools but needs to continue to develop and grow its professional standing, knowledge and expertise. The pandemic has required us to change our approach around the prospect journey requiring us to develop our digital capabilities quickly over the past 12 months to recreate what would have been face to face activity, whilst we recognise face to face activity will return this alternative offer will remain and require further development and enhancement.
Our reach and confidence is growing as we seek to reaffirm our campuses as destinations of choice for students within the region which is being underpinned and extended to those outside the region through the promotion of our halo areas of excellence. We must continue to grow these halo areas of excellence and the academic standing of our subject areas to impact on all aspects of our ambitions and goals as an institution. Our digital confidence has grown significantly during the pandemic and our blended learning offering has been well received by our students. We will continue to build on this learning and expand our offering of blended learning, distance learning and micro credential designed courses that provide our learners with a flexible offering. Our academic course offer is significant in size but has become too large and requires us to moderate our offering whilst maintaining our subject areas. To support this we have commissioned SMRS to undertake a portfolio review which will provide us with the necessary information for our schools to undertake this work, whilst also identifying new opportunities for growth.
A fundamental part of our growth will come from working in partnership with industry and other providers of education within the UK and international. To do this successfully we must do this as an institution and not as individual schools or services to ensure we have a holistic oversight of opportunities which will require us to look at different ways of working. Likewise we also need to recognise that partnership work is challenging and need to ensure those engaging in it are rewarded.
Our ability to grow and enhance the student experience will only be possible through the development of our systems and processes and the professionalisation of how we operate as an institution. We are already implementing the recommendations of the admissions review and further work is being done to move this onto the next level. We also need to ensure the systems and resources that support the prospect journey are able to adapt as we grow student numbers/applications and increase different forms of higher education through different delivery modes.
We are a diverse and inclusive institution which is extremely proud of our students and staff, their backgrounds and their achievements which is embedded in the DNA of the institution. Our voice and celebration of who we are must be louder and prouder to make sure others know we lead the UK in terms of access and participation and welcome everyone to the University of Opportunity.
We have identified key areas that we need to develop in the short to medium term so that we can be confident we can grow the institution in terms of student numbers, its reputation and student experience which will reinforce our commitments to PLACE, POTENTIAL, PEOPLE, PACE, and PARTNERSHIP.
Commitments
Our Commitments are building blocks that will allow us to meet our success measures, whilst adopting continuous improvement as we challenge and adapt in an every competitive and challenging market.
Success Measures (the long term visionary metrics to be achieved by 2030 – linked to our Goals)
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ENABLERS |
IMPACT |
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The delivery of this strategy will be underpinned by the following established strategies;
- UK Recruitment and Marketing Strategy - UK Partnership Strategy
- Internationalisation Strategy (Recruitment and Transnational Education)
- Degree Apprenticeships Strategy - Access Strategy
- Access Strategy
Development strategies required
- Distance Learning Strategy
- School Strategy to address course development and ranking
Delivery of the Vision (planned activities to facilitate fulfilment of the key strategic objectives and operationalise at faculty and departmental level)
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Portfolio Review |
Deliverables |
Required Investments, Initiatives, Culture Change |
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Three Years |
Five Years |
Ten Years |
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Consolidate and rationalise the portfolio for efficiency and to enable future growth in learners.
Identify new portfolio development opportunities.
Identify areas of strategic value i.e. for Wolverhampton’s domestic and international reputation and to meet the economic and societal needs of the local area
Identify new multi entry and flexible courses and utilise carousel design at both UG and PG |
Completion of Course Portfolio Review Project
Active consolidation of existing portfolio, and growth of portfolio where relevant in relation to immediate changes of the sector (demand driven by students and industry)
Established cross institutional approach to course development. Growth of higher technical equals provision finalised in line with National Skills Fund agenda.
International – Engage with stakeholders (Industry, alumni, agents and partners) to provide market intelligence re: course demand.
Development of key CPD courses including micro-credentials that meet the needs of industries, employers, partners, local/national and international govt. |
Provision is reviewed proactively in line with policy changes (adult ed, Civic Universities agenda, regional skills gap and international demand).
Provision is dynamic and tailored (audience, purpose, regional and international need) and of high quality (industry developed/accredited)
Our provision is a mixed offer in line with realistic growth to ensure we are robust, agile and sector leading.
Embedded flexible learning opportunities within all new courses. Eg, online modules, multi entry starts, as driven by the market
Clear identifiable and known subject areas of excellence
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Year 1: Course Portfolio Review (2020/21)- £60,000
Year 2: 2021-22- Institutional commitment to implement output of the Portfolio Review project.
Year 5: Course Portfolio Review - £80,000
General PDSC- leads on driving ongoing proactive review of our provision, ensuring a cross-institutional approach, and ensuring strategic fit.
Increase subject and university ranking.
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Admissions |
Deliverables |
Required Investments, Initiatives, Culture Change |
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Three Years |
Five Years |
Ten Years |
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Applications for all modes and levels will be turned around within 48 hours
Identify the system, process and people developments to achieve this |
Delivering on outputs of the admissions review. Including SLA 48 hours turnaround of applications
Development and delivery of individual team KPIs and objectives to align to key sub-strategy objective.
Delivered admissions systems and processes that ensure we are ‘PQA’ ready.
Root and branch process review (including contributing to existing/ongoing projects e.g. Student Campus).
The admissions journey and service will be delivered in line with needs of the applicant and a core part of the applicant journey.
Professionalisation of the admissions offer so that this enhances the applicant journey.
Cross service approach to enhancing the applicant admissions journey, ensuring it is user friendly and intuitive for all.
Review the processing of applications for collaborative provision. |
Comprehensive review of Admissions Systems landscape.
Review of individual learner journeys (e.g. apprentices, employer led routes, CPD etc.)
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Undertake horizon scanning exercise to identify key potential changes.
React and prepare for new legislation and regulation through continued work with professional bodies and other HEIs. |
Years 1-3: investment of staff resource in Admissions service to deliver 48 hour turnaround, increased volumes and diversification of applicant journey
Year 1 £180,000 Year 3 £100,000
Systems Developments Year 1-2 £100,000
Culture Awareness Opportunities for admission staff to engaged with recruitment events in the UK and International to increase culture awareness and develop stronger customer service.
£10,000 pa |
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Subject Ranking and OFS Base line metrics action plans |
One Year |
Three Years |
Five Years |
Required Investments, Initiatives, Culture Change |
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Agree which metrics the University will focus on and the baselines
Create dashboards that contain this information
Complete training for all relevant staff and keep as standing agenda items on relevant Committees |
To keep the metrics under review and respond to any changes. |
To keep the metrics under review and respond to any changes. |
Develop a common and shared understanding of the importance of the metrics.
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Agree which metrics the University will focus on and the baselines
Create dashboards that contain this information
Complete training for all relevant staff and keep as standing agenda items on relevant Committees |
To keep the metrics under review and respond to any changes. |
To keep the metrics under review and respond to any changes. |
Develop a common and shared understanding of the importance of the metrics.
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Utilise SMRS and SPO research/analysis to inform rationalisation and improve the curriculum portfolio
Utilise SMRS and SPO research/analysis to inform potential halo/flagship courses and develop and implement 3-year plans |
Monitor course performance and implement improvement initiatives in order that we exceed minimum baseline metrics. Utilise the metrics to inform our halo/flagship priorities
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To keep the external environment under review and respond to any changes. |
Ensure that this fits into the wider planning processes (e.g. development of Faculty 3-year operational plans)
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Meet or exceed student number target.
Meet or exceed tuition fee budget (£) for the course.
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Meet or exceed student number target and identify recruitment trend.
Meet or exceed tuition fee budget (£) for the course.
Meet or exceed attrition target.
Review current fee policy for changes that would affect the financial performance of the course. |
Meet or exceed student number target and identify recruitment trend.
Meet or exceed tuition fee budget (£) for the course.
Meet or exceed attrition target.
Review current fee policy for changes that would affect the financial performance of the course.
Consider exit strategies if student numbers are in decline. |
On-going need to review and respond to any changes in the funding arrangements for courses and HEIs. |
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Financial deficit / surplus meets or exceeds the financial plan.
Achieves an agreed profit %. |
Financial deficit / surplus meets or exceeds the financial plan, achieves a break-even position.
Achieves an agreed profit %. |
Financial deficit / surplus meets or exceeds the financial plan, achieves an agreed profit %.
Achieves an agreed profit %. |
Change in culture required to record expenditure at course level.
Resources – System investment for workload allocation software to post expenditure at course level. Staffing implications for implementation and delivery.
Consideration of standard delivery costs dependent on course activity. |
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Prospect Journey |
Deliverables |
Required Investments, Initiatives, Culture Change |
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Three Years |
Five Years |
Ten Years |
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Deliver a fully integrated student journey from first point of contact as an enquirer through to graduation
Have an appropriate offer e.g. accommodation, facilities etc.
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Delivered on SLAs and RACI matrix for full prospect journey
Identified lead/ support functions
The ‘conversion’ stage of the prospect journey is fully developed and embedded into our recruitment strategy
We have reaffirmed our position as a supportive and inclusive institution under our ‘We Back You’ campaign, optimising this to both audience and sector changes
Finalised offer for scholarships and bursaries following recommendations of competitor benchmarking and changes in student demand. |
Fully optimised prospect journey (FPOC – Enrolment)
CRM automation of core touch points, enabling innovation and enhancement of core journey
The ‘conversion’ stage of the prospect journey optimises underperforming/growth areas of recruitment |
Fully integrated student journey (FPOC – graduation)
Begin optimising core touch points to enhance activities/interventions to support retention, progression and student success throughout their UoW lifecycle. |
Continued investment in Marketing & Recruitment CRM (~£40,000 annually)
Year 1: Additional FTE UW4 in CRM/Enquiries team
Year 2: review of resource and alignment to prospect journey in relation to changing policy (e.g. PQA/O), and +2% YoY increase in enrolments
Year 5: review of UK & International recruitment, marketing and partnerships/TNE resource in line with increases in enquiries/apps
Full student CRM, integrating all UoW CRMs for full student lifecycle. Costs from DS?
Professionalisation and culture change in professional services e.g. Finance and Accommodation |
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Degree Apprenticeships and Higher Technical Education |
Deliverables |
Required Investments, Initiatives, Culture Change |
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Three Years |
Five Years |
Ten Years |
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Develop and enhance systems and process to provide apprenticeships and employers a seamless journey through application to graduation.
Enhance and develop industry boards to support the development of new DA and Higher Technical opportunities
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New system is in place to meet compliance with ESFA and Ofsted regarding employer eligibility and Apprentice initial assessment for all Apprenticeships
CRM in place to support employer engagement activity and tracking recruitment along with pipeline activity for Apprenticeships and Technical Education.
An Apprenticeship curriculum review cycle is adopted to support the annual recruitment of Apprentices with employers and internal colleagues.
Course level continuous monitoring is embedded and supporting the achievement of high success rates and satisfaction rates for each Apprenticeship. Ofsted inspected organisation grade Good
All Apprenticeship courses have an established employer industry board to support curriculum development and Higher Technical Education progression opportunities.
Strategic Employer Advisory Group meets twice per year to review direction and performance of Apprenticeships as well as identifying Higher Tech areas for delivery
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Continuous improvement of system and process to support employer and Apprentice feedback.
Fully integrated CRM to support marketing, monitoring and contracting with employers.
Centrally gathered and generated Apprenticeship courses for recruitment with Start/end dates and other ESFA required information to ease recruitment
High level of Apprentices on programme achieving, succeeding and joining the Alumni to support ongoing recruitment. Ofsted inspected organisation grade Good
Employers actively shaping new provision and supporting roll out of Higher Tech opportunities
Embedded advisory group to support the Apprenticeship and Higher Tech developments. Becoming ambassadors for the University. |
Seamless approach to recruitment in place and working effectively
Improved working systems to capture relationship management and building employer account management approach
Business Cycle adopted for Apprenticeships which supports recruitment and embedded in the university
Ofsted inspected organisation grade Excellent
Employers represent the university on local, regional and national platforms to support the University offer. |
New system procured and rolled out to support end to end journey for Apprenticeship (digital approach to ease resources) which will require resources and buy in to roll out. Circ £350k
Ability to manage employer information in one central place, governed and secure platform.
Central collection of details and information for use by faculty and admissions process for ESFA compliance.
Apprentice experience and monitoring known and every level along with work-based learning.
Faculties are actively engaging with employers on programme to support the delivery of on and off the job training.
The AH is able to work with these employers to support recruitment
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Marketing, Brand and Recruitment |
Deliverables |
Required Investments, Initiatives, Culture Change |
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Three Years |
Five Years |
Ten Years |
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The University of Wolverhampton will be a recognised brand delivering high quality education opportunities
Develop a well-resourced and target marketing approach to complete with and advance on our competitors both nationally and internationally
Grow the current halo areas to support the development of new areas
Grow our research exposure to drive PHD recruitment and collaborative partnerships
Develop effective reporting on ROI
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Cross-institutional relationship matrix with schools and colleges.
Developed a ‘single point of contact’ for key S&Cs to facilitate UoW/S&C developments
Grown our population of 18 year olds with well-resourced and targeted campaigns and activities, pushing our competitors
Alumni, Staff and student ambassadors are brand champions with pride in the quality of our offer, our strength of place, confidence in our people and student experience, and commitment to our direction of growth
We are the ‘University of choice’ for our regional and international schools and colleges, employers, industry and research community.
Developed reputation for delivering courses that meet industry need and student demand. Agile provision delivered in subjects aligned to level 4/5 skills need.
Collaborative students choosing the UoW as a destination of choice for UG TOP ups and PG courses. |
Delivered a regional growth agenda tying into our region’s skills gap and growth agenda. Linking in with employers and schools and colleges to collaboratively develop educational and training opportunities.
Our brand perception has been shifted and UoW is a university of quality both in our course offer and student experience. Our focus turns to ensuring our brand adapts to changing student ‘wants’ in HE.
Our school and college feeders, employer partners, alumni, current students and applicants are brand advocates.
An established national reputation for key HALO course areas
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Annual operational plans reflect a proactive and sector leading approach to student recruitment
The Student Recruitment and Partnerships function lead on horizon scanning and effective pipeline building, enabling UoW to push beyond baseline targets
UoW is a nationally and internationally recognised brand |
Year 1: UK Partnerships- staff resource in supporting governance of our UK partnerships, supporting cross institutionally to ensure our partners receive a consistent service/experience Year 1: International – Staff resource to support the development of new markets, supporting diversification and promotion/enhancement of the UoW brand internationally. New structure has been created and costs (TBC)
Years 1-3: UK Recruitment, Marketing and Partnerships: An immediate year on year increase in non-pay budget of £300,000 (on top of base operational budget).
Year 1-3: International Recruitment – A fixed base non-pay budget of £1m with scope to put forward proposals for additional budgets and increases of 20% per year to cover increased marketing costs. Strategic pump priming funds to ensure market development and diversification.
Year 5: S&C key contact- review resource at 5 years to ensure continued facilitation
A culture change towards one University of Wolverhampton, enabling cross institutional awareness of the strength of our brand and commitment to becoming a brand ambassador.
Commitment to institutional focus on a full ROI and evaluation model to ensure activity undertaken is having impact.
Upskilling of colleagues across the university in terms of staff development and being able to deliver on the Vision 2030 objectives.
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Collaborative Partnerships (TNE and UK)
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Deliverables |
Required Investments, Initiatives, Culture Change |
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Three Years |
Five Years |
Ten Years |
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Development of UK and International Strategic Partnerships:
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Establish new partnerships of scale and diversification across the region and Internationally that complement ours areas of academic growth and strength across UG and PG
Establishment of Partnership Alliances establishing a minimum of five within regional FE colleges
Establishment of strategic progression pathways (articulation) from partners, whilst addressing new opportunities for progression on the national and international stage such as T-Level provision.
Respond to the FE Skills paper by developing a range of flexible level 4 and 5 provision that is, where possible, quality marked and aligned to the Higher Technical Qualifications standards Competitive incentives to our TNE students for progression to UoW
Continue to review all partnerships to ensure existing partnerships are robust and delivering a positive student experience. Continue to enhance the governance of partnership management eg enhancing the risk register.
Transparent reporting on the RoI for each partner
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Work with collaborative strategic partners to develop new and innovative partnership working opportunities that best meet the needs of the learner, the employer and provides agile and flexible learning opportunities
Integration of UK and International partners as a key driver of curriculum development and portfolio development.
Maximise partners to provide opportunities for our students studying on our UK campus to add a global and/or industrial experience to their studies.
Work with strategic partners to become a co-delivery partner in identified and targeted curriculum offers to provide a one-stop shop’ for key employer needs ranging from level 3 to 7
Support the development of partnerships through faculties to develop an established Partner research and staff development / professional network hubs
Development plans for each partner that seeks to diversify range of activity being undertaken. |
UK and TNE Partnerships will have significantly increased its respective partnership enrolments at a variety of strategic partners with further growth opportunities
UK and TNE Partnerships will be robust and established services that facilitate partner collaboration and sharing of best practice UK and TNE Partnerships will be conduits for partnership enquiries – they will be a point of enquiry and referral service for potential partnership development opportunities to include Executive Education, Employer Liaison (for UK partners) and Business Development opportunities Consider a ‘Wolverhampton University Centre’ brand for UK partners offering a breadth and depth of UoW courses |
A culture change to work alongside FE partners to deliver a longevity of curriculum that appears as a seamless offer for employers. Change of mindset that working in partnership (UK and International) creates direct competition to on campus provision.
Integration of TNE developments in our culture and ethics Increased levels of articulations facilitated with SLA with faculties to ensure prompt turnaround
Ranking improvement; Faculty buy-in and senior management accountability to include income retaining financial model; International champions in faculties
Year 1: International – Staff resource to support the development of new collaborations and markets. New structure has been created and costs (TBC)
Year 1-3: International Recruitment – A fixed base non pay budget of £0.5m with scope to put forward proposals for additional budgets and increases of 20% per year to cover increased marketing costs.
Pump priming funds to ensure market development and diversification.
Colleagues from relevant faculties and departments (inc. administrators) to have opportunity to meet partners in nationally and internationally for additional staff development and enhancement of partnerships
Upskilling of colleagues across the university in terms of staff development and being able to deliver on the Vision 2030 objectives |
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Embedded inclusivity in Access and Recruitment |
Three Years |
Five Years |
Ten Years |
Required Investments, Initiatives, Culture Change |
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We will use the place agenda to provide greater opportunities for the communities we serve to access and engage with higher education, expanding the role of our Regional Learning Centres offering flexible higher education
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Based on the creation of a flexible higher education offer, the RLCs will provide a suite of learning programmes appropriate to their place to increase PT and FT student numbers studying locally.
New RLCs will be opened in key locations to expand access and engagement and will support UK partnerships and UK Recruitment activities locally. Underpinned with business plans and clear RoI.
A clear recruitment plan for each locality for different types of students
A clear access plan for each locality reflecting the APP access requirements and the University’s diversity agenda
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An expanded number of successful regional learning centres linked by a common place-based agenda offering a suite of flexible provision, particularly for adult learners both in work and not in work with excellent continuation rates between strands
Clear progression pathways from local community, adult education, FEC and private providers across the subjects and types of learning (skills apprenticeships. Access, top ups, etc)
Integration of the multi-location model within the University’s narratives about its place and offer
Case studies, Ambassadors and Alumni activity in key locations to support all access and recruitment activity |
A successful set of RLCs in key locations that respond to the needs of their places which achieve outstanding results for learners and for the University and continue to demonstrate excellent practice in LLL, access, recruitment and partnership working
A fully integrated offer in each RLC across all levels of HE from pre-entry support to doctoral students studying locally
A number of learning towns operating in each location to demonstrate the value of learning and the simplicity of stepping on and off learning programmes locally. |
A strategy for growth in each location/county
Creation of consistent integrated systems that take account of the needs of a range of different types of flexible provision in key locations
Support for the creation of new RLCs based on set of core principles in key locations which are adequately resources to achieve growth. That have RoI objectives. |
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We will proudly celebrate the diversity and backgrounds of our student body as the University of Opportunity through inclusive recruitment and access practices
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Creation and roll out of an Access and Lifelong Learning Strategy which is informed by the APP.
Establish and implement a set of best practice protocols in inclusivity which will be routinely applied to all our access and recruitment practices and work with external agencies.
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To have a fully embedded Access and Lifelong learning strategy responsive to the needs of a diverse student body, that is used across the University.
We will be nationally recognised for our consistent enactment of best practices in inclusivity across all our access and recruitment activities, including work with external agencies.
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We will be internationally recognised as a sector leader in inclusive recruitment and access practices that are responsive to the needs of a diverse student body. |
OVC support for the creation and approval of the strategy and roll out of the protocols.
Resources to support communication plan
Staff training
Alignment between this strand and the University’s Inclusive Framework and the Race Equality Charter, including an annual monitoring report linking APP requirements and the University’s diversity profile |
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Digital Learning (DL) Strategy |
Three Years |
Five Years |
Ten Years |
Required Investments, Initiatives, Culture Change |
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Develop Digital learning strategy
Build on the partnership established in 2020 |
DL strategy in place (1 year) DL provision primarily based on HEP partnership subject areas DL provision extending beyond HEP partnership subject areas |
DL provision in all Academic Schools |
DL Unit working independently from HEP |
Culture Change It is clear from student feedback that some members of staff are still working on a ‘lift-and-shift’ model of online learning during the pandemic (i.e. one hour physical lecture = one hour pre-recorded or synchronous online lecture). There will need to be a culture change to understand the nature and support required for DL (e.g. chunking of material into smaller bite-sized elements; clear evidence of progress / learning gain, etc.) There will also need to be a commitment from academic faculties to develop modules / courses within tight turnaround times and deadlines. Initiatives Additional staff development required, building on existing SEDA-accredited ‘Digital Transformations’ and ‘Learning to Tutor Online’ courses |
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Develop strategy to grow PG course provision |
Identify Postgraduate Certificate courses to support skills development for economic regeneration following COVID pandemic[1] Delivery of micro-credentials through online PG modules Identify and validate / develop appropriate Masters provision outside of HEP partnership courses Development of online Doctorates |
Delivery of Masters provision beyond courses developed with HEP Delivery of online Doctorates |
On-going delivery of Masters provision, with Level 7 courses in all Academic Schools (PG Cert, PG Dip, Masters) On-going delivery of online Doctorates, with completions by this point |
Initiatives Work on micro-credentials needs to align with Employability Strategy Micro-credential Framework to be developed for UG and PG provision (co-developed with employers)[2] Investment Staff to develop / write courses or backfill for existing staff doing this work |
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Identify and develop several UG courses |
Delivery of at least one UG course as part of HEP partnership Delivery of micro-credentials through online UG modules Review feasibility of accelerated online / blended UG provision in key areas (e.g. vocational courses) |
At least three DL UG courses delivered by each Academic Faculty |
Delivery of full UG award programmes, independent from HEP partnership |
Initiatives Market research required to identify appropriate UG DL provision, including desire for accelerated qualifications Investment Staff to develop / write courses or backfill for existing staff doing this work |
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Establish structures to manage significant growth in student numbers |
DL Unit established (Academic Manager, Instructional Designers, Support Co-ordinators, Media Producer), primarily supporting HEP partnership courses |
DL Unit fully established (additional roles required for market research, marketing, recruitment, admissions, etc.), self-supporting and profit-making |
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Investment Investment required to establish DL Unit |
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Management Data |
One Year |
Two Years |
Three Years |
Required Investments, Initiatives, Culture Change |
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Agree data definitions and reporting definitions for all R&A reports |
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Culture Change: Need everyone to agree and use only the data/platforms that are agreed as the source for any particular purpose
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Agree the requirements for all sets of R&A users via a gap analysis
Agreeing the MI platforms that are best suited to deliver the University’s requirements |
Delivery of the initial set of dashboards for all users |
Delivery of a platform with all users to access data to support their role |
Investment: University support for full MI project
Culture Change: Full training programme so that everyone understands the full range of data and how to access
|
|
Point in time data already available
Agree any additional requirements |
Full delivery of all requirements |
|
n/a
|
|
Agree the reporting schedule |
Delivery of key reports |
Full delivery of all reporting requirements |
Investment: University support for full MI project
Culture change: Full training programme so that everyone understands the full range of data and how to access
|
[1] PG Certs are identified as relatively short / accessible / affordable courses that employers may wish to invest in for employee development. Courses could be blended, with some physical on-campus activities.
[2] It may be necessary to validate a Micro-credential Framework, so that it is possible to provide certificates / awards based on a collection of micro-credentialed modules.