Pro-Vice Chancellor Education (ECU) Aligning strategy and structure: How learning and teaching units support their university Professor Angela Hill Pro-Vice Chancellor Education (ECU) Dr Kylie Readman Director, CSaLT (USC)

CADAD benchmark (1.1) Provide current and timely information, support interpretation, and provides strategic advice in relation to government policy and proposals. The ADU assists the institution to develop an understanding of the implications of these policies and proposals for the institution, and a strategic response consistent with the institution’s vision and mission.

A current policy issue Performance funding for learning and teaching Retention of students Employment outcomes for graduates Quality of student experience

Reflection How is your academic development unit/learning and teaching centre involved with providing advice on key government policy issues? Is the unit involved in promoting: (a) an understanding of the implications of these policies and proposals for the institution? (b) a strategic response consistent with the institution’s vision and mission.

ECU Example: Retention

Retention

An example from ECU PVC Education is also Director of Centre of Learning and Teaching University Executive role ECU Centre for Learning and Teaching Teaching Quality Learning Support Pathway programs Learning Technologies

Action steps thus far Stock-take: What has happened in past? Data: what do we know about the data? Best evidence: what does the research highlight for our circumstances? Propose and get agreement for a ‘whole of institution’ plan

Agree on ways of conceptulaising action points

Get agreement on ways of addressing retention Action domains Government policy Curriculum Institutional enablers Student support

Context: Changing age demographics

Actions for Centre for Learning and Teaching For example: Prioritise resourcing of Schools and Courses based on retention data Learning Designers – curriculum quality Learning Advisers – student support First Year Unit Health Check Lead data requirements review

Reflection How is your academic development unit/learning and teaching centre involved with providing advice on key government policy issues? Is the unit involved in promoting: (a) an understanding of the implications of these policies and proposals for the institution? (b) a strategic response consistent with the institution’s vision and mission.

USC Example: Infrastructure

KR example

Challenge Large investment in physical infrastructure Proud tradition of face-to-face teaching [Large] pockets of innovation in pedagogy Resistance to online learning models in Exec Workload model not aligned to innovation Sustainability of learning and teaching models unlikely based on student activities

Our students Over half of USC students are in paid employment, working 16 hours or more 37% of students report paid employment as their main source of income during semester One in ten have dropped at least one course due to work commitments. One in five students studying at Sippy Downs miss one or more classes per week due to work commitments. SELT Report 2016

Sem 2, 2016 Space Audit Considerations: Campus Time of day The three measures reported are as follows:  • Frequency (RF): The percentage of the available hours booked for teaching. (RF = Hours Used/Hours Available)  • Occupancy (Occ): The percentage of the available seats used. (Occ = Total students/(capacity x hours used))  • Utilisation (U%): The product of frequency and occupancy, determining how well USC utilises available teaching spaces. (U%= RF x Occ)  Considerations: Campus Time of day Space types available Audit undertaken in Wk 4

Students’ online activity Prepared material – created, curated, linked to other activity Mediasite consumption – catch-up, revision! Synchronous online – in progress, but value? Table 1: Mediasite views by year and lecture theatre occupancy (main campus): 

Looking ahead: Moreton Bay What models should we promote and support to reach our strategic goals? How should the data impact on the decision making about the Foundation building? MULTI-SITE is driving change – we must respond. What advice should we give to Academic Board? What advice should we give to Planning and Resources committee?

Actions for Centre for Learning and Teaching DIRECTOR: Represent quality teaching in infrastructure decision making Instigate and facilitate discussions – briefing papers, school meetings etc Keep talking about the vision Use data Provide examples from the sector Get agreement!!!!

TEAM: Focus on supporting large, multi-site courses Support good pedagogic decision making at the course level Improve curriculum in line with curriculum priorities Develop, support and promote digital capacity building with staff

FIVE OUTCOMES There were five main outcomes from the Executive retreat 2018: 1. Re-affirmation of the USC Strategic Plan 2016-2020 2. Commitment to the development of a plan for each campus 3. Commitment to a curriculum renewal process 4. Adoption of an approach to advancing online provision 5. Adoption of a set of multi-campus principles and practices = BIG WIN

Table Activity ECU Example: Strategic activity instigated from outside the L&T Centre where the Centre is asked to take action USC Example: Strategic activity generated from within the L&T Centre to motivate the University to take action Your example: Strategic activity to [what is your role in influencing strategic change and decision making]?

Reflection How is your academic development unit/learning and teaching centre involved with providing advice on key government policy issues? Is the unit involved in promoting: (a) an understanding of the implications of these policies and proposals for the institution? (b) a strategic response consistent with the institution’s vision and mission.

Benchmarking [using the CADAD benchmarks] Benchmarking, scanning and engaging across the sector - value and strategic importance? Undertaking benchmarking on strategically important issues What are the challenges, risks and benefits of sector benchmarking?