Taking PDP Forward: building capacity to support change Norman Jackson * Where have we come from? * What are we trying to change? * What do we need to do to change? * How can we facilitate change?

our vision ‘The ideas contained within this consultation offer one of the most exciting changes to students’ educational experience in many years. The opportunity for developing independent empowering learning in a supportive and serious manner will benefit individuals, the sector and society measurably.’ NPC response to consultation our vision ‘The ideas contained within this consultation offer one of the most exciting changes to students’ educational experience in many years. The opportunity for developing independent empowering learning in a supportive and serious manner will benefit individuals, the sector and society measurably.’ NPC response to consultation

principles of RoA in Schools 1970’s 1980’s the journey so far DfEE Innovations FDTL projects HEI-initiatives PDPHE Scotland HEI L&T strategies % HEIs with policy fwk DfEE EHE Capability CRA NRA in schools Dearing HEQC GSP Goodison Review Progress File policy development PF guidelines LTSN ILT Sub.Ben. FDTL 4/5 IMS project Implementation targets

idea shaping ideas though discussion & consultation working guidance exemplify and interpret policy change the practice of most academics and the experience of most students PDP project for higher education Still to do policy fwk evaluate policy and practice

scale and complexity of change Personal Development Planning Personal Records Transcript motivate institutions and people change cultures change the way people think and behave change systems share practice share resources create new resources evaluate what we’ve done our goals enhance the capability of students improved information about learning and achievement

why do we change? self-motivation response to external pressure

technical-rational managerial world cultural world (subjects) psychological the way we change? FORCE self- motivation CHANGE internalisation of change forces

standards & accountability professionalisation employability skills market ‘survival’ more students doing more with less communications & IT learning through life local pressures Barriers to change ‘primacy of subject,’ RAE, overwork, weariness, conflicting values and beliefs PDP please let me in!

PDP FORCE module/programme team; curriculum review team, working group; team preparing for subject review or prof.body accreditation ! cultural context CHANGE HEIs LTSN CRA PDPScot other ideas,information, examples,tools, facilitation the power of activity groups external support

managerial world (institution) cultural world (departments) EMERGENT MODEL : CREATING THE CONDITIONS FOR PDP 1 Limited PDP at grass roots but many curriculum initiatives relevant to PDP 2. Conditions that are more or less favourable to development of policy in context of L&T strategy coming soon knowledge helps create conditions networks

managerial world (institutional) cultural world (departments) PROJECT-LED CHANGE MODEL FOR PDP 1 PDP project within one or several departments 3. Working group or policy committee formulates principles or framework 4 Policy created and implemented in departments customisation building on existing practice encouraged. External or internal funding 2. Senior management support steering gp Knowledge informs policy networks

managerial world (institutional) cultural world (departments) PDP INTEGRAL TO EDUCATIONAL APPROACH 1 Existing PDP in departments 3. PDP policy formulated as part of major review of modular scheme, graduate characteristics or personal tutor system 4 Implementation integral to curriculum delivery and/or student support. May be standard, customised or mixed. 2. Senior management support Knowledge informs policy networks

What next? Your views on the sorts of things LTSN/ CRA/PDP Scotland and other groups might do to help you and your institution

Things we are already planning to do LTSN-CRA-PDPScot. UUK-SCoP-QAA * advocacy * network building * opportunities for learning * subject focus working through SCs * building a research agenda * supporting transfer through facilitation * supporting staff development

CRA communities of practitioners policy LTSN GC/SCs managerial world cultural world psychological world PDP Scot Prof. Bodies ILT NUS NPC Ufi SEDA HEDG other HEIs skills networks subject communities