Updating our Learning, Teaching and Student Experience Strategy (LTSES) Suzanne CholertonSuzanne Cholerton Learning and Teaching Conference July July

Aims of the Session To reflect on where we are and what has been achieved To provide some context on the current HE environment To provide an opportunity for you to input into where we want the next Learning, Teaching and Student Experience Strategy (LTSES) to take us To have an enjoyable time working with unfamiliar/less familiar colleagues And finally - a little brain teaser! 2 Sildenafil

So what is a strategy? What is our strategy? "Strategy is the direction and scope of an organisation over the long- term: which achieves advantage for the organisation through its configuration of resources within a challenging environment, to meet the needs of markets and to fulfil stakeholder expectations". (Johnson and Scholes, 2006) Newcastle University’s Mission Statement To be world-class research intensive university To deliver teaching and facilitate learning of the highest quality To play a leading role in the economic, social and cultural development of the North East of England 3

The current Learning, Teaching and Student Experience Strategy Published in 2006; revised in 2009/10 – To deliver research-informed teaching and facilitate learning of the highest standard – To deliver a fully rounded, enjoyable and formative student experience Much has happened since then but our fundamental approach to LTSE remains the same Refresh rather than major overhaul We are in a good place……… 4

Learning, Teaching and the Student Experience 5 Overall satisfaction score for ISB 2011 is 91.4% 18,000+ visitors at July Visit Days 2010 DLHE % employed; 77.7% in graduate level jobs Likely to be 10 th in BUCS 2012 PTES % satisfaction with course 89% for overall satisfaction in NSS 2011 Ranked 12 th in Sunday Times University Guide in 2012 Exceed HEFCE benchmark for retention (94.6% 2011) >14,000 ‘ncl+’ opportunities in 2011/12

Over to you……. How have you contributed to that ‘good place’? What have you achieved? What are you most proud of? What has your School/programme done well? 6

But what are the challenges and to what are we already committed?

Context – the changing basis of funding Increased UG fees – decreased HEFCE funding Higher UG fees - higher expectations Higher fee dependent on meeting WP targets Knock-on effects of increasing UG fees (and debt accumulation) for PG Development of Doctoral Training Centres or equivalent Early CSR likely – forcing the cost down/increasing VFM 8

Context – More competition (and collaboration?) De-regulation of UG recruitment New providers Increasing competition from international institutions Emphasis on collaboration – with business (Wilson Report) – Other HEIs - DTCs, N8, RO etc Stronger relationships with schools – Imperative to increase social mobility – ‘A’ level reform – UTCs/ HEI sponsored academies 9

Context – Information for stakeholders Increased focus on information for and about students – KIS (‘comparetheprogramme.com’) – Student Charter – HEAR A PGT NSS? And then a KIS? HEFCE’s ‘The Wider Information Set’ UK Professional Standards Framework - publication of staff teaching qualifications? 10

Internal context Societal Challenge Themes Internationalisation strategy – International campus’ – Challenges of diversity Digital Campus – Information systems – Digital literacy – Social media, APPs, on-line learning, teaching, assessing etc – Open access 11

How have we used the Teaching, Learning and the Student Experience Strategy? PGT ‘Offer’ Faculty LTSES LT&SES Vision 2021 UG ‘offer’

Vision 2021 Recently updated and continues to commit us to: – Education for life – Student-centred approach – Value diversity – Research-informed experience – Support for employability – A fully rounded, enjoyable and formative student experience

Undergraduate ‘Offer’ and Student Charter UG offer – an outline of a set of opportunities that will form a core of each Newcastle student’s experience whatever their discipline – all our students can expect provision that meets or exceeds a clearly defined threshold Student Charter – Articulates the ‘academic’ offer but also goes beyond to include personal conduct, health, safety and wellbeing, etc – Applicable to all students – Format: “We undertake.../You undertake...” 14

1. Coherent programme 2. Research- informed teaching 3. Skills development 7. Thorough and timely orientation 6. Support from a personal tutor 5. Supportive assessment and feedback 9. Good standard teaching and learning facilities 10. Support for academic & personal development 11. Opportunities for e-learning 8. Active membership of University community 12. High quality information

What’s next? Food for thought Recognise external context but don’t let it stifle your thinking Consider internal context – how can we harness the initiatives? Consider what we’ve already committed to What – Education for life – Student-centred approach – Value diversity – Research-informed experience – Support for employability – A fully rounded, enjoyable and formative student experience 16

The Learning, Teaching and Student Experience Strategy ‘It is concerned with how a business competes successfully in a particular market. It concerns strategic decisions about choice of products, meeting needs of stakeholders, gaining advantage over competitors, exploiting or creating new opportunities etc.’ 17

Patterns, Profiles and Demographics: UK, EU and International non-EU 18

How do we compare (% non-UK) ( )? 19

Patterns, Profiles and Demographics: Split between faculties 20

Patterns, Profiles and Demographics: UG, PGT and PGR 21

How do we compare (% postgraduate)? 22

Patterns, Profiles and Demographics: Full-time or part-time students 23

Part-time (actual) numbers by Faculty and level HASSSAgEMedical Sciences 24

How do we compare (% part-time)? 25

Patterns, Profiles and Demographics: Age profile 26

How do we compare (% over 25)? 27

Portfolio Most of our (UK-based) undergraduate portfolio is traditional full-time Bachelor’s or integrated Master’s provision, delivered in 2 semesters per year over 3, 4 or 5 years We have little involvement in part-time, out-of-hours or distance learning delivery We have ventured only tentatively into the Foundation Programme/Degree market We do not validate other organisations’ degrees (e.g. local FE colleges) We do not generally offer accelerated degrees We have recently rejected the notion of two year intensive degrees Our PGT provision is more diverse than UG 28

Portfolio continued 230 Undergraduate Degree Programmes (3, 4 or 5 Years) 220 Postgraduate Taught and Professional Development Programmes (1 Year or 2 Years) Postgraduate Research Programmes (including traditional doctorates, 1+3 Research Masters plus PhD, professional doctorates e.g. DBA, Clinical Psychology