Learning, Teaching and Assessment
Issues: enhancing the learning experience via the curriculum and exposure to the world of work
The core business of the University is the provision of a well-designed, inclusive and accessible curriculum that promotes student success. Enhancing the learning experience for our students is at the heart of our learning, teaching and assessment strategy. The curriculum should continue to develop to match the needs of a wide range of employers and prepare students for the possibility of self-employment as student entrepreneurs. "World of work" skills, that are built into the curriculum, supported by workrelated learning opportunities for all students, are fundamental to the concept of WoWTM, as is the ability to assess and certify these skills for all students.
In the context of Learning, Teaching and Assessment, we have identified five key objectives which are described in detail within the separately published LTA Strategy. These objectives provide the institutional framework within which Faculties and Service Departments will develop their own action plans for implementation:
- To promote a holistic, integrated curriculum (in its design, delivery, assessment and learner support), that is informed and enriched by research.
- To provide learning experiences that actively promote student success, progression and achievement.
- To support the learning needs of all our students, whatever their background, experience and pattern of study.
- To connect students with the world of work through provision of a work-related curriculum that will develop and enhance their employability.
- To support the professional development of all staff that teach and support learning and to meet the requirements of the UK Professional Standards Framework for teaching and supporting learning in Higher Education.
A fundamental issue for the University is one of better understanding and anticipating future needs through ongoing dialogue with stakeholders and managing the portfolio of programmes to meet these needs. Such a responsive approach will require the University to instigate shorter programme development 'lead times' whilst maintaining strong quality management and control, coupling this process with the removal of programmes that are no longer viable on academic or economic grounds. It is likely that the balance of our portfolio will change, with greater emphasis on viable postgraduate, professional and CPD programmes, as we seek growth through attracting international students and as the part-time market for lifelong learners develops.
