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Learning, Teaching and Research

Learning, Teaching and Research. ‘Tips and Tools for Creating a Better Future’ – a warts and all analysis of the process of change. Learning, Teaching and Research. Sustainable Development in Wales. Learning, Teaching and Research. Think Global, act local. Learning, Teaching and Research.

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Learning, Teaching and Research

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  1. Learning, Teaching and Research

  2. ‘Tips and Tools for Creating a Better Future’ – a warts and all analysis of the process of change

  3. Learning, Teaching and Research Sustainable Development in Wales

  4. Learning, Teaching and Research Think Global, act local

  5. Learning, Teaching and Research Sustainable Development in Wales “Within the lifetime of a generation we want to see Wales using only its fair share of the earth’s resources” One Wales One Planet, 2009

  6. Davies, P. 2013. Future Generations Bill.

  7. Learning, Teaching and Research 2014 Future Generations Bill will be introduced in Assembly 2015 Future Generations Bill expected to become law

  8. Learning, Teaching and Research • Future Generations Bill • Legislate to make sustainable development the central organising principle of the Welsh Government and public bodies in Wales. - Welsh Government - Natural Resources Wales - National Library of Wales - National Museum Wales - Sport Wales - Arts Council of Wales - Local Authorities - Fire and rescue authorities - National Park Authorities - NHS Trusts - Local Health Boards - Higher Education Funding Council for Wales - Higher Education Institutions - Further education corporations - Registered Social Landlords - Town and Community Councils

  9. Learning, Teaching and Research Future Generations Bill Welsh Government. 2014. The Wales We Want; Future Generations Bill. http://thewaleswewant.co.uk/content/future-generations-bill

  10. Learning, Teaching and Research • Future Generations Bill • Longer term thinking: a greater emphasis on LT outcomes and cost effectiveness over the LT. • Integration – decision making is supported by evidence of the wider and longer-term economic, social and environmental impacts. • Working across organisational boundaries. • Focusing on prevention; identifying critical early interventions, which generate long term cost savings and efficiencies in the future. • Engagement and involvement: involving stakeholders who will be affected by decisions.

  11. Learning, Teaching and Research • Sustainable Development in Wales • Wales is in a unique position. • There is an opportunity to be ahead of legislative requirements and be a model of good practice.

  12. Learning, Teaching and Research

  13. Learning, Teaching and Research • INSPIRE – the opportunity….. • To influence the development of a university during the process of major change. • For sustainable development to be a core value with which to frame the development of the institution. • To be an exemplarof sustainability in practice. • To benefit the local region through partnerships focused on sustainable outcomes. • To create commercial opportunities through expertise

  14. Learning, Teaching and Research • INSPIRE – the drivers….. Government policy Demand for sustainability skills Research funding Requirements of professional & accrediting bodies Student expectations Resource efficiency Staff expectations

  15. Learning, Teaching and Research • INSPIRE – the challenges…. • Staff buy-in • Management buy-in • Governors buy-in • Student buy-in • The campus……

  16. Learning, Teaching and Research • INSPIRE – Strategic commitments…. • Sustainable development is a: • core value, • defining characteristic • and strategic priority!

  17. Learning, Teaching and Research • INSPIRE – Governance…. University Council Annual SD statement goes to Council Senate Sustainability Committee reports to Senate Faculties All Faculties are required to write SD plans SD is embedded into validation and staff development processes. Procedures

  18. Learning, Teaching and Research

  19. Learning, Teaching and Research • INSPIRE – Top tips…. • Identify opportunities to take a space others aren’t in. • Get institutional buy-in. • Integrate into institutional procedures.

  20. Learning, Teaching and Research Strategic Development

  21. Learning, Teaching and Research • UWTSD Group • 3 universities • 2 further education colleges • Taking a systemic approach to embed sustainability. Campus Culture Sustainability Community Curriculum

  22. Learning, Teaching and Research • Campus • Introduction of carbon management system • Environmental Action plan to achieve Green Dragon Level 5 and improved rating in People and Planet Green League in 2013 • Cycle to Work Scheme introduced • Fairtrade status gained • Students’ Charter commits to achieve NUS Green Impact award • 9 new student sustainability internships 2013 • - Sustainability Exchange • - Fairtrade • - Green Impact • Allotments created • Food for Life standard gained

  23. Learning, Teaching and Research • Culture • We are a University that: • adds value to the learning experience through a distinctive ‘systems-based’ approach that combines traditional higher education with vocational, professional and academic research activities, delivered with academic rigour; • offers a well-defined undergraduate curriculum, which delivers distinctive graduate attributes in the areas of employability, enterprise, sustainable education and global citizenship; • is dedicated to realising the potential of each individual student and to supporting students at all stages of their education; • is pioneering new approaches to work-based learning and professional practice that enhance workforce and enterprise capabilities; and • is committed to all aspects of sustainable development

  24. Learning, Teaching and Research • Community • Strategic partnerships with local authorities through pledges containing article: eg • Sustainable Development • The partners will commit to providing strong community leadership for sustainable development in Swansea and the broader City Region • Develop skills, knowledge and expertise to further sustainability in the region. • External engagement priorities related to strategic priorities.

  25. Learning, Teaching and Research • Curriculum • UWTSD is embedding sustainability into 15% of all students’ experiences creating a distinctive Trinity Saint David curriculum. • The University has developed the TSD+ Award; a new ‘skills passport’ including a mandatory sustainability component. • The University has included ‘creative problem solving’ and ‘active citizenship’ in its new graduate attributes. • Intra-faculty approach in Humanities.

  26. Learning, Teaching and Research

  27. Learning, Teaching and Research Staff sustainability skills survey

  28. Learning, Teaching and Research • Staff sustainability skills survey Evidence Enhancement Engagement

  29. Learning, Teaching and Research • Staff sustainability skills survey • Identify staff expertise and where sustainability is already embedded within curricula and research. • Identify new opportunities. Evidence

  30. Learning, Teaching and Research Staff sustainability skills survey

  31. Learning, Teaching and Research Archaeology, History and Anthropology SMU: Built and Natural Environment Archaeology, History and Anthropology Theology, Religious Studies and Islamic Studies School of Business Sustainable Rural Communities Cluster Sport, Health and Outdoor Education Social Justice and Inclusion Outputs Benefit the communities within the region Research, knowledge and innovation into sustainable rural communities

  32. Learning, Teaching and Research Staff sustainability skills survey

  33. Learning, Teaching and Research • Staff sustainability skills survey Engagement Sustainability can be one of a range of perspectives that is considered Some subjects will not lend themselves easily to this topic and should not be discriminated against for this

  34. Learning, Teaching and Research • Staff sustainability skills survey • New courses identified and being developed • Research and partnerships being set up Enhancement

  35. Learning, Teaching and Research • Advice to staff on sustainability • Provision of clear guidelines – Future Fit Framework • It’s not just what we teach but how we teach. • Subject benchmark statements. • Requirements of professional and accrediting bodies. Enhancement

  36. Learning, Teaching and Research • Staff sustainability skills survey • New courses identified and being developed • 150 new programmes! Enhancement

  37. Learning, Teaching and Research • Strategic Commitment 1 • Engage with staff. • Understand skills, expertise and commitment in the organisation. 2 • Let faculties determine how SD is relevant to them 3 • Faculties develop sustainability plans 4 • Embed into academic quality procedures 5 • Audit the curriculum and ………………. 6

  38. Learning, Teaching and Research • Be vigilant!!!

  39. Learning, Teaching and Research • What’s next? • Measuring success – how do we measure the impact of embedding sustainability in the curriculum? • Sharing of good practice in teaching, learningand research. • Sustainability and staff development.

  40. Learning, Teaching and Research • Top Tips • Must be strategic priority if there is any hope of embedding it. • Needs prominent position on University homepage • Talk to everyone at every level to gain support • Evidence base: staff skills/commitment audit and curriculum audit

  41. Learning, Teaching and Research • Top Tips • Introduce structures to make it work while the support is rock solid - most important being faculty/school plans/ validation/ student engagement/estates and facilities/HR/university governors/communications. • Use as key external message. • Be vigilant! • Use sustainability as a tool for enhancement.

  42. Learning, Teaching and Research ‘Aha’ moments “The strategic commitment to sustainability has been a constant thread running through the development of the new University that has involved a complicated merger process. The consolidation of the strategic agenda is directly attributed to the opportunity provided by the Green Academy and this has helped to maintain the strategic commitment during several changes of the governing body”. McCoshan, A. & Martin, S. 2013. From strategy to implementation: the second evaluation of the Green Academy programme. HEA

  43. Learning, Teaching and Research If you always do what you've always done, you'll always get what you've always had” Mark Twain “It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change” Charles Darwin

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