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Developing & Implementing Institutional Policy and Practice on Personal Development Planning

Developing & Implementing Institutional Policy and Practice on Personal Development Planning. University of Portsmouth. Mission and messages.

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Developing & Implementing Institutional Policy and Practice on Personal Development Planning

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  1. Developing & Implementing Institutional Policy and Practiceon Personal Development Planning University of Portsmouth

  2. Mission and messages • Mission “to be a centre of excellence and innovation in education, research, quality of student experience and the preparation of students for their future” • “The Portsmouth Curriculum..aims to prepare you for working life as well as academic success” Vice Chancellor’s web site welcome

  3. University of Portsmouth: Institutional context for PDP • “We will develop opportunities to enable students to profile their skills on entry and to develop and record their progress as they complete their studies” Strategic Plan 1999-2004 • No history of any recommended/mandatory Institution-wide PDP approach

  4. Project work at Portsmouth (UTLDF) • 1998-2000,UTLDF Course based profiling project – materials developed by Psychology department and used in across faculty pilots • 1996 An Introduction to Profiling. A briefing paper for University staff

  5. Progress Files task group • October 2000 - March 2001 • Reported to APC (Academic Policy Committee) April 2001

  6. Terms of reference for the task group • To recommend minimum arrangements for the delivery of an effective progress files/profiling system • To review provision of learner support and to identify an action plan to remedy deficits

  7. FHQA (Humanities, Science) PAD (Technology) Head of curriculum development Head of careers service Head of CS Academic affairs officer Key skills representative, PBS Assistant academic registrar Project manager ISO On entry assessment and profiling project leaders Disability co-ordinator Head of PDU Key skills co-ordinator Task group membership

  8. Learning about QAA perspective on transcripts and PDP; benchmarking links Discussions with HEIs (Liverpool, Nottingham, Exeter) Visiting websites, reading documents (Leeds) Discussions with course leaders – could PDP practice transfer and what was current minimum practice? Links to other Policies? PDP at Portsmouth – what was realistic and achievable? Task group activities

  9. Transcripts:Task group recommendations • Portsmouth should adopt the recommended data set • Registry will continue to implement a plan to ensure that the transcript can be used for the academic year 2002/2003

  10. What are the purposes for PDP at Portsmouth? • To improve student performance through a concrete reflective review process and action planning for change • To enrich quality in the delivery of courses by providing an additional layer of student support and feedback and provide data for quality review and monitoring. • To attract students to attend Portsmouth courses by offering a Unique Selling Point for the development of student skills 

  11. Task group: Recommendations for PDP at Portsmouth • Infrastructure - relevant student experiences need to be integrated to ensure that learning is maximised • Students will be encouraged to maintain a file • Credit for PDP work, years 2 and 3 • Staff development and co-ordination essential

  12. APC • Accepted report and asked for survey of current practice to occur before Autumn 2001

  13. SWOT analysis Time management tutorial notes Action planning tutorial notes Feedback on course work, with response Essay planning tutorial notes Notes from mid-semester review tutorial Feedback sheet from course work, with response Notes from exam preparation tutorial Feedback sheet from course work, with response PDP Infrastructure: Year 1 Semester 1

  14. So what are we doing? • Building on what we have - a brown field site • Finding out/learning about current practice • Focusing on the process not the recording (other HEIs are working here) • Starting (slowly) to raise PDP awareness

  15. Current activities • July 2001 audit – course leaders • October 2001 – telephone survey • Report on PDP survey to October APC • Funding for on-entry assessment project • Smaller assessment of IT skills on-entry project • Staff development/diagnostic work

  16. On-entry assessment project • Phase 1 – foundation for PDP development (Phase 2 – further investigation of PDP practice, Phase 3 – implementation plan, funding will need to be sought) • Phase 1 – criteria for effective practice; external and internal surveys; guidance and development for staff; PDP links throughout (2001/2002)

  17. What have we learnt (so far) about implementing PDP? • It’s very time consuming to find out about current practice • PDP development is not high on the agenda of academic staff (What is PDP?) • Work needs to be coordinated and funded • There will be significant staff development needs, initially to work towards common terminology and develop common visions

  18. What we need to do:2001/2002 • Phase 1 project work will need to be effectively shared with colleagues and links to PDP developed • Learn about effective staff development routes • Identify staff development needs • Gain funding this year for Phase 2 (and Phase 3?)

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