Enhancing Learning: The Aberdeen Approach The Final Report of the Curriculum Commission

1. Enhancing Learning: The Aberdeen Approach The Final Report of the Curriculum Commission Bryan MacGregor

2. 1. Introduction • Reviewing the curriculum is a responsibility of any group of scholars. • In an increasingly competitive national and international environment, need to review, to maintain strengths and strive for excellence. • The primary objectives of Curriculum Reform are: • to make our approach distinctive within the UK and aligned with developments in some of the world’s leading universities; • to enhance the Aberdeen learning experience; • to enhance disciplinary study; and • to produce better informed, more rounded and more intellectually flexible graduates. • In doing so, our programmes will be: • more attractive to students; • more relevant to employers; and • more relevant towider societal needs.

3. 2. Meetings and reports • First meeting of the Commission – November 2007 • Commission has met 29 times; Steering Group 27 times • First Report - February 2008 • Second Report - July 2008 • Draft Final Report - September 2008 • Final Report – October 2008

4. 3. Evidence base • The evidence base for the proposals was: • A desk study of the strategic context; • External consultations with a wide range of interest groups; • Internal consultations and feedback on the reports; • Market research on the views of applicants, parents and employers; • A survey of guidance teachers; • Two surveys of students’ opinions, undertaken by the Students’ Association; • Discussions with the Business Committee of the General Council; and • Reports from three sub-groups of the Commission.

5. 4. Graduate Attributes • Academically excellent • In-depth discipline knowledge • Breadth of knowledge • Contextual Understanding • Critical thinkers and effective communicators • Synthesis and analysis • Informed argument and reasoning • Diverse set of transferable and generic skills • Open to learning and personal development • Openness to, and interest in, lifelong learning • Self reflection • Active citizens • Appreciation of ethical and moral issues • Appreciation of social and cultural diversity • Appreciation of enterprise and leadership

6. 5. Framework • A five year framework which incorporates: • A traditional four year Scottish honours degree; • An advanced entry, three year honours degree for applicants with appropriate subjects and grades in Advanced Highers, A-levels or a new University advanced entry examination; • A three year degree, which would be an enhancement of the old ordinary • A one year taught postgraduate masters level programme, which would develop core discipline material; • A five year integrated undergraduate programme where required for professional accreditation, such as the MEng and MChem; • Two further exit qualifications – a certificate after one year and a diploma after two years – in recognition of successful study; and • Flexible entry to and exit from any year of the five, depending on prior qualifications, in order to accommodate breaks in study.

7. 6. Enhanced Study • An understanding and appreciation of other areas of intellectual endeavour that contrast with and complement the primary discipline. • Better informed, more rounded and more intellectually flexible graduates. • Three components from which a student would choose enhanced study: • A series of University-wide Sixth Century Courses (6CCs), designed to consider and contrast different approaches to knowledge and different methods of enquiry; • A small number of Sustained Study Programmes (SSPs) – similar to the ‘with’ component of some existing degrees; and • A selection ofDisciplinary BreadthCourses (DBCs), proposed from the Catalogue of Courses by each Degree Programme Team to ensure that the objectives of Enhanced Study are fulfilled. • A minimum requirement for Enhanced Study of 1 out of 4 courses each semester at levels 1 and 2, and one each year at levels 3 and 4. • A University-wide move to four 15 credit courses per semester.

8. 7. Supporting the curriculum • Scholarships, in part to improve accessibility; • Enhanced engagement with secondary schools and colleges, enhanced induction and an enhanced system for student support; • A statement of Rights and Responsibilities; • Flexible learning and teaching facilities; • Student skills assessment; support for writing and numeracy skills; • Assessment and Information Technology (IT) strategies; • Communication of best practice; • A review of the timetable to consider consecutive teaching periods and more accessible provision; • Promotion of a co-curriculum; enhanced engagement with employers; • University-wide lectures; and • Enhanced Graduate Transcript.

9. 8. Implementation • An Implementation Board to oversee, monitor and review implementation. • Resources Group to identify resources requirements. • Changes to administrative structures and capital investments – from September 2009. • Changes to curriculum content and regulations - from September 2010. • Full implementation would last for six years. • Importance of communication and marketing.

10. Enhancing Learning: The Aberdeen Approach The Final Report of the Curriculum Commission Bryan MacGregor