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Teaching & Portfolio Challenges

Teaching & Portfolio Challenges . Professor Amanda Chetwynd Strategic Planning Workshop 13th– 15 th January 2009. High entry scores Demand-led Portfolio Good Prospects. Postgraduates. Research environment. Students. Excellent Learning . Teaching environment. Teaching.

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Teaching & Portfolio Challenges

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  1. Teaching & Portfolio Challenges

    Professor Amanda Chetwynd Strategic Planning Workshop 13th– 15th January 2009
  2. High entry scores Demand-led Portfolio Good Prospects Postgraduates Research environment Students Excellent Learning Teaching environment Teaching Academic Contact Valuing Teaching Sufficient Time Feedback Teaching spaces Learning Zone Library, IT
  3. Outline Web presence to prospective students Entry Scores Portfolio Quality Teaching Increasing postgraduate numbers Co-curricular the Lancaster Graduate
  4. What does our front page say to prospective students?
  5. Why increase entry scores? Entry scores and Times League table Entry scores →→ Good degrees, Completion rates, Graduate employment RAE and Entry scores
  6. How have our A-level grades been changing?
  7. How do our entry scores compare?
  8. Entry scores
  9. What effect would cutting off at A-level grades CCC and below?
  10. Portfolio challenges Knowing and testing market Becoming more demand led Responding quickly to changing demand to develop or close programmes Attracting well qualified applicants Attracting overseas students
  11. Portfolio opportunities Shifting UG numbers to departments that can get strong applicants. Vocational PGT qualifications Employer led programmes Links into LEC, KBC for placements Internationalization of programme Interdisciplinary programmes
  12. Quality Teaching Staff value interactive teaching: seminars, practicals, field work, project supervisions,… and Students also want individual contact and feedback How do we free up additional teaching time? Do we have good practice departments?
  13. Have we got too many small UG modules?
  14. Have we got too many small PG modules? Not enough postgraduates (1233) Too many small programmes (64% with less than 10) Too many small modules (52% <10) Average number of students per module 1.8 Decreased (1122) Increased (73% <10) Decreased (41% <10) Increased 2.4 In 2005 we noted In 2008
  15. Increasing PGT numbers Lancaster taught postgraduates 20% (York 31%, Warwick 37%) Marketing Modular PGT PGT flexible mode Growing our own
  16. How easy is it to find our postgraduate courses?
  17. The changing undergraduate Going to University to improve job prospects(62%) Doing a degree to improve salary prospects 36% 44% spend more than 5 hours a day socialising Worry about debts Risen to 74% Risen to 74% Dropped to 14% Worry about getting a good degree Students in 2004 Students in 2008
  18. Percentage of our students in graduate jobs
  19. Enhancing Graduate Prospects
  20. Key questions What do you think are the main teaching priorities? What do we need to do to progress them? How will we measure if we have succeeded?
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