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HSS Strategy

Aim 2

Strategic Aim 2: To offer high quality, engaging and well-supported programmes of learning that are shaped by the Faculty’s distinctive international research profile and that prepare students to make an outstanding contribution to the world.

The Faculty will achieve this aim by:

  • Promoting and supporting an inclusive learning environment which values the diversity of QMUL’s community, including engaging in outreach and access activities to ensure that we recruit the most gifted students, regardless of background.
  • Maintaining and enhancing existing areas of teaching excellence, while seeking opportunities to expand or develop new programmes and strategic partnerships, particularly in areas of research strength.
  • Exploring opportunities for transnational and international educational initiatives and partnerships that extend the faculty’s global reputation and impact.
  • Maintaining and developing interdisciplinary and cross-faculty teaching and learning collaborations, ensuring that students on such programmes receive co-ordinated and consistent levels of support.
  • Ensuring sustainable levels of recruitment and retention of high quality students, balancing opportunities for expansion with the necessary investment in estate and infrastructure required to enable growth.
  • Providing opportunities for staff to become confident, innovative and supportive teachers through programmes of development such as ADEPT (Academic Development, Education and the Promotion of Teaching) and via sharing of good practice. 
  • Sustaining a learning community that values and develops students as active partners and co-creators of their learning opportunities, assessment, employability, and ultimately,  success.
  • Working with the Academic Registry and Council Secretariat and the Vice-Principal for Student Experience, Teaching and Learning to embed an effective annual programme review that is responsive to current issues and continues to enable Schools to develop and implement effective taught programmes action plans.
  • Ensuring that knowledge dissemination activities, particularly teaching, are given due weight in staff recruitment, probation and promotion processes.

Objectives:

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2.1 To ensure, in conjunction with the Centre for Academic and Professional Development (CAPD), that all staff involved in teaching, and/or in academic and pastoral support, have opportunities to access high quality and appropriate training at all stages of their career, and to benefit from the effective dissemination of good practice

Indicator of ProgressEvidence of Success
Increased participation by HSS Schools in Academic Development, Education and the Promotion of Teaching via ADEPT 100, ADEPT 50, ADEPT Direct and ADEPT Advanced100% of teaching staff to have achieved HEA fellowship or be following an ADEPT (Academic Development, Education and the Promotion of Teaching) Programme aligned with the UK Professional Standards Framework (UKPSF) by 2019
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2.2 To increase and diversify teaching income

Indicator of ProgressEvidence of Success
Schools diversifying income generating teaching activities25% of HSS Schools to have developed Summer Programmes by 2019
Implementing Summer Programmes in some HSS Schools25% of HSS Schools to have developed Summer Programmes by 2019
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2.3 To ensure a high quality learning experience for all students

Indicator of ProgressEvidence of Success
Teaching satisfaction reported via the Module Evaluation Questionnaires100% of programmes to reach 70% or above (i.e. 3.5/5)
Overall satisfaction in the NSSPlacement in the top decile of UK universities, and top among London-based Russell Group institutions by 2019
Increase student participation in the PTES (Postgraduate Taught Experience Survey) and overall student satisfactionAt least 50% student response rate per discipline and placement in the top decile of UK universities, and top among London-based
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2.4 To improve the quality of the student intake by increasing entry qualifications of admitted students

Indicator of ProgressEvidence of Success
AAB or above adopted as the entry norm in HSS disciplines, without losing sight of our widening participation agenda and as long as these targets do not jeopardize a School's ability to meet its recruitment target in a competitive environment, or position it unfavourably relative to our main competitors (as informed by market research)At least 50% of HSS Schools to have minimum entry tariffs of AAB or above by 2019
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2.5 To provide outreach and access activities to widen participation regardless of background

Indicator of ProgressEvidence of Success
Number of partnerships with schools in localities with educational underachievement, as identified by HESA's widening participation indicatorsAll Schools to have developed at least one long-term partnership with at least one such school by 2019
Widening participation benchmarks meeting or exceeding the Russell Group median by 2018/19
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2.6 To disseminate knowledge through public engagement activities

Indicator of ProgressEvidence of Success
Increased diversity of public engagement activities across all Schools in HSSAll Schools to develop at least one project in relation to public engagement by 2018/19
Continuing the projects that are already in place
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2.7 To enhance the student learning experience through the use of advanced e-learning technology where appropriate

Indicator of ProgressEvidence of Success
Increased awareness and usage of advanced technologies to benefit learning, including distance learningIncrease in the proportion of HSS programmes adopting Blended Learning supported by advanced e-learning technology
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 2.8 To expand the number of PGT students and postgraduate programmes in all areas of potential growth relative to 2014-15

Indicator of ProgressEvidence of Success
Review and expansion of PGT programmes where appropriate and in relation to our support infrastructure.Achievement of a 50% increase in number of students undertaking taught postgraduate courses in HSS by 2019
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2.9 To enhance student employability and entrepreneurship

Indicator of ProgressEvidence of Success
HESA UKPI-Employment of Leavers indicatorTo match or exceed the Russell Group median for employability by 2019
Increased opportunities for students to participate in work- based learning, internships or other career-building or entrepreneurship activities as part of their programmes of studyIncreased proportion of HSS programmes and modules that include work-based learning, internships or other defined opportunities to develop employability and entrepreneurship
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2.10 To embed the Language Strategy to facilitate internationalization in line with Strategic Aim 4 of the College Strategy

Indicator of ProgressEvidence of Success
Students engaging in language learning to enhance their programmes of study (reading of research material in the source language), transferability abroad, and employability at EU and international level100% of HSS Schools providing language learning opportunities to their students in languages relevant to their programmes of study
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2.11 To encourage interdisciplinary and international study

Indicator of ProgressEvidence of Success
Increase in programmes offering a semester or year abroadAll programmes to offer the possibility of at least a semester abroad at a partner institution by 2019
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2.12 To encourage international educational partnerships

Indicator of ProgressEvidence of Success
Increase the number of national and international partnershipsAll Schools to have at least one international partnership by 2019
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2.13 To improve teaching and learning resources

Indicator of ProgressEvidence of Success
Library spend per userAt least the average Russell Group level per discipline