Glasgow Caledonian University Outcome Agreement 2016-17

GCU Outcome Agreement with Scottish Funding Council

Year 2 Update 2016-17

Contents

Page

Introduction - A University for the Common Good 1

GCU 2020 Goals linked to SFC Aims

Transforming Lives through Education| SFC Aims 1, 2, 4 3 Engaging Globally | SFC Aim 4 8 Enriching Cities and Communities through Research | SFC Aim 5 10 Innovating for Social and Economic Impact | SFC Aim 6 12

A sustainable institution 16 SFC Aims 2, 3, 7

SFC National Performance Measures 19

Introduction Principal and Vice Chancellor, Professor Pamela Gillies, CBE, FRSE

Our recently published Strategy 2020, crafted by our staff, students and lay governors, provides the framework of update to our 2015-16 – 2017-18 Outcome Agreement. We remain committed to delivering on our social mission as the University for the Common Good, and harnessing our intellectual, social and emotional capital, whilst working collaboratively with others, to deliver positive benefits for the communities we serve at home and overseas. In doing so, we will continue to challenge conventional ideas about what a University can and should do, while remaining absolutely focused on delivering on our agreed objectives with the Scottish Funding Council (SFC), and for the nation as a whole.

We continue to align with others to raise aspirations and life skills for nursery, primary and secondary pupils from challenging backgrounds whilst also making progress with our Advanced Highers Hub. The Hub, delivered at the University in partnership with Glasgow City Council and with the financial support of the SFC in 2015-16, saw an increase in the number of pupils from 102 to 155, and an increase in the pass rate from 74% to 90%.

Since our Outcome Agreement was agreed, our capacity to engage globally has been underlined by the formation of our partnership with African Leadership Unleashed to establish the African Leadership College (ALC). Working in partnership with social entrepreneur and educationalist, Fred Swaniker, and our new Ambassador Chancellor of ALCHE, Graca Machel, this innovative entity will provide affordable, quality higher education to produce a new generation of leaders for Africa.

These are just two recent examples of how we are implementing Strategy 2020 and applying our learning and research for the common good in a sustainable manner. This Outcome Agreement Update, I believe, provides a clear vision for how we will continue to work with the SFC, to deliver concrete objectives with impact, widen and deepen access to higher education with no diminution of quality, and ensure the ongoing success of our institution as we implement our new Strategy 2020, and deliver for our staff, students and beyond.

Introduction

GCU has in place a three year Outcome Agreement for the period 2015-16 to 2017-18 (Appendix 1) and this remains pertinent.

This document provides an annual Outcome Agreement Update for 2016-17 in line with the Guidance provided by the SFC. It extends the 2014-15 Outcome Agreement Self-Evaluation and reconfirms our key commitments. The paper follows the format and layout of the three year Outcome Agreement, but only those sections where an update is appropriate are included

The Outcome Agreement Update has been endorsed by the University Court. In developing the Outcome Agreement, we consulted with staff from across the University, the GCU Students Association and representatives of Trade Unions.

GCU’s Strategy 2020 is the basis for our Outcome Agreement and the driving force behind our commitments. Excellent progress has been made in embedding Strategy 2020 across the University and achieving the aspirations and commitments articulated within the Outcome Agreement.

Transforming lives through education

2020 Goal: We will deliver excellence in learning and an outstanding student experience which equips students with the employability and entrepreneurial skills to succeed as global citizens, and enables them to make a positive impact within their communities, transforming their lives and the lives of others.

This section links to SFC Aim 1: Improve access to higher education; Aim 2: High quality, efficient and effective learning; and Aim 4: A developed workforce.

Widening Access

Widening access with quality remains central to the University’s vision. Strategy 2020 sets out our continued commitment to delivering a distinctive student experience which supports students through their learning journey and into employment. GCU refreshed its Strategy for Learning in 2015 to support key elements of our Strategy 2020 goals.

GCU has, over time, maintained its commitment to widening access and has significantly improved across all metrics relating to learning and teaching and student outcomes.

Disadvantaged 35% of GCU students come from NS-SEC classes 4-7, above the Scottish average of 29% backgrounds Over 20% of Scottish entrants come from MD20 backgrounds and 40% from MD40 SIMD profile backgrounds, achieving the Outcome Agreement measure Over 850 students articulate from Scottish colleges and the University participates in Articulation the additional articulation scheme State schools or Over 97% of GCU students come from a state school or college, above the Scottish colleges average of 87%

Retention 91% of undergraduate entrants progress from their first year at GCU

GCU is the top modern university for degree completion, with over 80% of all students Degree completion projected to gain a degree

Non-completion With a drop-out rate of under 8%, GCU outperforms the Scottish sector average of 9%

Employment of 95% of GCU graduates are in employment or further study after six months graduates

Source: HESA Performance Indicators (March 2016), internal data

GCU continues to lead in recruitment of Scottish entrants from widening access backgrounds, matched by a strong track record in terms of retention, completion and employment.

Figure 1: Scottish-domiciled entrants from MD20%, MD 40% and SEC 4 - 71 2013-14

45% 42% 41% 40% 34% 35% 30% 30%

25% 22% 20% 14% 15% 10% 5% 0% % from 20% most deprived % from 40% most deprived % students from SEC 4,5,6,7

Glasgow Caledonian University All institutions

Access and outreach initiatives at GCU (Please see pages 4 - 5 of 2015-16 - 2017-18 Outcome Agreement)

With assistance from the Widening Access and Retention Fund, GCU takes a holistic approach to widening access through a model of partnership working, engagement and support at multiple points throughout the learner journey.

• The Caledonian Club works with nursery, primary and secondary school pupils and parents to help to raise aspirations and build confidence and key life skills in Club members and the GCU student mentors. • Our Schools Connect outreach activities support school pupils to progress to higher education, and helps new students to successfully transition to, in and through University. • Working with Glasgow City Council, GCU offers a wide range of support to those who declare a looked after or care-experienced background both pre and during university experience • College Connect has an effective infrastructure for articulation, which includes strategic partnerships with colleges and joint planning on curriculum design, admissions, transition, and CPD for staff. • Flexible entry pathways, part-time and distance learning delivery promotes access to postgraduate study. • Our approach to work based education and recognition of prior learning offers opportunities for older learners and brings higher education into the workplace.

Funded by the SFC in 2015-16, the Advanced Higher Hub is an innovative and exciting widening access initiative. It offers pupils a unique opportunity to register as GCU Associate Students and study for Advanced Highers on the University campus. It has successfully targeted students from a widening access background, with over 70% of students from SIMD40 over the three years it has operated. With a completion rate of 95%, and a pass rate of 90.5% compared with a national average of 78% for the same subjects, it has proved to be an effective and efficient bridging programme. On the basis of the demonstrable success of the Hub, the University will seek to secure sustainable funding for this key initiative for 2016-17 and beyond.

1http://www.sfc.ac.uk/communications/Statisticalpublications/2015/SFCST062015.aspx

GCU Contextualised Admissions Working Group reviewed our Contextualised Admissions Policy for 2016-17 to ensure that our contextualised admissions approach continues to implement best practice in supporting widening access in priority areas.

Case study on widening access: young people from a looked after and care background

GCU offers a wide range of support to all students, including those who declare that they are from a care- experienced background, supporting SFC’s national ambition for care-experienced students. Eligible students are offered free accommodation in the university halls of residence and priority financial support through our care leavers’ bursary. We have continued our successful pre-entry outreach activities first launched in 2014- 15. Working in collaboration with partner Glasgow City Council secondary schools we delivered a number of activities to support pupils making the transition to higher education, whether to GCU, another university or HN study at college.

Our approach has a number of key strands:

 A one-to-one mentoring programme for senior pupils, assisting with researching and planning future academic and career options.  A working partnership with LAAC coordinators in other schools to offer additional complementary support, for example participation in scheduled visits to the university.  Linking into MCR Pathways alongside other HEIs to organise taster campus visits to each institution for approximately 20 pupils on their programme. Further to this tailored support, we implemented a communication plan to promote our support nationally to Local Education Authorities, schools and colleges; offering additional opportunities which care-experienced students can elect into, for example tours, mentoring, advice and support on applications and interviews.  Care experienced students, if declared, are considered within our new Contextualised Admissions Policy.  GCU welcomed 23 S3/4 pupils from the MCR Pathways Programme on campus for a university taster day and we delivered tailored workshops in other schools to 18 pupils. We also supported a number of prospective students outside the Glasgow area with the transition to GCU.  A University-wide GCU LAAC Group drives forward the agenda, monitoring and evaluation of this work to inform future developments.

The numbers of care experienced students who declared and gained entry to GCU has risen over the last two years. In 2013-14, we had 10 care leavers, in 2014-15, we had 23 care leavers and we expect a similar number when 2015-16 data is finalised. GCU continues to focus on ensuring support is embedded for all students, as well as promoting additional support for students from a range of different backgrounds.

Reducing barriers to retention (Please see page 7 of 2015-16 - 2017-18 Outcome Agreement)

GCU is committed to the successful progression and retention of all students, but places a particular emphasis on supporting widening access students. Our Engage initiative explicitly focuses on enhancing student engagement with learning, teaching and quality enhancement, and with the wider student experience, linked to student retention and success. This initiative was recognised at a national level by SPARQS as a model for sustainable student engagement and partnership working.

Articulation (Please see page 6 of 2015-16 - 2017-18 Outcome Agreement)

GCU is a leading institution for articulation, attracting students from Scottish colleges to join at Levels 2 and 3 with advanced standing. With our College Connect Strategy now embedded, an effective infrastructure is in place to support articulation in terms of recruitment, transition and retention. The first evaluation report on the College Connect Strategy will be considered in 2016.

The University continues to work in partnership with the college sector at both strategic and operational level. Collaborative working with our college partners is delivered through the Strategic Partnership Joint Working Groups with Glasgow Colleges, College Connect Advisory Group and the College-University Subject Partnerships. We continue to offer college students the opportunity to undertake degree programmes through articulation and guaranteed place agreements. New pathways have also been developed in International Sports Management, International Events Management and International Supply Chain Management.

We note the continuation of the Additional Articulation Places Scheme in 2016-17 and we will continue to work in partnership with Glasgow colleges on the delivery and monitoring of the scheme.

Work placements and professional accreditation (Please see page 7-8 of 2015-16-2017-18 Outcome Agreement)

GCU continues to place a strong value on programmes accredited by relevant industry and professional organisations. Many of our programmes have Industrial Advisory Groups which provide guidance on careers and opportunities, as well as offering guest lectures and placements. A total of 75% of our undergraduate programmes offer work placement opportunities, which can be optional or embedded in a programme. We remain ambitious in terms of growth of placement opportunities and development of new industry partners. GCU’s Glasgow School for Business and Society has achieved the prestigious international EPAS (European Foundation for Management Development Programme Accreditation Scheme) accreditation for its BA Business Programme Set and MSc International Fashion Marketing programmes. The University is one of only 69 institutions to have been recognised by EPAS.

AshokaU and the Common Good Curriculum (Please see page 8 of 2015-16 - 2017-18 Outcome Agreement)

Since achieving AshokaU Changemaker Campus status in 2014, GCU has been promoting a culture of social innovation across the University. We are developing a model which will support, recognise and embed the Common Good within the curriculum and the wider student experience as part of its core mission. The term ‘curriculum’ in this sense refers to the totality of the GCU student learning experience, both formally within the taught curriculum and informally through co and extracurricular activities. The goal is to ensure that the GCU student experience not only equips our students with the knowledge, skills and values associated with their particular professional or disciplinary areas, but with the attributes needed to become ‘change-makers’: to develop and implement new strategies and ideas that address societal challenges and needs, whether on a local, national or global scale.

UHatch (Please see page 9 of 2015-16 - 2017-18 Outcome Agreement)

GCU’s UHatch business incubation hub engaged with a further 100 students in 2015-16, providing access to applied knowledge and research across the range of academic disciplines and to best practice nationally and internationally in the area of action and impact innovation and enterprise. UHatch has facilitated a series of University-wide workshops and participated in key international events such as Global Entrepreneurs Week. The UHatch start-up companies located at GCU complement our aim to actively promote and engage with social businesses and communities whilst enhancing entrepreneurial skills in students.

Graduate employment (Please see page 10 of 2015-16 - 2017-18 Outcome Agreement)

The HESA Employment Performance Indicator published in 2015 showed that 95% of GCU graduates are in employment or further study six months after graduation, placing GCU in a leading position in the sector.

Employability skills through community engagement (See page 10 of 2015-16 - 2017-18 Outcome Agreement)

GCU supports students in gaining valuable experience while contributing to the communities we serve.

New initiatives in 2015-16 include:

• GCU’s Glasgow School for Business and Society is an active member of Business in the Community and Scottish Business in the Community, reinforcing our commitment to responsible management as a United Nations Principles for Responsible Management (PRME) Champion. Our active membership of Business in the Community, the UK’s largest business-led organisation promoting corporate responsibility, offers staff and students opportunities to support community and social development outside the curriculum.

• As part of our Heart of Campus development programme, GCU and Robertson Construction have formed a community engagement partnership that brings together school children and GCU students to collaborate on waste management projects.

Glasgow Caledonian University Foundation

We launched the Glasgow Caledonian University Foundation in October 2015 to support our mission as the University for the Common Good by working with philanthropists and donors to promote access to education and deliver research, knowledge and social innovation that generates real and lasting impact in the communities we serve.

The GCU Foundation will be able to support over 200 talented young people through widening access scholarships and mobility awards which cultivate their ambitions thanks to a generous donation of £500,000 over the next ten years from Sir Alex Ferguson CBE. The inaugural Glasgow Caledonian University Foundation Dinner took place in May 2016, with guest of honour Sir Alex Ferguson. During his two-day visit, Sir Alex also met the first student recipients of the Sir Alex Ferguson Award and addressed students and staff at a lecture entitled An Audience with Sir Alex Ferguson. The funding will be used to support selected undergraduates who join GCU via one of our outreach programmes such as the Caledonian Club, GCU’s flagship outreach initiative to raise educational and social aspiration. Mobility scholarships will also be available to help students to undertake study enhancing opportunities in the UK and internationally.

Engaging Globally

2020 Goal: As an international University, we will harness our campuses in Glasgow, London and New York and our educational offerings in Oman and Bangladesh to extend our global reach and impact, providing opportunities to engage in new ways with learners, partners and communities at home and overseas

This section links to SFC Aim 4: A developed workforce.

Globally networked (Please see page 11 of 2015-16 - 2017-18 Outcome Agreement)

As a multi-campus University, global engagement is central to Strategy 2020, and our international outreach activities support the internationalisation of the curriculum and the diversity of our student and staff profile, whilst enhancing our campus culture and providing income for sustainability through international student recruitment, transnational education and business partnerships.

We continue to harness our three campuses, in Glasgow, London and New York, to promote the strong Scottish traditions of higher education and social justice, and to work with partners to deliver social and economic impact in the communities we serve in Scotland and overseas.

GCU London offers international students the opportunity to study high quality postgraduate programmes in Banking, Finance and Risk; Fashion; Construction and Project Management; Business, Management and Marketing; and Public Health. Based at GCU London, Our British School of Fashion is fully engaged with industry through teaching, research and consultancy, and has partnerships with leading fashion companies including Marks and Spencer, ASOS, The Retail Trust, Arcadia, All Saints, House of Fraser, and Topshop.

The 2015 Caledonian Lecture at GCU New York was delivered by the First Minister, Rt. Hon. Nicola Sturgeon, in June 2015. The Fair Fashion Center at GCU New York works closely with industry leaders to develop the business case for sustainability in the fashion industry, and has recently been awarded matched funding of $500,000 from the United Nations for a retail carbon offset programme. GCU New York hosted a series of events in 2015-16, including Nike and Massachusetts Institute of Technology’s Climate CoLab event ‘Materials Matter for Climate Change’ which considered strategies to reduce the industry’s environmental impact.

The University continues to have successful partnerships and key relationships with universities worldwide particularly in Oman, Bangladesh and Africa. In 2015-16, we established the African Leadership College (ALC) in partnership with African Leadership Unleashed. Launched by our new Ambassador Chancellor of the ALC, Graca Machel, this innovative College will provide affordable, quality higher education to produce a new generation of leaders for Africa.

Internationalising the student experience (Please see page 11 of 2015-16 - 2017-18 Outcome Agreement)

Outward student mobility GCU encourages our students to become global citizens and graduates, and actively promotes international study experiences with partner institutions, organisations and employers. Our focus on international mobility has resulted in significant growth in student participation in international exchanges and programme-based study trips, with a 23% increase in Erasmus and Non-EU exchange on the previous year. In total, 6.5% of our Scottish students gained an international experience during the course of academic year 2014-15.

GCU has been awarded funding as a partner in a new research project which will help prepare students across Europe to succeed in the global labour market through blended mobility. Funded by the European Commission’s Erasmus+ Cooperation for Innovation and the Exchange of Good Practices programme, the Blended Academic International Mobility (Blended-AIM) project will run for three years with an aim to overcome typical barriers to mobility by providing best-practice distance learning tools and supporting students to work virtually with students across Europe.

International recognition (Please see page 12 of 2015-16 to 2017-18 Outcome Agreement)

GCU achieved re-accreditation by the Responsible Business Awards run by the Prince of Wales charity Business in the Community. This recognition of the Responsible Business Unilever International Award was in respect of our partnership with the Grameen Healthcare Trust in co-founding the Grameen Caledonian College of Nursing in Dhaka, Bangladesh and successfully demonstrating “continual and positive impact” on developing healthcare and education for local communities and equipping students with the skills to become the nurse leaders of the future.

GCU has continued its commitment to the UN Principles for Responsible Management Education (PRME) and has sought to embed and extend the principles in our teaching, research, and stakeholder activities. The University received an award for ‘Recognition of Excellence in Reporting’ for at the 2013 PRME Global Summit, and hosted the 2015 Global Forum reception for PRME at GCU New York in June 2015.

Enriching cities and communities through research

2020 Goal: We will build on our key areas of research excellence in inclusive societies, healthy lives and sustainable environments to address societal challenges and enrich cities and communities

This section links to Aim 5: A research base that is internationally competitive and improving its reputation and standing in the world.

Internationally competitive research (Please see pages 13 - 14 of 2015-16 to 2017-18 Outcome Agreement)

At GCU, we apply our research for impact to address societal challenges; deliver innovation for economic growth; underpin teaching; expand knowledge transfer and deliver co-created work based education.

We have focussed our research to achieve sustainable impact in three key areas:

Healthy Lives interdisciplinary research spans long-term conditions, stroke, visual health, diabetes, healthy ageing and active living, sexual health, and infection prevention. Our work with the NHS and Health Protection Scotland delivers significant impact on promoting and improving public health.

Inclusive Societies research impacts on equality, tourism, social enterprise and microcredit, interventions for domestic abuse, and challenging perceptions of poverty. A member of the UN Global Compact, we harness our expertise to work with industry leaders through the Fair Fashion Center at GCU New York.

Sustainable Environments research spans climate justice, clean water and safe energy, and we work with industry partners such as Doble Engineering and ScotRail as well as global development organisations through our Research Centre for Climate Justice.

Our position as a world-class research institution was reaffirmed by the Research Excellence Framework (REF) results:

• GCU is the top modern university in Scotland for research impact by power • GCU is in the Top 10 in the UK for world-leading in Social Work and Social Policy impact, with 80% rated as world-leading • The University is ranked in the Top 20 in the UK for allied health research and 89% of research activity is in the highest categories of world-leading and internationally excellent Our research impact in the Built Environment was rated as Top 20 in the UK • 71% of our overall impact is at 3* and 4* levels

Examples of recent successful grant applications

Awarding Body Project Award Environmental Committee of The Development of protocols for the assessment of urban €1M the European Parliament green infrastructure. Health Protection Scotland Research to inform on Blood-borne Viruses (BBV) in Scotland £1.81M National Institute for Health REhabilitation and recovery of peopLE with Aphasia after £446,157 Research (NIHR) StrokE (RELEASE) Scottish Government Climate Water for All £607,648 Justice Fund European Commission PHARMA AD £146,045

GCU has a University-wide Research Committee which supports the implementation of our 2020 Research Strategy and our commitment to the development of research students and staff as part of a process of continuous improvement of the research environment. We have established a REF Management Group to oversee the development of the submission to the next REF, and we remain committed to mainstreaming equality and diversity assessments as part of our REF processes.

Enhanced research collaboration (Please see page 14 of 2015-16 - 2017-18 Outcome Agreement)

Examples of recent key research collaborations include:

• Health Protection Scotland awarded GCU £1.3 million as part of a strategic partnership to build capability and capacity for Healthcare Associated Infection research. The project aims to provide new policy and practice impact in NHS Scotland and internationally by providing evidence for standard and transmission based infection control precautions such as hand hygiene and glove use, and providing evidence of the patient experience and acceptability of infection prevention and control related interventions. GCU was also at the centre of a recent community engagement initiative which united a range of organisations under the Glasgow City of Science banner to promote hand-hygiene, setting the world record for the largest hand-hygiene class ever held.

• GCU was awarded a British Council Newton fund of £147,647 for an international water environmental initiative. Researchers will work in collaboration with scientists at the Universidade Federal do ABC to explore emergent micropollutants in Brazilian watercourses.

• Working with charity Playlist for Life, GCU researchers are designing a unique personal playlist intervention and an innovative music application for dementia patients and their carers. Playlist for Life was founded by GCU Honorary Graduate Dr Sally Magnusson in 2013 after observing the effect of personalised music on her mother.

The Europe Office at GCU (Please see page 51 of 2015-16 - 2017-18 Outcome Agreement)

The Europe Office promotes EU opportunities within the University and externally, hosting international brokerage events in Brussels and London on a wide range of topics from international cooperation to serious gaming. GCU has been particularly successful in EU funded projects focussing on social innovation and in the latest round of Erasmus+ we are leading on three and partnering on another five projects in regions as diverse as Latin America, Iran and Vietnam.

Athena SWAN and Research Integrity Concordat (Please see page 16 of 2015-16 - 2017-18 Outcome Agreement)

The University, driven by our Women In STEMM Group, is an active member of the Athena SWAN Scottish Regional Network and are committed to achieving Athena SWAN bronze. The University has been raising staff awareness on Athena SWAN and our academic Schools have each developed an Athena SWAN group to enable staff and students to meet regularly to discuss issues and developments.

The University is committed to the principles outlined in the ‘Concordat to Support Research Integrity’. GCU has become an institutional subscriber to UKRIO and has an associated action plan in place.

Innovating for social and economic impact

2020 Goal: We will innovate for social and economic impact, providing social solutions through applied research and development, and working in partnership with business, the public and voluntary sectors

This section links to Aim 6: University-industry collaboration.

University-industry collaboration (Please see page 17 of 2015-16 - 2017-18 Outcome Agreement)

The University has established an institutional focus on outreach using social innovation and enterprise for the common good as part of the implementation of Strategy 2020. We have aligned our knowledge exchange activities with the key metrics of research-related partnerships, consultancy, CPD, and innovation.

Knowledge exchange (Please see page 17 of 2015-16 - 2017-18 Outcome Agreement)

• GCU now holds eight patent families, with 28 individual patents. These cover technology areas such as high-voltage engineering, smart building management systems, building integrated photo-voltaics and cholesterol modification.

• We continue to participate in five Innovation Centres. We have a number of active projects through the Innovation Centres and we are developing a pipeline of prospective applications across all of the Innovation Centres. In collaboration with Edinburgh Napier University, GCU has been awarded funding from the Construction Scotland Innovation Centre for the UK’s first patented prefabricated timber-frame wall system.

• GCU has grown its active Knowledge Transfer Partnerships (KTP) projects from six to eight, in diverse sectors such as Tourism, Energy, Technology and Manufacturing. In November 2015, we hosted a “KTP@40” event to celebrate the 40th anniversary of KTPs and showcase our successful KTP portfolio.

• During 2014-15, GCU delivered 13 SFC Innovation Vouchers in partnership with Scottish SMEs in areas such as health, social enterprise, food and digital development. Our Innovation Voucher project with Loadfast Systems to design a new vertical bulk solids handling system won the Innovation of the Year award at the Interface Excellence Awards.

The University is committed to working with universities and industry groups on the delivery of the Universities Scotland innovation action plan. We will seek to remove barriers to interactions with business by simplifying access, promoting easy-to-use shared process templates, and raising awareness of the contribution the University can make to the public, private and voluntary sectors as part of our commitment to the Common Good. In so doing, we will reflect institutional strategic priorities in promoting diversity of provision, for example encouraging social innovation and social enterprise activity.

Case study on Knowledge Transfer Partnerships: Scottish Canals

GCU is supporting ambitious plans to bring visitors to Scottish canals through the development of new visitor attraction and business opportunities in Glasgow, Edinburgh, Falkirk and Inverness. The project is overseen by GCU’s Moffat Centre for Travel and Tourism Business Development, which works on key consultancy and contract research projects in the travel, tourism, hospitality and events sector.

GCU and Scottish Canals are developing and implementing a strategy for increasing tourism on the canals throughout Scotland following recent work to transform the local environment of Falkirk through the award- winning Helix project and the completion of a £1.3 million project to upgrade paths throughout Scotland’s canal network. The Kelpies stand next to the new canal extension in The Helix, a parkland project built to connect 16 communities in the Falkirk Council Area. Fort Augustus is the next development being undertaken by Scottish Canals, with the combined challenges of rural location, limited operating season and distance from key generating markets.

Scottish Canals is engaging with GCU on projects in a number of additional areas, for example GCU’s School of Engineering and Built Environment has expertise in environmental civil engineering and will oversee research students working with Scottish Canals in the areas of energy extraction, biomass and engineering solutions for access to canals.

Funding of £96,700 was awarded for the 18 month KTP as part of a UK-wide programme funded by the Technology Strategy Board with 12 other funding organisers and a contribution from the company partner.

Examples of innovation and collaboration for social impact (Please see p 18 of 2015-16 to2017-18 OA)

The University’s research makes a significant contribution to public policy, as recognised by the REF 2014 impact assessments. We aim to enhance that contribution in the coming years by encouraging interdisciplinary research activity and collaborations both internally and externally and in partnership with appropriate stakeholders by taking a longer term and strategic view of research impact planning.

• Grameen in the UK, the micro-lending initiative facilitated by GCU has celebrated its first year of trading and over 100 loans to individuals and groups in local communities. It is the first such Grameen microcredit scheme in Western Europe.

• GCU’s Climate Justice Centre, in association with the Mary Robinson Foundation, recently chaired a roundtable debate at the World Social Science Forum in Durban, South Africa, and conducted a dissemination discussion around climate justice at the Global Landscape Forum, part of the UN summit on climate change in Paris. The Centre works in collaboration with the Joseph Rowntree Foundation, one of the largest social policy research and development charities in the UK, to influence public policy in this key area.

• The Yunus Centre for Social Business and Health is part of a major €2.5 million European research project analysing the impact of the international economic crisis on groups which are most affected by socio- economic policy, such as immigrants, the unemployed or disabled people. TransSOL (European paths to transnational solidarity at times of crisis) is funded by the new €80 billion Horizon 2020 research and innovation framework programme.

Work Based Education (Ps 18 - 19 of ‘15-16 to ’17-18 OA)

Harnessing our research and teaching expertise, the University has developed a work based education model which aims to address skills needs and meet the challenges of achieving lifelong learning. GCU launched the School for Work Based Education in 2015, the first of its kind at a Scottish university. The School builds on the success of our Business Academy strategy which established a number of academies, including the Scottish Ambulance Service Academy in partnership with the NHS, to deliver high quality, accredited solutions to workforce development. Unlocking the expertise of the whole University, pprogrammes are co-created with employers, grounded in a work-based philosophy and can be delivered through part-time and distance learning. Flexible entry pathways and recognition of prior learning promote widening access for older learners.

An example of our success in co-creating curricula for business transformation is our Transnet Partnership:

Building on our successful UK BSc Railways Operations Management programme, GCU has a five-year partnership with South Africa’s Transnet Freight Rail and the University of Johannesburg to deliver a degree programme as part of Transnet’s operations capacity building strategy. Working with GCU, Transnet aims to set a benchmark for the railway industry and pave the way for the future development of young talent for the benefit of the organisation. Since the first intake in 2012, two graduation ceremonies have been held in South Africa with 260 students graduating thus far. The programme will be offered at Honours and Masters levels from September 2016.

We have extended into a partnership with Transnet-Phelophepa, a mobile healthcare clinic which travels around the rail network in rural South Africa. GCU optometry and health students are offered the opportunity to spend time as clinical volunteers on the Phelophepa clinic, working with communities and patients.

Case study on university-industry collaboration: the technology skills shortage

GCU is working to address the technology skills shortage by offering work-based degree programmes in partnership with two global IT companies, IBM and CGI. Employees of IBM and CGI are studying part-time on the respective BSc (Hons) Software Development for Business and BSc (Hons) Computing programmes in the department of Computer, Communication and Interactive Systems in the School of Engineering and the Built Environment. The model of delivery allows employees to spend one day per week at University and work for their employers during the remaining days. The knowledge and experience gained while working for their employer or studying in their own time can be taken into consideration as part of the programme, and, likewise, some of the programme modules will be contextualised in the workplace.

The co-creation model is part of GCU’s strategic objective to innovate for social and economic impact, working with partners to deliver high quality, flexible and accessible education for employees in leading local and global companies. The programmes will support CGI’s new Glasgow-based centre of excellence for open-source software development services as well as IBM’s future talent pipeline in Scotland. The programmes will run over four years and it is hoped that GCU will be able to roll-out its IT programme portfolio to other businesses in the future.

Public engagement (Please see page 20 of 2015-16 to 2017-18 Outcome Agreement)

The University continues to implement its Community and Public Engagement framework.

Highlights of GCU public engagement activities include:

• GCU’s flagship widening participation initiative The Caledonian Club is working with the University’s Centre for Climate Justice to share the initial findings of an 18-month project, Water for ALL, which is funded by the Scottish Government’s Climate Justice Fund. Water for ALL, aims to help build sustainable capacity in achieving equity and entitlement in accessing water and address issues of climate change, gender, justice equity and human rights around water. Now these challenges are being disseminated through STEM subjects at Caledonian Club partner primary schools.

• The University, in conjunction with the Sporting Memories Network, hosted an inter-generational afternoon bringing together individuals to celebrate memories of the recent Commonwealth Games in Glasgow and from Games of years past. The Sporting Memories Network was established to develop and promote the use of sporting memories to improve the well-being of older people. It works with a number of different groups to improve the well-being of older people and help tackle dementia, depression and social isolation.

• Scotland’s first international care home ‘Olympic Games’ was hosted by GCU in September 2015. An American team of care home residents flew 4,000 miles to Glasgow to participate in the Sporting Senior Games for the elderly, competing in a series of events against care home residents from throughout Scotland.

• GCU’s popular series of professorial lectures and Masterclasses are open to GCU staff, students and to the wider public. Recent Masterclasses at GCU London include Dr Manuel Carballo, Epidemiologist and Executive Director of the based International Centre for Migration, Health and Development, Mahmud Kaman, Fashion Entrepreneur and Joint-CEO of online fashion retailer boohoo.com, Imran Amed, Founder and CEO of The Business of Fashion and Professor Kenneth Cole, Designer and founder of US fashion house Kenneth Cole Productions Inc. A series of Town Hall events are held at GCU New York, with partners including Levi Strauss, PepsiCo, and the New York Times.

A Sustainable Institution

Sustainability is a key strategic enabler within the University Strategy 2020 and, as such, it underpins the University’s vision and all of its goals.

This section links to SFC Aim 2: High quality, efficient and effective learning, SFC Aim 3: Right learning in the right place, and Aim 7: Sustainable institutions.

Right learning in the right place (Please see pages 21 - 22 of 2015-16 to 2017-18 Outcome Agreement)

Quality assurance and enhancement GCU completed the Enhancement-Led Institution Review (ELIR) in early 2015 which returned a judgement of highest confidence, as the panel recognised the University's commitment to, and success in, delivering excellence in learning and an outstanding student experience.

Vision Sciences GCU has the only vision sciences offering in Scotland, delivering teaching excellence in optometry, ophthalmic dispensing, and orthoptics, as well as undertaking valuable research in vision sciences and offering a learning and teaching Eye Clinic open to the community. Our Optometry programme excels in terms of the key metrics, with 100% student satisfaction rating in the National Student Survey 2015, and 100% of graduates are in graduate level employment after six months (HESA DLHE 2015).

Whilst GCU will no longer receive strategic funding to support the running costs of the Eye Clinic, we welcome SFC’s recognition of the costs involved in providing high quality vision sciences education and the movement of our vision sciences provision to the appropriate teaching price group from academic year 2016-17 to enhance the sustainability of this unique provision in Scotland.

Nursing GCU won the award for Return to Practice Course of the Year at the Student Nursing Times Awards 2016. Judges were impressed by GCU's Return to Practice Nursing programme for taking the specific demands and interests of return to practice students as its driving force, encouraging its students to publish, and ensuring placement staff worked closely with the students to achieve successful outcomes.

Collaborative Programmes In collaboration with the University of Dundee, GCU has created a new Masters programme for leaders in Social Work, drawing on our excellent REF outcomes in this area.

Language skills Modern language provision at GCU is delivered in partnership with City of Glasgow College.

Enabling our People (Please see pages 22 - 23 of 2015-16 - 2017-18 Outcome Agreement)

The University’s People Strategy focuses on two broad areas ‘Enhancing capability’ and ‘Working well’ to support the implementation of Strategy 2020.

Equality and diversity are embedded in GCU’s culture and run across all the themes of the Outcome Agreement. GCU’s Public Sector Equality Duty (PSED) Report, published in April 2015, sets out the progress we have made in mainstreaming equality across University functions and implementing the Equality Outcomes Framework. Our governance mechanisms have supported the embedding of the Framework through engagement at our Equality and Diversity Committee, Executive Board, University Court and Senate.

In compliance with the General and Scottish Specific duties of the Equality Act (2010), which includes the statutory requirement for equality impact assessments (EIA) of new and revised strategies and policies, GCU undertook a comprehensive EIA of its Strategy 2020.

Gender Balance

Our Academic Schools have an important role in the gender balance of subject areas. There are a range of activities which are undertaken during the recruitment stage at GCU, which enhance and support gender- balanced recruitment, and we believe that staff support and development is also key to this agenda.

Some examples of these activities are given below:

• GCU organised the inaugural, free-to-attend, SmartSTEMs event which saw around 500 female school pupils visit the GCU campus. The event won an Inspiring City Award in 2015, run by The Herald and Glasgow Chamber of Commerce in association with People Make Glasgow. • In areas which traditionally have a higher proportion of female students such as Nursing and Life Sciences, we ensure a gender balance male in all marketing materials and engagement with prospective students. • GCU students engage with local schools to lead projects with pupils and act as role models, for example in Digital Media Design, in order to encourage more girls to aspire to careers in technical subjects. • Our Articulation Co-ordinators consider the school/college routes and the promotion of STEM subjects, and we provide both pre and post entry Maths support to articulating students.

GCU continues to engage in the Aurora Programme, which is run by the Leadership Foundation for Higher Education to encourage women in academic and professional roles to think of themselves as leaders, to develop leadership skills, and to help maximise their potential.

Financial sustainability (Please see page 23 of 2015-16 - 2017-18 Outcome Agreement)

Our Financial Strategy 2015–2020 was launched in 2015 to ensure our financial resources are directed towards priorities, risks are effectively managed, value for money is achieved and that we remain a fundamentally sound and robust university.

GCU campus and environmental sustainability (Please see page 23-24 of 2015-16 - 2017-18 Outcome Agreement)

The University’s Heart of the Campus project is developing an exciting vision for the future that will enrich the student experience with the creation of state-of-the-art academic teaching and research spaces, student support facilities and areas to inspire social learning and recreation.

GCU is committed to environmental sustainability and has a strong track record of success in this area. We were the first Scottish university to be awarded the EcoCampus Platinum Award for carbon management, and we send no waste to landfill.

Case study on university-industry collaboration: Cycle Friendly Campus Award

As part of our commitment to reduce our carbon emissions, we have been focusing on encouraging more sustainable commuting to and from the University. With the support of sustainable travel partners, Cycling Scotland, SPT and Sustrans, we have invested £60,000 to upgrade GCU’s cycling infrastructure and were selected to be one of five universities in Scotland to pilot Cycling Scotland’s new Cycle Friendly Campus Award.

The funding, coupled with the introduction of the Cycle to Work Scheme, has tripled the number of designated cycle parking spaces, increased the provision of student lockers, supported Glasgow bike tours delivered by GCU’s Student Ambassadors, offered free bike maintenance sessions on a monthly basis and regular security bike marking and registration sessions.

As a result of this investment and commitment, GCU’s Cycling Forum has grown from under 40 members to 200 and the number of bikes parked at GCU has increased by 30% since 2013. Cycling is one of the quickest and inexpensive ways of getting around Glasgow and, by helping more students and staff cycle to University, not only are we cutting carbon emissions associated with commuting to the University, we are also encouraging the adoption of healthier lifestyles.

National Performance Measures

Table 1: Quantitative data on widening access-related national measures (Aim 1 and Aim 2) GCU is committed to continuous improvement across all the national performance measures. Table 1 reflects the opportunities and challenges of our diverse student body. In line with our focus on ensuring that all our students reach a successful outcome at GCU, our quantitative aspirations reflect an ambition to maintain our current success in widening access as more universities extend their access missions and activities.

National Performance Measure 2014-15 2015-16 2016-17 2017-18 actual aspiration aspiration aspiration 1a The number of Scottish-domiciled learners articulating from college to degree 875(+157) 850(+157) 850(+157) 850 level courses with advanced standing (+ SFC Additional Articulation Places) 2a The proportion of Scottish-domiciled undergraduate entrants (SDUE) from the 21%* 20% 20% 20% 20% (MD20) most deprived areas 2b The proportion of SDUE from the 40% (MD40) most deprived areas 40%* 40% 40% 40%

4a The proportion of Scottish-domiciled undergraduate entrants (SDUE)– Male 42% 40% 40% 40% 4b The proportion of SDUE – Age 21 and over 21 39% Not applicable

4c The proportion of SDUE – Ethnicity BME 9% Not applicable

4d The proportion of SDUE – Disability 7% Not applicable 4e The proportion of SDUE – Care experienced <1% Not applicable

5a-i The proportion of full-time first year Scottish-domiciled undergraduate entrants 89% to 95% Over 90% Over 90% Over 90% (SDUE) returning to study in year two – Protected Characteristics 6 The number and proportion of full-time first year Scottish-domiciled 92% 92% 92% 92% undergraduate entrants returning to study in year two

*The University believes that our ambitions for National Measures 2a and 2b at 20% and 40% respectively reflects the right balance for our diverse student body. We aspire to maintaining this sector leading level of recruitment from MD20/40 backgrounds whilst also maintaining our strong articulation recruitment and high retention rates.

Table 2: Quantitative data on ‘Right learning in the right place’ and ‘A developed workforce’ (Aim 3 and Aim 4) GCU is committed to continuous improvement across all the national performance measures, including National Measure 9, whilst recognising that this measure is influenced by the continuing challenging economic circumstances for graduates.

National Performance Measure 2014-15 2015-16 2016-17 2017-18 actual aspiration aspiration aspiration 9 The number and proportion of SDUE entering positive destinations 95% 95% 95% 95%

Table 3: Quantitative data on ‘A research base that is internationally competitive and improving its reputation in the world’ (Aim 5)

National Performance Measure 2014-15 2015-16 2016-17 2017-18 actual aspiration aspiration aspiration 12a Amount of income from the Research Councils £440,000 £400,000 £450,000 £500,000

12b Amount of income from the research charities £552,000 £575,000 £600,000 £625,000

12c Amount of income from the European Commission £1,150,000 £900,000 £950,000 £975,000

Table 4: Quantitative data on ‘Deliver a step-change in the engagement of business and industry with universities, removing any barriers to the exploitation of research for economic and wider societal benefit’ (Aim 6)

National Performance Measure 2014-15 2015-16 2016-17 2017-18 actual aspiration aspiration aspiration 13a Continuing professional development £2,438,000 £2,400,000 £2,450,000 £2,500,000

13b Consultancy £745,000 £680,000 £720,000 £750,000

13c Outreach £872,000 £800,000 £850,000 £900,000

Table 5: Quantitative data on ‘Sustainable institutions’ (Aim 7)

The below measure is consistent with the data we use in our carbon footprint report and management plan. Further data on environmental sustainability is provided on pages 23-24 of the Outcome Agreement.

National Performance Measure 2013-14 2014-15 2015-16 2016-17 Actual aspiration aspiration aspiration 15 Gross carbon footprint (3 year period) 6,722 -1% -1% -1%

Appendix

Outcome Agreement with Scottish Funding Council 2015-16 – 2017-18

Contents

Page

Introduction - A University for the Common Good 1

GCU 2020 Goals linked to SFC Aims

Transforming Lives | SFC Aims 1, 2, 4 3 Engaging Globally | SFC Aim 4 11 Enriching Cities and Communities | SFC Aim 5 13 Innovating for Social and Economic Impact | SFC Aim 6 17

A sustainable institution 21 SFC Aims 2, 3, 7

SFC National Performance Measures 25

Introduction Principal and Vice Chancellor, Professor Pamela Gillies, CBE

This Outcome Agreement reflects the focus of our new Strategy 2020, to be a University for the Common Good. Harnessing our intellectual, social and emotional capital, and working collaboratively with others, we deliver positive benefits for the communities we serve at home and overseas. We seek to challenge conventional thinking about how a University should operate, whilst remaining absolutely committed to delivering against the Scottish Funding Council’s ambitions for the sector and the Scottish Government’s national outcomes.

Providing opportunities for students to access higher education regardless of their background is central to our efforts to transform lives. This approach is captured by our Caledonian Club, our College Connect Strategy, and our Advanced Higher Hub, which worked with nearly 100 students in its first year, with 70% of those coming from MD40 backgrounds. In the coming year, a significant enhancement of our student experience will come from being the first Scottish University to be awarded Ashoka U Changemaker Status. This recognises the embedding of social entrepreneurial skills in all that we do, and sees GCU join a network which includes leading institutions such as Brown, Cornell, Duke and John Hopkins Universities.

We will continue to deliver for our students by reinforcing our status as a globally networked institution. This helps us internationalise our curriculum, providing real world problem solving scenarios which require divergent thinking and deliver practical solutions. It contributes to a culturally diverse student population and allows us to offer supervised international volunteering opportunities. An example includes our agreement with the Foundation of Transnet Rail Company to volunteer staff and students to deliver healthcare to 60,000 South Africans over the next five years on the Phelophepha Train of Hope. Our students also benefit from the opportunity to work at the Grameen Caledonian College of Nursing in Bangladesh. Operating as a social business, this Unilever Global Development award-winning Nursing College provides educational opportunities for women to the highest Scottish standards, as well as improving the health of the most vulnerable.

Our research excellence, reflected by the REF 2014 outcomes which rated GCU as the top Modern University in Scotland for research power, allows us to enrich cities and communities. We are focussed on delivering real impact, as demonstrated by the ranking of the impact of our Health research as equal first in the UK and our research impact in the Built Environment rated in the top 20 in the UK. Our successful R&D partnerships with FMC Technologies and Doble Inc are long term collaborations delivering pioneering solutions for industry, and we are also co-creating relevant course content with businesses to upgrade their skills and capabilities through workplace education with companies like Scottish and Southern Energy, Howden, and Transnet Freight Rail.

An independent economic impact study published in January 2015 shows GCU contributes a total GVA, including graduate productivity, of over £881 million to the Scottish economy and generates 12,437 jobs in Scotland. The study found that for every £1 invested by the SFC, GCU generates £13.13 GVA for Scotland. GCU’s total economic impact for the UK is almost £1 billion.

We are committed to ensuring that our growth as an institution is underpinned by an approach that is both environmentally and financially sustainable. We were delighted to win an EcoCampus Platinum award for sustainability and to be ranked in the Top 10 in the UK with a ‘1st’ in the People and Planet Green League, which recognises environmental achievements such as sending no waste to landfill. We are equally pleased to deliver a consistently strong and sound financial institutional performance.

This Outcome Agreement, I believe, delivers a clear vision for how we will continue to work with the SFC to prosper as an institution, deliver our enduring commitment to equality of opportunity and social justice and produce sought after confident, employable global graduates and citizens with a sound social conscience.

Statement from Student President, Michael Stephenson

The Students’ Association has been fully engaged with the 2015-16 Outcome Agreement and we continue to be at the front and centre of the debate, ensuring GCU continues to prioritise the issues that matter most to the student experience. Student involvement in Senate, Committees and the Student Voice, ensures a high level of student engagement within the decision making process whilst enhancing equality and diversity and thus reflects the central role that students play in decision-making bodies right across the University and the importance of making the student voice heard in discussions and debates. This student engagement extends not just to the Outcome Agreement process but beyond to the new GCU Strategy 2020. We welcome and fully support the objectives for widening access and the measures in place to ensure strong retention. We have supported the University’s activity in relation to widening access, articulation and retention throughout 2014- 15 and welcome the objectives for 2015-16 and beyond. We will continue to work with the University to achieve the outcomes expressed in the agreement. Throughout these opportunities for involvement, we strongly support GCU’s aims in relation to widening access, articulation, retention, employability and international mobility and will continue to work with the University to achieve the outcomes.

Transforming lives

This section links to SFC Aim 1: Improve access to higher education; Aim 2: High quality, efficient and effective learning; and Aim 4: A developed workforce.

Widening Access

GCU has a strong tradition of widening access to higher education for individuals regardless of their backgrounds, and aims to unlock talent, raise aspirations and promote social mobility. Strategy 2020 ensures that widening access is central to the University’s vision, and sets out our commitment to delivering a distinctive student experience which supports students through their learning journey and into employment.

GCU is a leading institution for recruitment of Scottish entrants from widening access backgrounds, as evidenced by data published by the SFC in November 2014. The recruitment is matched by a strong track record in terms of student retention (see Figure 2, Page 5).

Figure 1: Scottish-domiciled entrants from MD20%, MD 40% and SEC 4 - 72 2012-13 45% 40% 41% 40% 35% 33% 29% 30% 25% 21% 20% 15% 13% 10% 5% 0% % from 20% most deprived % from 40% most deprived % students from SEC 4,5,6,7

Glasgow Caledonian University All institutions

Underpinning Strategy 2020, the University’s supporting strategies and policies, such as Strategy for Learning, Student Experience Framework, and Student Transition and Progression Roadmap outline the key actions and activities that we are engaged in to deliver on our commitment to widening access. We are committed to the Supporting Professional Admissions and have established a new working group to ensure that our contextualised admissions approach implements best practice in supporting widening access.

GCU has significant research expertise in widening access and articulation, and has applied this knowledge to inform policy development and to provide enhanced opportunities for access. Each of our key widening access initiatives has an associated evaluation strategy in place to assess impact and inform future developments.

2http://www.sfc.ac.uk/communications/Statisticalpublications/2014/SFCST062014.aspx

Access and outreach initiatives at GCU

• Founded in 2008, The Caledonian Club has worked with 9,000 nursery, primary and secondary school pupils, almost 3,000 parents and over 250 GCU student mentors through an early intervention model programme of activities which is designed in partnership with schools to enhance the curriculum and help to build confidence and key life skills in Club members and student mentors. In 2013-14, the Caledonian Club worked with over 2,200 children from nurseries, primary and secondary schools and 385 parents from local Glasgow communities and our GCU London Club engaged with 300 pupils from schools in the local community.

The Club’s commitment to working with parents has resulted in the development of formal and informal learning opportunities for parents. Working in partnership with the Open University, the Club supports parents in our partner nursery and primary schools to rejoin education through the OU ‘Openings Module’. We are in dialogue to expand our parental engagement specifically targeting the ‘harder to reach’ parents to offer support tailored to improving their work-readiness.

A longitudinal research programme has been in place since 2009 to track the journey of young people through the Caledonian Club, and this has created a dataset to inform trend and impact analysis. The University has also commissioned a two-year evaluation research project which involves rigorous comparison of Caledonian Club schools with control schools, and focuses on understanding the impact of the Club on children and their families. Emerging finding from analysis at nursery and primary level suggests that in Caledonian Club schools, pupils' awareness of higher education was higher and there were noticeable improvements in aspirations, motivation, group working skills and self-confidence. In addition, parents’ own aspirations for themselves to go to university were higher. Teacher expectations for children to go to university were often lower than expected, and significantly lower than the aspirations of parents for their children to go to university. GCU Student mentors described increased self- confidence and change of career priorities following work with the Club. The evaluation is now looking at the impact of the Caledonian Club on secondary school pupils' aspirations for and understanding of HE and other positive destinations, awareness of routes into careers and key life skills.

• Our Schools Connect initiative provides focused interventions to support secondary school pupils to progress to higher education, and helps new students to make the most of their early days at University. Our outreach team engages with almost 1,000 senior school pupils every year. The first year retention rate for students from the secondary schools who enrolled in our programme in 2013 was 100%. In 2014, the proportion of entrants from MD20 backgrounds was 78% and 93% were from MD40 backgrounds, and four students have been successful in their applications for scholarships.

• Funded by the SFC, and in partnership with Glasgow City Council and 21 Glasgow schools, the Advanced Higher Hub offers pupils a unique opportunity to register as GCU Associate Students and study on the University campus. Over 70% of students fall within the MD40 indicator of deprivation. The first cohort of over 100 students participated in the Hub in 2013-14, with a completion rate of 94%. Recruitment increased to over 150 students in 2014-15. The success of the Hub as an innovative access initiative was celebrated by the then Cabinet Secretary for Education and Lifelong Learning in October 2014.

• GCU works with SHEP schools via a Focus West initiative, Routes for All, which encourages students from schools with lower than average progression rates into higher education. In 2013-14, GCU engaged with 685 senior school pupils in the Routes for All project, across 17 Focus West schools. GCU also works as part of the Scottish Wider Access Partnership (SWAP) consortium to support progression to university through tailored access programmes at college.

• Based on the success of the Greater Glasgow Articulation Hub, located at GCU, the University launched College Connect in 2014 as a framework to support articulation and further enhance relationships with partner colleges. College Connect is underpinned by an effective infrastructure for articulation, including strategic partnerships with the three Glasgow colleges; joint planning on curriculum design and delivery, recruitment, admissions, transition, internationalisation and joint CPD for staff.

The College Connect Academy extends our pre-entry guidance and transition support activities, including the new Associate Student Scheme, with dedicated staff supporting a wide range of activities targeted specifically at college students. The research stream will provide an evidence base to support and sustain articulation developments and enhance the college and university experience for articulating students, whilst also making an essential contribution to evaluating the impact and success of the College Connect Strategy. This research is assessing the impact and success of the Additional Articulation Places Scheme and the Associate Student Scheme. Initial survey findings show, of those students who responded (53%), that 80% of this group of Associate Students were more motivated to find out about what future study at GCU would be like, and 76% anticipated that being a GCU Associate Student at college would make them more motivated to successfully complete their HN.

The University’s College Connect Strategy 2013-2020 has been shortlisted for the Universities Association for Lifelong Learning (UALL) Award in 2015.

Case study on widening access: young people from a looked after and care background

Building on our Buttle UK achievements and the supporting infrastructure which the University has put in place, GCU is establishing a new outreach initiative targeted at young people from a looked after and care (LAAC) background. Working with Glasgow City Council we have identified 50-55 pupils from LAAC backgrounds across eleven partner schools, and we aim to implement targeted support for pupils so that they feel prepared to make the transition to higher education, whether to GCU, another university or to HN study at college.

Our approach has a number of key strands:

 A mentoring programme which includes activities to help S5 and S6 pupils with researching and planning for their future academic and career options. A dedicated team of staff and trained GCU student mentors representing a wide variety of academic subjects will work closely with senior pupils, engaging through in- school and on-campus activities as well as email and text communications.  A working partnership with pupils’ programme coordinators to offer additional complementary support, for example participation in scheduled visits to the University.  We are also linking with MCR pathways to organise a range of activities for 20 S3 and S4 pupils who are part of their programme and are possible HE entrants.  Further to this tailored support we plan to work closely with Glasgow City Council, schools and partner colleges to offer additional opportunities which students from a LAAC background can elect into. This can involve, for example, advice and support on applications and interviews.  An agreement with Skills Development Scotland will allow us to track post school destinations, and our GCU Buttle Group will monitor and evaluate our work with this group and others to inform future developments.

We anticipate that our LAAC outreach initiative will encourage more students to consider progressing to higher education and to self-identify as care leavers through UCAS. We will continue to develop our regional links and share good practice via mechanisms including ‘Who Cares Scotland’, the West of Scotland Care Leavers’ Forum and the Scottish Universities Lifelong Learning Higher Education Group.

Articulation

GCU is a leading university for attracting students from college, with significant numbers of entrants joining Levels 2 and 3 with advanced standing. We are committed to providing an excellent University experience for articulating students, supported by academic staff, School-based learning development centres, central support services and the Students’ Association. In 2013-14, GCU exceeded its articulation target and in 2014- 15 GCU has 1,000 articulating students, including the 157 additional articulation places awarded by SFC.

Our initial evaluation of the Additional Articulation Places Scheme also shows that while 76% of respondents indicated that they intended to progress to degree study at GCU when they commenced their HN study this figure had risen to 95% about one year into their HN study. Furthermore, 42% of respondents viewed themselves as a part-college / part-university student, suggesting that GCU’s approach has promoted a sense of learning pathways.

GCU is committed to maximising opportunities for guaranteed progression from colleges through Articulation Agreements, whilst also ensuring that articulation places are available for students not coming directly from college. We play a key role in creating new articulation routes, for example the new pathway for Nursing and an Indie Games Development programme designed with college partners and Creative Skillset UK.

Having successfully mainstreamed articulation across the University, we aim to maintain a leading position for articulation, as part of our wider agenda on promoting inclusive opportunities. We will work in partnership with the SFC, universities and colleges on initiatives such as the National Articulation Database, the Glasgow Curriculum Review and the evaluation of the Additional Articulation Places Scheme.

Retention and student support

GCU performs strongly in retention indicators and, coupled with high proportions of widening access students, this demonstrates our success in identifying and removing barriers to retention and student success.

Figure 2: Retention rates for Scottish domiciled undergraduate full-time students 2012-133 100% 93% 91% 91% 92% 90% 87% 88%

80%

70%

60%

50% Overall 20% most deprived 40% most deprived

Glasgow Caledonian University All Institutions

3 http://www.sfc.ac.uk/communications/Statisticalpublications/2014/SFCST062014.aspx

Reducing barriers to retention

GCU has a number of key initiatives which focus on supporting retention and student success, including:

• A new University Engage Initiative explicitly focuses on enhancing student engagement in collaboration with students, providing a range of opportunities for students to influence their learning experience within their own academic programme and with University-wide activities and processes.

• The Learning Development Centres (LDCs) within our Academic Schools work with programme leaders to develop tailored induction, identify and support students who may be at risk, present specialist sessions, and engage in the development of modules. They also provide students with support for academic development such as academic writing, study and ICT skills.

• In 2013 a new approach to academic advising was introduced across the University. The PPACT (Personal, Professional, Academically-informed, Consolidated, Transitional) Standard of academic advising. In addition to enhancing academic advising, the PPACT initiative encompasses extra and co-curricular activities and has a strong focus on employability.

• GCU plays an active role in the Steering Group of Back on Course, an SFC-funded project to provide support for, and gain insight into, those who leave higher education early. GCU promotes the service to students and provides data to Back on Course to allow leavers to be contacted for interview and support.

• Feedback for future learning activities are coordinated centrally by a cross-University Feedback Enhancement Group. The Group works with academic and student support staff and the Students’ Association, to develop and implement effective approaches to enhance student feedback.

• Our successful Higher Education Academy accredited Accelerate CPD Learning and Teaching Framework has been expanded to offer four routes to professional development and recognition aligned to the UK Professional Standards Framework, and supports initiatives such as the Principal’s Awards for Teaching.

The University aims to maintain its strong performance on retention and degree completion. We will continue to implement our Strategy for Learning 2020 and Student Experience Framework, whilst also ensuring that our emerging suite of 2020 strategies support the University’s key priorities of widening access and delivering successful outcomes for our students and graduates.

A developed workforce

The University supports students to develop the employability and entrepreneurial skills they need to succeed in their careers. We continue to focus on development of our portfolio, to ensure provision remains vibrant, attractive and relevant for both students and employers. At GCU employability is at the heart of our approach to learning and teaching and support academic staff in embedding employability in the subject specific teaching in all Academic Schools.

We ensure that programmes are work-relevant by co-creation of content with business and the public sector, engaging with employers during development and review of programmes. Many of our programmes have Industrial Advisory Groups which provide guidance on careers and opportunities, as well as offering guest lectures and placements. A recent event run by our School for Engineering and the Built Environment in November 2014 hosted over 70 business and industry partners to engage with staff and students to recognise student success and promote professional connections and networking.

Work placements and professional accreditation The University has a clear focus on enhancing opportunities for work experience, and has grown the proportion of programmes offering placements to 75% of undergraduate programmes. In our School of Health and Life Sciences, 2400 work based or clinical placements were undertaken by undergraduate students in 2013-14. We also place a strong value on professional accreditation, with 53% of undergraduate programmes and 50% of taught postgraduate programmes accredited by relevant industry professional organisations. This enables our graduates to become, for example, Chartered Engineers, Accountants or Physiotherapists.

Developing entrepreneurialism in our students Encouraging a culture of enterprise and developing entrepreneurial skills amongst our students are key GCU priorities for the University and central to our Strategy 2020. We are playing a lead role in supporting and facilitating social entrepreneurialism in particular, which will be strengthened by our AshokaU Changemaker Campus status and new UHatch initiative.

Case study on social entrepreneurialism at GCU: AshokaU AshokaU collaborates with colleges and universities to break down barriers to institutional change and foster a campus-wide culture of social innovation. A select group of 30 institutions have been awarded AshokaU Changemaker Status for their global leadership in social innovation education. These include Brown University, Cornell University, Duke University, Johns Hopkins, Babson College, Tec de Monterrey in Mexico and Ryerson University in Canada.

In 2014, GCU was designated as a Changemaker Campus by AshokaU, the first in Scotland and only the second in the UK, in recognition of its commitment to embed social innovation across the University’s campuses in Glasgow, London and New York, and for the social innovations we have developed including the Unilever Global Development Award winning Grameen Caledonian College of Nursing in Bangladesh. GCU is also a leader in the field of social entrepreneurship research through the Yunus Centre, an advanced social innovation research centre focusing on social business, micro-credit, and health inequalities, and our three cross-disciplinary research institutes which work on areas of social and economic importance. There are also a significant number of pathways for students to engage with the community, such as the Caledonian Club and through volunteering in initiatives within their academic fields such as Scotland’s only Vision Science Clinic.

Our aim is to embed successful social intervention and social entrepreneurial skills into the fabric of the University infrastructure, reflecting the University’s fundamental commitment to social innovation. Initiatives include:  Working with the Students’ Association and local social entrepreneurs to offer formal and informal placements within social ventures, including exploring the possibility of offering accredited placements;  Creating a social innovation space which will allow students, staff, social entrepreneurs and community members to discuss new ideas to address social problems;  Ensuring the principles of developing entrepreneurial graduates capable of co-creating social change are embedded into the curriculum through the Strategy for Learning;  Embedding a culture of social innovation and forming synergies across the various social innovation activities and programmes such as our new UHatch innovation enterprise incubator (see below);  Harnessing the AshokaU network to provide students with opportunities to visit other universities leading in the field of social innovation. The University sees real value in developing a culture of social enterprise so that students have the opportunities to realise their changemaking potential outside of the curriculum. AshokaU Changemaker status recognises our achievements to date and our ambition to develop GCU as a centre for social innovation open to the communities we serve.

UHatch

In 2014 GCU launched UHatch, an innovative enterprise incubator for start-ups to enable the next generation of entrepreneurs through practical and focused support for our students, staff and alumni to develop their entrepreneurial skills and start up their own businesses. UHatch applies a unique approach to supporting enterprise by providing access to applied knowledge and research across the range of academic disciplines; being closely networked with best practice nationally and internationally in the area of action and impact innovation and enterprise; and being strongly linked to GCU’s aims to actively promote and engage with social businesses and communities. To inform the development of UHatch, we held extensive discussions with key external stakeholders to ensure our model is fit for purpose and complementary to other business and social enterprise schemes including Entrepreneurial Spark, Scottish Enterprise and Skills Development Scotland.

During Global Entrepreneurship Week 2014 (17-23 November), aspiring entrepreneurs, including 45 students, came together at a student workshop hosted by UHatch to explore their business ideas and take them from an idea to market. The session covered a range of topics and featured inspirational speakers from the Scottish Institute of Enterprise, Santander and a range of Scottish SMEs.

UHatch currently hosts six student SMEs, including the CEO of Altogether Travel and GCU Business student, and the GCU graduates and co-founders of Button & Cole, who create bespoke items from upcycled materials for all budgets. It is focussed on further development to significantly enhance student and SME engagement and support the effective linking of UHatch activities to research, teaching and learning across the University. Since the June launch of UHatch, it has engaged with over 150 students.

UHatch was officially launched by the Minister for Europe and International Development in January 2015. At the launch the Minister praised GCU’s commitment to ensuring all its students, graduates and staff members have the resources they need to fulfil their potential and develop their entrepreneurial skills.

A partnership approach to gaining real-world experience

Our new Strategy for Business, Innovation and Enterprise will set out our aims for engaging with business, the professions, and the public and voluntary sectors to 2020. It will clearly articulate the value which we place on developing partnerships to support our students to gain real-world experience through placement and internship opportunities and learning from industry leaders.

Examples of current activity include a partnership with e-Skills, the Sector Skills Council for Business and Information Technology, to develop two new innovative undergraduate programmes supported by employers such as BT, CA Technologies, Cisco Systems, IBM, Logica, and the NHS. These programmes are unique in Scotland and we are exploring the potential for flexible offerings to enable apprentices to gain a degree whilst in employment.

We work in collaboration with fashion companies such as Ralph Lauren Europe, John Lewis, All Saints, Arcadia Group, Karen Millen, ASOS and Ted Baker. The ground-breaking partnership between GCU’s British School of Fashion and Marks and Spencer won the 2014 Fashion Ambassador Award in London.

Graduate employment

The HESA Employment Performance Indicator published in 2014 shows that almost 95% of GCU graduates are in employment or further study six months after graduation, placing us in a leading position in the sector and contributing to the economy in Glasgow and Scotland as a high proportion of our students remain in the local region following graduation.

GCU has introduced a Career Planning Roadmap which will encourage all students to focus on career development and employability. Learning outcomes for each year of study will help lecturers, careers advisers and students to design, plan and use career and work-related learning activities and resources across web- based, face-to-face, groups and one-to-one modes. Our academic advising process includes career planning and we expect that this will be of particular benefit to students who come from widening access backgrounds where family and wider social networks may be less able to contribute to employability development.

Employability skills through community engagement

As an institution that is committed to the common good and responsive to the needs of our location, GCU also supports students to gain valuable experience and skills while contributing to our local communities:

• The GCU Law Clinic was launched in 2014 to provide free and confidential advice and assistance to those who do not qualify for Legal Aid and cannot afford to pay legal fees. The Clinic is led by a management committee, made up entirely of GCU Law students and supervised by Brodies and Sheridan’s Solicitors.

• GCU collaborated with STV to successfully establish a community TV channel, STV Glasgow, launched in 2014. The University’s contribution to the channel is led by media and journalism students and will lead to opportunities for students of all disciplines in the University.

• Qualified GCU postgraduate optometry students deliver eye care provision at Hunter Street Health Centre for homeless people and asylum seekers, in the only eye health project of its kind in Scotland.

• Students are supported in their volunteering by the GCU Careers service and by the GCU Student’s Association Student Leaders programme. Students volunteer on campus for the university community through Nightline, Radio Caley and The Edit and off campus with the local community through initiatives such as the Carbon Ambassador’s programme

Employability is a key priority for the University and our students. Our Strategy 2020 places a strong focus on equipping students with the skills they need to succeed as global citizens, and we aim to improve graduate level employment, whilst maintaining a high rating for the overall employment and further study indicator.

Engaging Globally

This section links to SFC Aim 4: A developed workforce.

Globally networked

GCU is a multi-campus University with a global outlook. Our GCU London campus has been attracting international students since its establishment in 2010, and has facilitated the launch of our British School of Fashion. GCU was the first Scottish University to establish a campus in New York, which was launched by the then First Minister Rt Hon Alex Salmond in April 2014 at an event attended by Members of the Scottish Parliament and distinguished guests. A number of successful ‘Town Hall’ events have been held at GCU New York, including a key debate on Fair Fashion which brought together Scottish company Harris Tweed and US company Brooks Brothers. The first executive education programme at GCU New York was delivered on Risk with Chase Bank. We are committed to harnessing our three campuses to promote the strong Scottish traditions of higher education and social justice, and to working with partners to deliver social and economic impact in the communities we serve in Scotland and overseas.

Internationalisation is at the centre of the University's Strategy 2020. We have made significant progress through the recruitment of a growing international community of students, the appointment of international staff, the development of international alliances based on research and scholarships, student exchanges, articulation agreements with overseas institutions, and successful partnerships with the Caledonian College of Engineering, Oman and with leading universities and organisations in China, India, the Unites States, South Africa, the Middle East and South America.

Internationalising the student experience

Outward student mobility GCU aims to develop global citizens, and has long recognised the value to our students of an international student experience. We have had significant growth in student participation in international exchanges and programme-based study trips, with a 20% increase in Erasmus and Non-EU exchange in 2013-14. We also promote international work, volunteering and cultural experiences through a range of scholarships such as our Magnus Magnusson Scholarships and the Saltire Foundation programme.

We harness our global networks to provide opportunities for our students. From our Business Academy with Transnet Rail we have extended into a partnership with Transnet-Phelophepa, a mobile healthcare clinic which travels around the rail network in rural South Africa providing eye, dental and general health care to isolated communities. During the summer of 2014, thirty optometry students spent two weeks aboard the ‘Train of Hope’ as clinical volunteers, and in future years psychology and nursing students from GCU will also join Phelophepa. Over 165 students will volunteer over a five year programme, working with communities and up to 100 patients a day, supported by local translators and supervised by resident clinical staff.

Internationalising the curriculum We are focused on internationalising our curriculum in order to prepare our graduates for the demands of the global workplace and economy. Our approach incorporates the GCU graduate attributes of subject discipline, knowledge and application, communication skills, learning, research and enquiry, creativity, confidence and enterprise, and global citizenship. We are a Charter member of the Centre for Collaborative Online International Learning (COIL) at SUNY University, New York. We have established a COIL group comprising 25 academics from across the University to promote our approach to internationalising the curriculum.

International student support The raising of cultural awareness is a key focus of our Internationalisation Strategy and we were rated top in Scotland for international student support in the 2014 International Student Barometer Survey. Our Student Mentors and Student Leaders are trained in equality and diversity and cultural awareness.

International recognition

GCU is a member of the United Nations Global Compact. The Compact brings together a range of likeminded organisations to ensure that business can help guide markets, technology and finance to advance in ways that work for the overall benefit of economies and societies worldwide.

GCU has been recognised by the United Nations for its work to embed social responsibility, ethics and sustainability into its curriculum. GCU joined the ‘PRME Champions’ group at a UN Summit in New York in 2013. The Group is a worldwide leadership network of 26 members, chosen from a list of more than 500 business education institutions worldwide. GCU's participation is a commitment to ensure that the PRME principles are central to the University's teaching, learning, and research.

Case study on GCU global impact: Grameen Caledonian College of Nursing, Bangladesh

Grameen Caledonian College of Nursing (GCCN) in Dhaka, Bangladesh, is a visionary partnership between GCU and the Grameen Healthcare Trust. Established as a social business in 2010, GCCN is developing nursing and midwifery education to international standards and transforming the lives of women across Bangladesh, where 87% of mothers give birth without professional medical support and just 23,000 registered nurses serve 156 million people, compared to the UK’s 680,000 registered nurses caring for a population of 60 million.

The College’s impact on healthcare, education and research was recognised in July 2014 when GCU became the first university to win the prestigious Unilever Global Development Award (supported by Business Fights Poverty) for its work with Grameen to establish and support GCCN, the first UK university to achieve this accolade. Unilever’s Keith Weed, who chaired the judging panel, said: “The College is run with passion, belief and complete understanding of the cultural context. It is transforming nursing in Bangladesh and adding social value to women.”

Academic staff members from GCU’s School of Health and Life Sciences regularly teach at GCCN, which now has 150 students following initial recruitment of 40 students in the first year of operation. Each year at least ten GCU students travel to Dhaka to share their skills in a range of disciplines with students at the College and in some of Bangladesh’s most remote clinics. This international experience provides an excellent opportunity for GCU students to learn about the challenges of healthcare provision in developing countries and equips them with key skills to work in a global context. This year, for the second time, GCU has welcomed a further two of GCCN students to continue their degree studies at our Glasgow campus, before returning to Bangladesh as the nurse leaders of the future.

Enriching cities and communities

2020 Goal: We will build on our key areas of research excellence in inclusive societies, healthy lives and sustainable environments to address societal challenges and enrich cities and communities

This section links to Aim 5: A research base that is internationally competitive and improving its reputation and standing in the world.

Internationally competitive research

The University submitted to the 2014 Research Excellence Framework in nine Units of Assessment. Preparations were guided by our REF Equality and Diversity Code of Practice, ensuring that the processes for selecting staff were fair and transparent. The outcomes of the 2014 REF demonstrated a strong performance by GCU, ranking us the top modern University in Scotland for our research performance. All of our submissions had elements of world-leading research (i.e. rated at 4*) and our weighted Quality grade-point average as an institution improved significantly on RAE 2008.

The high level GCU REF results include:

• 71% of our overall impact is at 3* and 4* levels. • GCU is the best Post-92 university in Scotland by power, a measure by quality (weighted grade point average by volume of staff submitted). GCU is 9th overall in Scotland by research power. • The University is ranked in the top 20 in the UK for allied health research at world-leading and internationally excellent standards (3*/4*). • 89% of the University’s research activity in Allied Health Professions is in the highest categories of world-leading and internationally excellent (3*/4*), ranking GCU as one of the leading universities in the UK for the societal impact of its applied research in health. • Our research impact in the Built Environment was rated as top 20 in the UK at world-leading and internationally excellent standards (3*/4*). • GCU is in the top ten in the UK for world-leading in Social Work and Social Policy impact, with 80% rated as world-leading (4*). • 80% of GCU’s History impact is world-leading and internationally excellent • 80% of GCU’s Communications, Cultural and Media Studies impact is word-leading and internationally excellent

GCU has recently launched a new Research Strategy to 2020, which focuses on our areas of research excellence to address three important societal challenges - Inclusive Societies, Healthy Lives and Sustainable Environments.

The University’s Research Strategy 2020 focuses on building and sustaining successful research activities to enhance impact and internationalisation of our research and to grow collaboration opportunities and partnerships with national and international industrial, commercial and academic research partners. These aspirations are built upon delivering applied technical solutions, research innovation, quality of life enhancements and embedding research knowledge transfer within collaborations with the overarching aim of creating impact for society. The University is also committed to demonstrating research relevance and broad multidisciplinary approaches to research collaboration.

The University has sought to leverage strategic research partnerships, attract high-calibre researchers, promote collaboration and improve internal peer review mechanisms before grant applications are submitted. This focus has resulted in increased successful grant applications and awards from quality funders.

Examples of recent successful grant applications

Awarding Body Project Award Medical Research Developing methods to evidence social enterprise as a public health £1.9M Council intervention EU FP7 “KNEEMO” – Prevention and personalised treatments knee £3.4M osteoarthritis: an initial training network National Institute “AMBER” – Abdominal Massage for Bowel Dysfunction Effectiveness £900,000 for Health Research and Research Innovate UK Developing innovative solutions for managing the subsurface water in £140,000 (Knowledge SPT's subway tunnel system to provide wider environmental and Transfer economic benefits Partnership)

Enhanced research collaboration

GCU continues to work closely with its long-term strategic R&D partners, FMC Technologies, Doble Inc, and co- hosting the Nursing Midwifery and Allied Health Professions Research Unit with the University of Stirling. Collaborative activity includes Knowledge Transfer Partnerships, PhD studentships, internships and Masters projects. GCU has developed a wide range of strategic public, private and voluntary sector research partnerships which have significantly enhanced the quality and volume of our research outputs. Partners have included EDF Energy, Shell, Health Protection Scotland, Scottish Research Partnership for Engineering, Scottish Information Computer Science Alliance, Scottish Centre for Crime and Justice Research, and Centre for Families and Relationships.

Examples of key research collaborations include:

• The American Orthopaedic Foot and Ankle Society recently awarded the prestigious Roger A Mann Award to GCU’s Professor Jim Woodburn and colleagues from Washington University School of Medicine in St Louis. The award was made in recognition of the outstanding clinical work entitled, ‘Kinetics and Kinematics after the Bridle Procedure for Treatment of Traumatic Foot Drop’ funded by a National Institute of Health award.

• GCU research, funded by Engineering and Physical Sciences Research Council (EPSRC) grant and by EDF Energy, has changed the way power cables and motors are monitored in EDF Energy’s UK nuclear power stations and Wuhan Electrical Power Company, China, providing the companies with innovative techniques to identify insulation defects and improve maintenance programmes. Application of the research output enhanced practice in PD testing, reduced maintenance costs by millions of pounds whilst supplying over 20% of the UK’s power generation, and an area with over 10 million people in China.

• The University is exploiting its commercially relevant expertise in Vision Sciences working with pharmaceutical firm TopiVert to research treatments for the alleviation of dry-eye syndrome, one of the most common ophthalmological disorders with unmet medical need, in research funded by TopiVert.

The Europe Office at GCU

GCU launched its Europe Office in October 2014 to enhance engagement with Europe across the University, principally driven by funding opportunities to support various activities including research, international collaboration, innovation, staff and student mobility and policy development. The Europe Office represents an innovative approach to EU engagement by offering three interlinked areas of activity - proactive support for academic staff to match funding opportunities with appropriate specialisms and proposals; support for non- research projects including regional funding, and student exchange and mobility projects; and international collaboration projects coordinated by the Office itself to strengthen networks and generate income streams.

Examples of EU research projects include:

• Enabling the Flourishing and Evolution of Social Entrepreneurship for Innovative and Inclusive Societies is a project supported by EU FP7 and the European Commission to produce new knowledge about the conditions under which social entrepreneurship develops and can contribute to solving societal challenges in a sustainable way. GCU is one of 11 collaborating partners across 10 European countries.

• KNEEMO is an Initial Training Network funded by the EU under the Marie Curie Actions in FP7. It aims to train a new generation of research leaders in the field of knee osteoarthritis, focussing on prevention and personalised interventions. The project is led by GCU, together with seven partner universities.

Case study on collaborative research at GCU: noPILLS research project

The EU-funded ‘noPILLS’ project focuses on the residue medicines and other pharmaceutical products leave in water when they pass through or are washed off the human body. Six partners in five European countries, including water boards and universities, are collaborating to develop strategies for raising awareness of pharmaceutical pollution and addressing both the input and the elimination, of pharmaceuticals.

GCU’s participation in the project is based on our successful contribution to a precursor PILLS project. The noPills research team at GCU comprises an interdisciplinary group ranging from social scientists to engineers, analytical chemists, biologists and virtual reality software engineers. The team works on detecting pharmaceuticals and their biological effects in river catchments and identifying pathways of pharmaceutical micro-pollutants into the surface water. Communications experts and software developers are exploring the use of new media, for example, in the form of 3D visualisations and games, to reach young people and special interest groups in particular. Social scientists investigate under which circumstances or cultural background people may be willing to change their behaviour when using medicinal products. noPILLS will investigate whether, and how, pharmaceutical input may be reduced by raising awareness, encouraging different consumption or prescription practises, and promoting better disposal, as an alternative to expensive high-tech adaptation of wastewater treatment facilities. The outcomes of the noPILLS project will contribute to European public debate and policy on the benefits which can be achieved by avoiding or substituting some compounds. Furthermore, it will provide an opportunity for public education on what consumer behaviour and a certain level of health and welfare mean for the development of waste water treatment costs and biodiversity, which may lead to changing prescription and consumption behaviour and instigate an increased demand for ‘green pharmacy’.

Athena SWAN and Research Integrity Concordat

The University has consolidated its work on Athena SWAN, which is driven by GCU’s Women In STEMM Group, and we continue to be an active member of the Athena SWAN Scottish Regional Network. We are committed to achieving Athena SWAN bronze and we are also setting the foundations for departmental recognition. Our submission will be underpinned by our high percentage of female professors, which currently stands at 33%, compared to a sector average of 20%. GCU’s Women in STEMM Group supports our internal work on gender equality as well as contributing to the national agenda on ensuring better female representation in science, engineering and technology.

We are signatories to the UK Research Integrity Concordat and we continue to evolve our policies, practices, processes and structures in accordance with the principles and commitments of the Concordat.

Innovating for social and economic impact

This section links to Aim 6: University-industry collaboration.

University-industry collaboration

During 2013-14, GCU undertook a strategic review of our business, innovation and enterprise activities and identified our core product portfolio and commercial assets, scoped external market and revenue opportunities, measured competitor and business stakeholder perceptions and reviewed internal processes, procedures and capacity building requirements. Based on this strategic review, the University has developed a new Business, Innovation and Enterprise Strategy which will sit alongside our Strategy 2020 and will ensure that GCU delivers against its ambitions in this key area.

Knowledge exchange

• GCU currently holds seven patent families, with 27 individual patents in total. These cover areas such as high-voltage engineering, smart building management systems and solar concentrators. These technologies help enable our work with industry providing support to collaborative bids such as Innovate UK and CENSIS. The university also continues to actively promote these as licence opportunities and is represented on the Steering Group of University Technology. The entire GCU patent portfolio is marketed through this channel, as well as a number of ‘Easy Access’ technologies.

• GCU is involved in five Innovation Centres; CENSIS (Sensing & Imaging Innovation Centre), Digital Health Institute, Oil & Gas Innovation Centre, Construction Scotland Innovation Centre and DataLab. GCU has been awarded projects with CENSIS and DHI. The CENSIS project builds on an Innovate UK project between GCU and two Scottish SMEs and also leverages patented technology in the area of solar optical concentration.

• GCU currently has six active Knowledge Transfer Partnerships (KTP) projects, which is in line with the Scottish sector average. The University continues to work closely with the West of Scotland KTP Centre in order to keep the KTP pipeline up to date, increase the number of KTP applications and engage in follow up activities. Examples of current KTPs include work with SPT to develop innovative solutions for managing sub-surface water in Glasgow’s subway tunnel system, and a partnership with Scottish Canals to develop tourism regeneration linked to the canal networks in Glasgow, Edinburgh, Falkirk and Inverness.

• GCU is committed to working with SMEs, and to this end, we engage closely with Interface to work coherently with SMEs, assessing and responding to new opportunities for business engagement. GCU supports and is engaged with the development of Innovation Scotland. During 2013-14, GCU delivered 16 SFC Innovation Vouchers in partnership with Scottish SMEs, all of whom were working with the university sector for the first time. An example of a successful Innovation Voucher project is our work with PAWSitively Natural to bring its range of natural dog foods to market and contributed to the company securing a place on Business Gateways’s High Growth programme.

Examples of innovation and collaboration for social impact

• In 2014 Grameen in the UK, the micro-lending initiative facilitated by GCU, celebrated making the first Grameen-style loans in Europe. The Grameen system was created by GCU Chancellor and Nobel-Laureate Professor Muhammad Yunus. Grameen in the UK’s goal is to support individuals to leave welfare behind by starting their own small social businesses, or by supporting growth of existing small enterprises, and thereby encourage individuals’ economic and personal development and that of their family and community. The Yunus Centre for Social Business and Health based at GCU was awarded a major grant of £1.9M from the MRC to measure the impact of Grameen UK and similar micro-lending initiatives.

• The University has announced plans to launch a ground-breaking Centre for Living which will bring together world-leading health-related research, advanced learning and teaching programmes, and the provision of specialised social health care through community partnerships. The Centre for Living, believed to be the first of its kind in the UK, will also include a new ‘teach and treat’ facility, the Caledonian Clinic, which will provide patient care and offer advice to a range of stakeholders.

• GCU’s Climate Justice Centre, a partnership with the Mary Robinson Foundation, provides a unique source of peer-reviewed materials on the socio-economic effects and human-centred implications of climate change. This will aid researchers, policy makers and practitioners who wish to learn from and use objectively assessed evidence, free from political bias, to inform their decision making. GCU is a member of Scotland's 2020 Climate Group, which includes Keep Scotland Beautiful and charity SolarAid. It has received £200,000 of Scottish Government funding to act as project partners to help deliver the ‘Scotland Lights up Malawi’ campaign to develop environmentally friendly solar lighting. In addition, the Centre has secured £600,000 funding from the Scottish Government’s Climate Justice Fund to deliver the ‘Water for All project’ in Malawi and Zambia. The Climate Justice Centre has support from CIMMYT to act as a key partner in a study on gender and social justice in South Asia, working with Grameen Communications in Bangladesh. Funding for this project is £465,000 over two years. Building on its strengths in this arena, the University has launched an innovative new MSc in Climate Justice for enrolment in 2015.

• The work of Oonagh Walsh, Professor of Gender Studies in GCU’s collaborative Centre for Social History of Health and Healthcare, has informed the Irish Government’s recent policy to award a €34 million compensation scheme for women who suffered trauma through the use of a now discredited surgical procedure. Professor Walsh analysed symphysiotomy in Ireland between 1944 and 1984, and her research involved an independent evaluation and consultation with victims and medical professionals, in order to establish the number of procedures and associated medical context, and provide evidence upon which a redress scheme could be based. The Irish Government Department of Health has formally recognised Professor Walsh’s work as being “crucial” to reaching the Government’s decision.

Business Academies and the School for Work-Based Education

The GCU Business Academy strategy focuses on capacity enhancement and the development of university to business accredited programmes built on sustainable, strategic partnerships with leading companies and organisations across key sectors. The model offers high quality, accredited programme-based solutions to workforce development, from modern apprentice to middle management. The University continues to deliver the successful Scottish Ambulance Service Academy in partnership with the NHS, the Howden Academy, and the Scottish and Southern Energy Academy. October 2014 saw the celebration of the first graduation ceremony for students in the Transnet Rail Business Academy, a partnership with the University of Johannesburg and the Institution of Railway Operators spanning 2012-2016, designed to build capacity for employees of Transnet Rail through work-based education. The Transnet Academy has been widely recognised, for example by the UK trade Commissioner who praised it as an example of how the UK and South Africa can work together on skills development.

GCU has a strong record for CPD and work based education, for example through our MSc in Leadership and Management for the Public Sector for North and South Lanarkshire Councils, the BA by Learning Contract attended by Police Scotland staff, and a project to mainstream human rights education into civil service training. The University aims to consolidate and grow its work-based learning offerings through the launch of the School for Work-Based Education in 2015, the first of its kind at a Scottish university.

Case study on university-industry collaboration: Scottish and Southern Energy Academy

In 2013, SSE launched the SSE Business Academy in partnership with Glasgow Caledonian University. This innovative programme is recruiting talented people to support key areas of SSE’s expanding business and to accelerate the development of employees with management potential in support of SSE’s Management Development Framework.

The SSE business academy model has a dual entry route: the established path of fast-tracked talent from within the existing SSE staff base across the UK and the focused recruitment of new talent into SSE. The fast- tracked managers play a key role in infusing the academy programme with SSE’s culture and values. Those in the fast-tracked talent pool have typically chosen to work rather than attend university after school, have established a strong career path and organisational responsibility but come to realise that they need the advantage, intellectual reference points and business frameworks that are gained from a university qualification.

New recruits into the SSE Business Academy go through a rotational business immersion programme in SSE’s Retail, Networks and Corporate business areas in Perth and Glasgow whilst studying for a Diploma in Business Management through Glasgow Caledonian University. The programme ensures that employees will enhance their learning and put that learning into practice, with the chance to understand the dynamics of the SSE organisation and its core values.

On completion of the Diploma, SSE aims to place successful employees throughout its business operations, spanning customer services, energy sales, energy service, marketing and corporate areas. SSE’s Director of Human Resources John Stewart says: “SSE identified a need to build a talent pipeline to support succession needs across its commercial areas. We are excited by this programme that combines real business experience with structured learning support.”

SSE have approved the Business Academy pilot and extended recruitment beyond Scotland to Cardiff, Reading and Dublin for 2014-15 when the academic level of study will be either BA or a Graduate Certificate in Business and Management Studies. Looking forward to May 2015, delivery of a second business academy will begin building management talent in SSE’s Retail, Enterprise and Networks divisions located in Reading, Basingstoke, Portsmouth and Southampton. This second distance / blended learning academy will operate each year in GCU London. Teaching staff will come from the School for Work Based Education in Glasgow and GCU London.

Since the relationship with SSE began in 2010 over 60 managers have completed a Business and Management Studies qualification with GCU.

Public engagement

Community and Public Engagement (CPE) at GCU was formalised in 2012 with the signing of the National Coordinating Centre’s ‘Engaged University’ Manifesto and the establishment of a new team within the University to coordinate, promote and enhance the portfolio of CPE activities. In this time, the University has delivered and supported 37 community and public engagement initiatives involving almost 400 members of GCU staff, over 400 GCU students and over 14,200 members of the public. In addition, the University continues its popular series of professorial lectures open to GCU staff, students and to the wider public.

Highlights of GCU public engagement activities include:

• The Women in Scotland’s Economy (WiSE) Research Centre at GCU was established in 2010. WiSE aims to promote and make visible women’s contribution and to boost Scotland’s economy through high quality research, consultancy and knowledge transfer activities. WiSE researchers are long standing members of the Equality and Budgets Advisory Group first established to offer advice, guidance and comparative perspective on embedding equality analysis in the Scottish budget process. Furthermore, they are regularly invited to give evidence to Scottish Parliament Committees including Finance, Equal Opportunities, and Welfare Reform.

Through WiSE, GCU has developed a knowledge transfer programme entitled Economics for Equality, which is designed to build knowledge and capacity with community and civil society groups to engage in public policy and public spending scrutiny. WiSE has delivered an ESRC knowledge transfer project on public spending and the Modern Apprenticeship Scheme, in collaboration with Close the Gap, a Scottish Government funded national project tracking and raising awareness of the gender pay gap.

• GCU Professor of Healthcare Associated Infections Jacqui Reilly has undertaken significant work with Health Protection Scotland on priorities for infection prevention and control. GCU-led research has reduced avoidable infections in healthcare in the UK and Europe by stimulating policy debate and investment in new healthcare practice, evidence guidelines, and educational practices. GCU is currently conducting research in areas including antimicrobial resistance and evaluating the hand hygiene technique used by healthcare workers. Healthcare Associated Infections group research was also at the centre of a community engagement initiative which united organisations under the Glasgow City of Science banner to promote hand-hygiene as the best intervention to avoid viruses and halt the spread of infections in healthcare settings. GCU student nurses, Health Protection Scotland, the NHS and around 5,400 pupils from 62 schools across Glasgow were part of a successful new world record for the biggest hand-hygiene class ever held.

• The University won silver at the Scottish Government’s Game Changer Awards for its work in schools to develop digital skills. ‘Gaming for Glasgow’ is delivered by the School of Engineering and Built Environment and is supported by the Celtic FC Foundation and GCU’s Caledonian Club. It brings together more than 200 University staff and students with pupils from nine primary schools across Glasgow to improve digital skills by designing and creating interactive games and storytelling.

• GCU is working collaboratively on a museums and libraries project with Glasgow Life, taking a leadership role with other education partners to explore the contribution and opportunities that the higher and further education library sector can make to the development of a vision for the public library sector in the city. The objective is to work towards the creation of a Knowledge City Library Partnership and the ambition to make Glasgow an internationally recognised knowledge city.

A Sustainable Institution

Sustainability is a key strategic enabler within the University Strategy 2020 and, as such, it underpins the University’s vision and all of its goals.

This section links to SFC Aim 2: High quality, efficient and effective learning, SFC Aim 3: Right learning in the right place, and Aim 7: Sustainable institutions.

Right learning in the right place Nursing and health provision GCU is currently redeveloping its undergraduate nursing curriculum in line with the strategic aims of the Scottish Government’s ‘Setting the Direction for Nursing and Midwifery Education in Scotland’ and will launch a new curriculum in spring 2015. The University is focussed on ensuring that nursing graduates are equipped with the core skills to excel in practice, and we are exploring innovative new approaches to dual qualification awards for nurses. Examples of the University’s collaborative work across Scotland in relation to nursing include recently signing a memorandum of understanding with Glasgow University in relation to joint exploration of postgraduate and interprofessional education opportunities and research collaborations across nursing, life sciences and health and social care; and further enhancement of our successful research collaboration with Nursing Midwifery and Allied Health Professions (NMAHP) and the University of Stirling through our co-hosting of the research unit.

The University continues to work with NHS Education Scotland, Greater Glasgow and Clyde Health Board and Glasgow Dental Hospital and School to jointly deliver a BSc Oral Health Sciences. We have further embedded Interprofessional Practice education across its range of highly rated health programmes, which was recognised as leading the way in the UK by the Health and Care Professions Council and Scottish Social Services Council.

GCU has developed an outline for a collaborative project on health and life sciences in remote and rural areas with partners including Highlands and Islands Enterprise (HIE), NHS Education Scotland, and the Scottish Ambulance Service. The project would focus on use of digital learning to enhance core and advanced skills for both health and social care practice and paramedic practice within remote and rural areas; research and knowledge transfer to support HIE strategy for growth within health and life sciences; development and provision of novel health care placement provision; and wider issues of a sustainable and capable workforce and a dynamic approach to pre/post registration nursing education and CPD. This project could proceed with strategic funding from the SFC.

Quality assurance and enhancement GCU has effective arrangements in place for managing academic standards and enhancing the quality of the student learning experience. This is managed through the Quality Enhancement Framework, adherence to the Quality Assurance Agency Quality Code, compliance with the SFC guidance to higher education institutions on quality, and ongoing professional accreditation processes for which GCU has been commended by many of the professional and industry bodies which accredit our programmes. The University received the highest rating from the QAA in 2011-12 and will host a QAA Enhancement Led Institutional Review in 2015. GCU London received a very good report from the 2014 QAA Thematic Review of London-based satellite campuses.

Additional funded places for postgraduate study GCU was awarded 51 full-funded taught postgraduate places by the SFC in 2013-14, and these places were again allocated to a specific range of programmes in 2014-15 in line with SFC guidance. We would welcome further opportunities to contribute to widening access to postgraduate study across the wider academic portfolio in future.

Language skills GCU continues to promote languages to undergraduate students through a long standing collaboration with City of Glasgow College. Modern language provision is also offered to postgraduate students and staff members through partnership working with the Open University. Building on GCU expertise in the area of using Scottish Gaelic as a business asset, which informed the National Gaelic Language Plan, GCU recently hosted a Masterclass by CeangalG, an EU project that aims to increase collaboration between public sector agencies in Ireland and Scotland to support enterprises using Gaelic.

Enabling our People The University is refreshing its People Strategy to align with Strategy 2020 and ensure that we continue to attract, recruit and retain talented staff and further enhance staff engagement across the University. Evaluation of our 2015 People Strategy shows a significant improvement in staff engagement (reported levels of commitment, pride, advocacy and discretionary effort) to 70% and we have set a 2020 target of 80% staff engagement as measured through an independently run staff survey.

Examples of the University’s key achievements include:

• In 2012, GCU became a Living Wage Employer, and building on this base, GCU was confirmed as Scotland’s first accredited Living Wage University employer in June 2014.

• The University achieved the Healthy Working Lives Gold Award status in 2013, and held a successful Health and Wellbeing week for staff and students in June 2014 and a Wellbeing day in October 2014.

• GCU was awarded the HR Excellence in Research Award from the European Commission in recognition of our commitment to career management and skills development of researchers.

Gender Balance GCU’s Equality Outcomes Framework aims to ensure that equality and diversity forms part of all University strategies and policies, including the People Strategy and Student Experience Framework. The University will fulfil its statutory obligations under the Equality Act 2010 to report on mainstreaming equality and diversity.

In terms of the student population, our subject profile is such that we attract more female than male students, particularly in nursing, while engineering and built environment programmes attract proportionally more male students. Our Academic Schools are reviewing data on applications and enrolments to explore potential actions which can be taken to promote a better gender balance in key subject areas. In addition, our Admissions team is undertaking Unconscious Bias training to ensure student recruitment activities are fair and impartial, and personal attitudes and behaviours do not discriminate. Our outreach work also strives to address this issue, for example through Caledonian Club joint initiatives with school partners to address attainment and aspirations of male learners in the longer‐term, and successful recruitment of high proportions of females pupils to STEM subjects in our new Advanced Higher Hub. We also work with college partners to ensure HN students are well prepared to articulate to STEM subjects, for example by providing summer schools activities.

GCU is widely recognised as a leading university for promoting equality and diversity amongst staff, and has a positive gender balance with regard to female representation amongst senior management and senior academic roles including professors, which currently stands at 33% female compared to a sector average of 20%. The University has sought to ensure women and men are provided better support and encouragement in relation to the promotions process, reflecting our commitment to gender equality. Data on academic promotions show that there has been higher numbers of applications for promotion from female staff members and success rates for female staff have substantially increased since 2011.

GCU is engaged in the Aurora Programme, which is run by the Leadership Foundation for Higher Education to encourage women in academic and professional roles to think of themselves as leaders, to develop leadership skills, and to help institutions maximise the potential of these women. The University is encouraging participation in the scheme by female staff members, and has made a commitment to provide mentors and role models as well as participants so that the issues and challenges of leadership progression for women are more widely recognised.

Financial sustainability

The University is putting in place a new Financial Strategy to support Strategy 2020. Coupled with our new strategic and financial planning process, this will place a clear focus on promoting an agenda of efficiency and effectiveness. In addition, the University continues to participate in shared collaboration schemes like APUC to improve efficiency in procurement and the Scottish Higher Education Digital Library to benefit a Scotland-wide purchasing consortium for online resources.

In the coming years, GCU will invest in delivery of a new Digital Strategy led by a new Chief Information Officer who took up post in January 2015. The Strategy will be supported by investment in technological infrastructure to promote technology-enhanced education and learning with business and industry through growing our online and blended learning offerings.

GCU campus and environmental sustainability

In June 2014, work started on GCU’s £30million Heart of the Campus project, a two-year redevelopment to enhance the student experience with the creation of state-of-the-art teaching and research spaces and inspiring social areas. The project also involves a community engagement partnership between GCU and project contractors, Robertson, which involves local schools visiting the University to work on waste management projects with fourth-year Environmental Management students and staff from Robertson.

GCU has significant achievements in environmental sustainability through the implementation of a Sustainability Strategy, which outlines our approach to adopting the principles of sustainable development throughout our operations, and an Environmental Policy, which details our aspirations to reducing environmental impacts potentially associated with our operations. We are a member of the EAUC and participate in a number of the network groups.

In 2010, the Carbon Trust produced GCU’s first Carbon Management Plan (CMP), which included its first emission inventory and reported emissions. The CMP set a 20% reduction target for 2014 using 2008-09 as the baseline. Our new Combined Heat and Power Energy Centre, completed in 2013, enabled GCU to surpass the 20% target in 2013-14 with an overall reduction in the region of 32%. GCU also reduced electricity consumption by 17% over the same time-period. The University is now developing a range of additional initiatives, including updating the Carbon Management Plan, to deliver further reductions in greenhouse gas emissions associated with its operations. We expect to create annual savings of over £200,000 as a result of implementing carbon management projects between 2012 and 2015.

GCU was the first Scottish university to achieve Gold EcoCampus status in 2013 and we achieved the EcoCampus Platinum in 2015. We have been recommended for the ISO 14001 certification, the international standard for environmental management systems. In recognition of its ambitions and achievements in environmental sustainability, the University was awarded a ‘1st’ in the 2015 People and Planet Green League, and was ranked in the Top 10 Universities in the UK.

Case study on environmental sustainability: Waste Management at GCU

In 2011, GCU used the renewal of its waste management contract as an opportunity to implement a step change to improve its recycling rate. Two key changes were introduced: the first was the introduction of food waste collection which was rolled out to all catering outlets and other busy staff areas, and the second was to place a strong emphasis on separating materials for recycling. These changes boosted the Campus recycling rate from 5% to almost 90%.

Reducing the amount of residual waste that required disposal enabled GCU’s waste contractor to convert the remaining fraction into a refuse derived fuel which is used in power stations, and to eliminate the need for landfill. As a result none of GCU’s waste has been sent to landfill since summer 2013. Becoming a zero waste campus has enabled GCU to focus on waste minimisation and reduce the overall amount of waste produced.

Whilst our recycling rate is high and we have not sent waste to landfill over the past year, we still aim to further reduce the amount of waste we produce. To achieve this aim we are working with local charities to explore collaborative opportunities, for example the Glasgow Play-Resource Association uses fabric offcuts from our student Fashion Factory to craft workshops and play sessions, and we are trialling furniture re-use opportunities with local branches of the British Heart Foundation and Salvation Army amongst others.

Economic impact

An independent study, undertaken by Biggar Ecomonics and published in January 2015, found that GCU contributes a total GVA, including graduate productivity, of £492 million to the local economy in Glasgow, over £881 million for Scotland and almost £1 billion for the wider UK economy.

In terms of employment impact, the study found that GCU creates over 5,920 jobs for Glasgow, 12,437 jobs for Scotland and 14,113 jobs for the UK.

The return of investment measure indicates for every £1 invested by the SFC, GCU generates £13.13 GVA for Scotland and £14.75 GVA for the UK economy.

National Performance Measures

National Performance Measure 2013-14 2014-15 2015-16 2016-17 actual aspiration aspiration aspiration 1a The number of Scottish-domiciled learners articulating from college to degree 834 850(+157) 850(+157) 850(+157) level courses with advanced standing (+ SFC Additional Articulation Places) 2a The proportion of Scottish-domiciled undergraduate entrants (SDUE) from the 22%* 20% 20% 20% 20% (MD20) most deprived areas 2b The proportion of SDUE from the 40% (MD40) most deprived areas 41%* 40% 40% 40%

4a The proportion of Scottish-domiciled undergraduate entrants (SDUE)– Male 43% 40% 40% 40% 4b The proportion of SDUE – Age 21 and over 21 43% Not applicable

4c The proportion of SDUE – Ethnicity BME 9% Not applicable

4d The proportion of SDUE – Disability 7% Not applicable 4e The proportion of SDUE – Care leavers Not available Not applicable

National Performance Measure 2013-14 2014-15 2015-16 2016-17 actual aspiration aspiration aspiration 9 The number and proportion of SDUE entering positive destinations 95% 95% 95% 95%

Table 3: Quantitative data on ‘A research base that is internationally competitive and improving its reputation in the world’ (Aim 5)

National Performance Measure 2012-13 2014-15 2015-16 2016-17 actual** aspiration aspiration aspiration 12a Amount of income from the Research Councils £221,000 £300,000 £325,000 £350,000

12b Amount of income from the research charities £736,000 £835,000 £850,000 £875,000

12c Amount of income from the European Commission £553,000 £500,000 £550,000 £575,000

** 2012-13 data requested by SFC, 2013-14 data not yet available

National Performance Measure 2013-14 2014-15 2015-16 2016-17 actual aspiration aspiration aspiration 13a Continuing professional development £2,510,000 £3,000,000 £3,030,000 £3,060,000

13b Consultancy £618,000 £400,000 £630,000 £642,000 13c Outreach £791,000 £720,000 £806,000 £822,000

Table 5: Quantitative data on ‘Sustainable institutions’ (Aim 7)

National Performance Measure 2012-13 Actual 2014-15 2015-16 2016-17 aspiration aspiration aspiration 15 Gross carbon footprint (3 year period) 8,298 -1% -1% -1%