DOCSLIB.ORG

UWTSD Strategic Plan 2017-2022

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
UWTSD Strategic Plan 2017-2022 University of Wales Trinity Saint David Strategic Plan 2017 - 2022 Contents Foreword by the Vice-Chancellor and the Chair of Council 3. Foreword by the Vice-Chancellor The University of Wales Trinity Saint David (UWTSD) At the heart of our Strategic Plan is a commitment to and the Chair of Council is the oldest Royal Chartered University in Wales and all our learners and specifically to Wales – to its culture, is proud to have as its Patron His Royal Highness, the its heritage and its language, and to the prosperity and Prince of Wales. We are part of the UWTSD Group, long-term health of its citizens. We recognise our local, a multi-institutional collaborative venture owned and national, international and civic role as a provider of 4. Mission governed by the University, with Coleg Sir Gâr and higher education, and the responsibilities that we bear. Coleg Ceredigion as constituent colleges. The Group As a reflection of this commitment, we have placed the offers an integrated, dual sector approach to education seven goals and the five ways of working of the Well- for the benefit of learners, employers and communities, Being of Future Generations (Wales) Act 2015 at the 5. Values and will be enhanced later this year through merger with core of our planning, and have ensured that our own the University of Wales. The merger will complete the aspirations are closely aligned with those expressed establishment of a transformed University, and will be by the Welsh Government in Taking Wales Forward 6. Strategic Priorities an opportunity to celebrate the historic contributions 2016-21. that all members of the UWTSD Group have made to education in Wales. At the end of the current planning period in 2022 we shall celebrate the bicentenary of the University’s 14. Enablers This Strategic Plan is therefore presented at a time of Royal Charter. This historic occasion will also provide continuing change for the University and for education an opportunity for us to reflect and build on the more generally, and in a period of considerable considerable achievements of the UWTSD Group uncertainty stemming from external factors, including since its much more recent inception. We believe reductions in funding and the UK’s planned withdrawal that the Strategic Plan sets an ambitious but realistic from the European Union. We recognise the significant agenda for the next five years, the achievement of which challenges in the current climate. However, we enter will be fundamental to the continuing success of the the new planning period with confidence in the UWTSD Group and to the prosperity and resilience of strategic direction of the UWTSD Group, and in the the communities that we serve. distinctive education that we offer on our campuses across Wales, in London, and through our collaborative Professor Medwin Hughes, DL partnerships. We are proactive in seeking opportunities Vice-Chancellor for development, and our capacity to work across traditional boundaries equips us well for the challenges The Venerable Randolph Thomas that lie ahead. Chair of Council 2 | University of Wales Trinity Saint David Strategic Plan 2017 - 2022 | 3 Mission Values Transforming Education; Transforming Lives. Vision Through our activities we promote: Excellent teaching informed by scholarship Sustainable development, by behaving in a way and professional practice, and applied research which ensures that the needs of the present are met Our vision is to be a University for that influences knowledge and policy in Wales without compromising the ability of future generations to Wales, with a commitment to the and beyond. meet their own needs, and by systematically embedding well-being and heritage of the nation this principle in our approach to teaching and learning. at the heart of all that we do. Inclusivity, by removing barriers to participation and supporting people from all backgrounds and The concept of global citizenship, through Central to our vision is the promotion circumstances to fulfil their potential. the development of multi-national activities and and embedding of a dual-sector opportunities for our learners, staff and partners. educational system which educates Employability and creativity, by offering learners of all ages and backgrounds, educational programmes that develop entrepreneurial Wales and its distinctiveness, through embedding the goals of the Well-Being of Future Generations and stimulates economic development and creative skills, enabling learners to have the best opportunities to gain employment and to contribute (Wales) Act in all of our activities, and by celebrating in our region, across Wales to the prosperity of their communities. the vibrant culture, heritage and language of Wales. and beyond. Collaboration through strategic relationships, working with others to provide educational and commercial opportunities and to ensure that Wales is connected to the wider world. 4 | University of Wales Trinity Saint David Strategic Plan 2017 - 2022 | 5 The learner is central to the UWTSD Group Measures of success Strategic Priorities and our commitment to providing an excellent learning experience is at the Within the planning period we will measure our heart of our activities. success through the following: Our Values are reflected in four Strategic Priorities for the planning period: We believe that education changes lives and, working • Achievement of specific recruitment and in partnership with the Students’ Union, we are continuation targets, to enable us to provide committed to supporting learners to achieve their vibrant and viable programmes of study potential within learning environments that are An increase in the number of learners progressing welcoming, inclusive, supportive and secure. • from further education to higher education within Strategic Priority 1: the UWTSD Group We will therefore • Achievement of specific targets for the recruitment Putting Learners First and continuation of under-represented groups, • Provide all of our learners with a high quality, including part-time undergraduate learners, Welsh- supportive and inclusive learning experience to domiciled learners from identified deprived areas, enable them to achieve their full potential and learners in receipt of the Disabled Students Allowance (DSA) Value • Work in partnership with our learners to encourage their full engagement with their programmes of • Maintenance of the proportion of our learners who achieve a good honours degree in line with study and their full participation in our decision- sector norms Inclusivity, by removing barriers to making processes participation and supporting people • Offer attractive and relevant academic programmes • Learner involvement in internships, ambassador schemes, mobility opportunities and learner-led from all backgrounds and circumstances that enable our learners to develop the skills that initiatives such as Green Impact to fulfil their potential. they need for employment and to ensure that they can, in turn, make a direct contribution to the well- • Continuing improvement in our performance in being and prosperity of their communities The National Student Survey (NSS) and other • Continue to develop our portfolio of programmes satisfaction surveys that are delivered flexibly, allowing learners to • An improvement in our performance in the Value access study opportunities in a manner that suits Destination of Leavers in Higher Education their lifestyle and commitments (DLHE) survey and other measures of • Contribute to the creation of a more equal Wales graduate employment Employability and creativity, by offering through the promotion of participation by under- • Completion of our Swansea Waterfront educational programmes that develop represented groups, by providing accessible Campus and the successful migration of entrepreneurial and creative skills, enabling learning opportunities and by removing barriers to learners on relevant programmes learners to have the best opportunities to participation, ensuring that those who choose to gain employment and to contribute to the study with us are provided with excellent support prosperity of their communities. throughout their period of study • Continue to enhance our campuses and facilities, Key Performance Indicators ensuring that learners are provided with attractive, supportive, inclusive and sustainable environments KPI 2: Academic Profile and Market Position in which to study KPI 7: Student Experience • Complete our Swansea Waterfront Campus and continue to enhance the buildings that we use KPI 9: Estates and Infrastructure across all campuses 6 | University of Wales Trinity Saint David Strategic Plan 2017 - 2022 | 7 Fundamental to the achievement of our Mission Measures of success Strategic Priority 2: is a commitment to academic excellence through the provision of high quality teaching, informed Within the planning period we will measure our success Excellence in Teaching, by staff scholarship, research and professional through the following: practice, and delivered through methods that Scholarship and engage and challenge our learners. • Continuing improvement in our performance in The National Student Survey (NSS) in measures Applied Research Building on the historical achievements of our founding specifically related to the quality of teaching and institutions, we are also leading new approaches to learner challenge the delivery of teacher education in Wales, working • An increase in the proportion of staff who have with schools to equip the next generation of teachers
Load more

Recommended publications
  • People, Places and Policy
    People, Places and Policy Set within the context of UK devolution and constitutional change, People, Places and Policy offers important and interesting insights into ‘place-making’ and ‘locality-making’ in contemporary Wales. Combining policy research with policy-maker and stakeholder interviews at various spatial scales (local, regional, national), it examines the historical processes and working practices that have produced the complex political geography of Wales. This book looks at the economic, social and political geographies of Wales, which in the context of devolution and public service governance are hotly debated. It offers a novel ‘new localities’ theoretical framework for capturing the dynamics of locality-making, to go beyond the obsession with boundaries and coterminous geog- raphies expressed by policy-makers and politicians. Three localities – Heads of the Valleys (north of Cardiff), central and west coast regions (Ceredigion, Pembrokeshire and the former district of Montgomeryshire in Powys) and the A55 corridor (from Wrexham to Holyhead) – are discussed in detail to illustrate this and also reveal the geographical tensions of devolution in contemporary Wales. This book is an original statement on the making of contemporary Wales from the Wales Institute of Social and Economic Research, Data and Methods (WISERD) researchers. It deploys a novel ‘new localities’ theoretical framework and innovative mapping techniques to represent spatial patterns in data. This allows the timely uncovering of both unbounded and fuzzy relational policy geographies, and the more bounded administrative concerns, which come together to produce and reproduce over time Wales’ regional geography. The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license.
    [Show full text]
  • Future Directions for Higher Education in Wales: Students As Partners
    Future Directions for Higher Education in Wales: Students as Partners Contents 5. Editorial 6. Theme 1: Student representation 6. Aberystwyth University: Student representation system 7. Bangor University: Student Experience Enhancement Strategy 9. Cardiff Metropolitan University: Student-led Teaching Fellowships 11. Cardiff University: Developing a learning and teaching strategy 12. Cardiff University: Academic representation system 12. Cardiff University: Student Charter 13. Coleg Llandrillo Cymru: Learner Involvement Policy and Strategy 14. Glynd ˆwr University: Development of a Student Representatives Council 16. Swansea Metropolitan University: School of Leisure & Sport Management – Leisure & Sport Management (LSM) society 17. Swansea Metropolitan University: ‘You said: we did’ 18. Swansea Metropolitan University: International student ambassadors 19. Swansea University: Enhancing the course representatives structure 19. Swansea University: ‘Have Your Say’ 21. University of Glamorgan: Engaging diversity 22. University of Glamorgan: Student voice representative for Welsh-medium learners 23. University of Glamorgan: Community and Citizenship student voice representative 24. University of Wales, Newport: Students as Partners Forum 25. Royal Welsh College of Music and Drama: Student representation system 27. Theme 2: Students supporting students 27. Cardiff Metropolitan University: Induction – a joint planning and delivery process (students and staff) 29. Cardiff Metropolitan University: Online community for the Mature Students Society 32. Swansea Metropolitan University: Student2student 32. Swansea Metropolitan University: ‘Don’t Drop Out, Drop In’ 33. Coleg Llandrillo Cymru: JISC-funded project – Using peer e-guides to promote digital literacy (PEDL) 35. University of Glamorgan: Student voice representatives 36. University of Wales, Newport: Course Representation Co-ordinator 37. University of Wales, Newport: PASS@Newport (Peer Assisted Study Sessions) 39. Theme 3: Curriculum development 39.
    [Show full text]
  • University of Wales Archive (GB 0210 UNIVWALES)
    Llyfrgell Genedlaethol Cymru = The National Library of Wales Cymorth chwilio | Finding Aid - University of Wales Archive (GB 0210 UNIVWALES) Cynhyrchir gan Access to Memory (AtoM) 2.3.0 Generated by Access to Memory (AtoM) 2.3.0 Argraffwyd: Mai 04, 2017 Printed: May 04, 2017 Wrth lunio'r disgrifiad hwn dilynwyd canllawiau ANW a seiliwyd ar ISAD(G) Ail Argraffiad; rheolau AACR2; ac LCSH This description follows NLW guidelines based on ISAD(G) Second Edition; AACR2; and LCSH. https://archifau.llyfrgell.cymru/index.php/university-of-wales-archive archives.library .wales/index.php/university-of-wales-archive Llyfrgell Genedlaethol Cymru = The National Library of Wales Allt Penglais Aberystwyth Ceredigion United Kingdom SY23 3BU 01970 632 800 01970 615 709 [email protected] www.llgc.org.uk University of Wales Archive Tabl cynnwys | Table of contents Gwybodaeth grynodeb | Summary information .............................................................................................. 3 Hanes gweinyddol / Braslun bywgraffyddol | Administrative history | Biographical sketch ......................... 3 Natur a chynnwys | Scope and content .......................................................................................................... 5 Trefniant | Arrangement .................................................................................................................................. 6 Nodiadau | Notes ............................................................................................................................................
    [Show full text]
  • ICT Use and Connectivity of Minority Communities in Wales
    Connected Communities ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry 1 ICT USE AND CONNECTIVITY OF MINORITY COMMUNITIES IN WALES ICT use and connectivity of minority communities in Wales Panayiota Tsatsou Ian Stafford Gary Higgs Richard Fry Robert Berry Executive Summary This project has aimed to gain an understanding of the impact of Information and Communication Technologies (ICTs) on changing cultures and patterns of connectivity within and between minority communities and the potential of multifaceted digital divides in constraining or shaping these forms of connectivity. It has used Wales as a test-bed and focused on ethnic communities (and their language and cultural attributes) and people with disabilities. The project activities ranged from reviewing the literature and existing research to undertaking stakeholder engagement activities. The project findings highlight that ICTs and the Internet are perceived as being key to promoting community connectivity in contemporary society and that the minority communities are at risk of both social and digital exclusion. There is clear anecdotal evidence that these communities require bespoke policy which reflects their specific needs and requirements. However, the evidence provided in existing (mostly quantitative) research data fails to adequately explore these issues and „grey data‟ is both difficult to identify and access. Therefore there is a clear rationale for developing more qualitative, fine grained, community-based
    [Show full text]
  • 'The College by the Sea' and Its Photographs
    ‘The College by the Sea’ and its photographs Introduction The University College of Wales, Aberystwyth (now Aberystwyth University) was founded in 1872 after years of struggle. During this period Scotland had its four well-established universities: Edinburgh, Aberdeen, Glasgow and St Andrews. England fared less well but had the ancient institutions of Oxford and Cambridge plus the newcomers Durham, King’s College and University College in London, and Owen’s College in Manchester. Ireland was blessed with Trinity College Dublin and the new Queen’s Colleges at Cork, Belfast and Galway. Only Wales was without a place of higher education (apart from St David’s College, Lampeter and other religious colleges). The effort to rectify this omission gathered pace during the nineteenth century. The story is in many ways a romantic one. The setting up of local committees in Wales, and in English cities such as London and Manchester, helped to further the cause, and money was collected in order to establish the foundation when all the pieces were deemed to be in place. The details have been set down on a number of occasions and will not be repeated here. 1 Suffice to say that Aberystwyth was not a well thought out location for the College, and indeed would have had few supporters in a referendum. It was rather the coming of the railway, the erection of hotels en route, the economic downturn of the 1860s and the bankruptcy of the speculator Thomas Savin which led to the unfinished Castle Hotel in Aberystwyth being put up for sale. The building was purchased and after a few hesitations the University College of Wales (UCW) opened its doors to a handful of students in October 1872.
    [Show full text]
  • 1 Cardiff University of Wales United Kingdom
    OECD/IMHE Quality Assessment - Cardiff CARDIFF UNIVERSITY OF WALES UNITED KINGDOM Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS Cardiff is one of Britain’s major universities, with its own Royal Charter and a history of service and achievement dating back to 1883. Its international reputation attracts staff and students from throughout the UK and from the rest of the world. The University is located in and around the City’s magnificent civic centre. The University is the largest constituent institution in the Federal University of Wales with 25 departments and schools organised into five faculties: Business Studies and Law; Engineering and Environmental Design; Health and Life Sciences; Humanities and Social Studies; and Physical Sciences. There are now nearly 14 000 students; 11 035 are undergraduates and 2 900 are pursuing postgraduate studies. There are over 2 600 full time and part-time staff employed by the University; approximately 1 500 are employed in academic, research and technical capacities while 1 100 provide administrative and secretarial support. Formed from the merger of University College Cardiff and the University of Wales Institute of Science and Technology in 1988, Cardiff’s mission is to establish itself as ‘an innovative research-led university institution recognised locally, nationally and internationally for the high quality of its research, teaching and course provision and of the environment which supports its students and staff.’ It aims ‘to achieve the highest quality in all activities of the institution’ and ‘to enhance the quality of both teaching and learning.’ Since the merger of the two colleges, quality assurance procedures have been developed to promote quality enhancement across the work of the institution.
    [Show full text]
  • Residence Conditions
    BANGOR UNIVERSITY STANDARD RESIDENCE CONDITIONS Important Information For the academic year 2020/21, if the University has to postpone the start of the Period of Residence due to Covid-19, the Student does not need to give notice of late arrival unless they will be arriving after the Postponed Start Date. If the University postpones the start of the Period of Residence, the “first day” or “the start” of the Period of Residence” will be the Postponed Start Date. The “end” of the Period of Residence will be the date the Period of Residence expires, as stated in the Offer OR, if sooner, the date the University or the Student ends the accommodation contract, as permitted by its terms. 1 Introduction 1.1 The conditions set out in this document apply to Students who agree to take accommodation owned, leased or managed by the University. Once the Student has accepted an offer of accommodation from the University and the University has received the Student’s rent pre-payment, these conditions will form part of a LEGALLY BINDING CONTRACT between the University and the Student. The remainder of the contract is set out in the offer of accommodation. 1.2 In a few exceptional cases, the University will waive the requirement for a rent pre-payment. In such cases, the University will notify the Student that the pre-payment has been waived and confirm that the contract has become binding. 1.3 The contract between the University and the Student is governed by English law which international Students may find is quite different to the law which applies in their own country.
    [Show full text]
  • Higher Education Reconfiguration
    Members’ Research Service: Topic Brief Gwasanaeth Ymchwil yr Aelodau: Papur Byr Higher Education Reconfiguration Introduction The Welsh Assembly Government (WAG) decided in 2002 that in order for the higher education (HE) sector in Wales to reduce overhead costs, and to attract research investment, it would require reconfiguration. The detail of this proposal is available in the WAG policy document Reaching Higher i. In the same year, in response to Reaching Higher, the Higher Education Funding Council for Wales (HEFCW) launched the ‘Reconfiguration and Collaboration’ (R&C) fund to support the reshaping of the sector in the interests of achieving major performance gains and enhanced competitiveness. During the first phase of this fund, 2002-04, the fund supported the merger of Cardiff University with the University of Wales, College of Medicine, in 2004. In 2004 the Minister for Education and Lifelong Learning reiterated the WAG’s commitment to the reconfiguration of the HE sector. Following an appraisal of the sector’s performance, HEFCW launched the second phase of the R&C fund, to run from 2004/05 until further notice. In reporting to the Education, Lifelong Learning and Skills Committee in 2006, HEFCW voiced concerns about meeting the targets set by the WAG in Reaching Higher. Specifically targets relating to reducing administrative costs and attracting more research fundingii. Recent progress on the reconfiguration agenda has included the merger of Merthyr College and the University of Glamorgan, a strategic alliance being formed between the Royal Welsh College of Music and Drama and the University of Glamorgan, and the establishment of several research and enterprise partnerships Progress since 2002 Successful Merger On 1 December 2004, Cardiff University and the University of Wales, College of Medicine formally merged into one institution with more than 5,000 staff, 22,000 students and an annual turnover of £300 million iii.
    [Show full text]
  • Hughes & Davies: Childhood Poverty in Wales and Its Implications for Schools
    HUGHES & DAVIES: CHILDHOOD POVERTY IN WALES AND ITS IMPLICATIONS FOR SCHOOLS - A SURVEY OF TRAINEE TEACHERS’ PERCEPTIONS Childhood poverty in Wales and its Teacher Education Advancement implications for schools - a survey of trainee Network Journal teachers’ perceptions Copyright © 2019 University of Cumbria Vol 11(1) pages 25-36 Sioned Hughes and Geraint Davies University of Wales Trinity Saint David Abstract With a third of all pupils in Wales in poverty it is essential that trainee teachers in the principality understand the nature of poverty and develop a practical understanding of how best to deal with its negative effects. In order to explore trainee teachers’ perceptions of these issues a detailed questionnaire was completed by 94 of the 96 third year trainee teachers on a BA in Primary Education with QTS programme at a university in Wales. The data revealed a mature understanding of the main issues. Childhood poverty was seen by the respondents as a state of material, educational and emotional deprivation which prevents children and young people from developing their potential as individuals and from developing into fully active members of society. The respondents felt that schools had a central role to play in tackling the negative effects of poverty and that there were a range of positive measures that all schools needed to take in order to achieve this. The data also revealed that there were some practical areas related to combating childhood poverty which the respondents were yet to gain full confidence in tackling. The survey has significant implications for all those concerned with childhood poverty and initial teacher education in Wales and beyond.
    [Show full text]
  • A Review of the Work of the National Centre for Learning Welsh
    estyn.llyw.cymru estyn.gov.wales A review of the work of the National Centre for Learning Welsh June 2017 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting: nursery schools and settings that are maintained by, or receive funding from, local authorities primary schools secondary schools special schools pupil referral units all-age schools independent schools further education independent specialist colleges adult community learning local authority education services for children and young people teacher education and training Welsh for adults work-based learning learning in the justice sector Estyn also: provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others makes public good practice based on inspection evidence Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.wales © Crown Copyright 2017: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the document/publication specified.
    [Show full text]
  • 1. Background Information
    1. BACKGROUND INFORMATION The origins of Cardiff Metropolitan University can be traced back to 1865 when the Cardiff School of Art was first opened in the old library in Cardiff. In 1976, the School of Art, the College of Food Technology and Commerce (established 1940), the Cardiff College of Education (established 1950) and Llandaff College of Technology (established 1954) were merged to form the South Glamorgan Institute of Higher Education. The name was changed to Cardiff Institute of Higher Education in 1990. Until 1992, the institution was under the jurisdiction of South Glamorgan Council. Incorporated status was granted in 1992, this process occurring later in Wales than elsewhere in the UK. Key milestones in the development of Cardiff Metropolitan University as an autonomous institution include: 1993 Teaching Degree Awarding Powers (TDAPs) granted by the Privy Council. 1996 Became a college of the University of Wales and changed name to University of Wales Institute, Cardiff (UWIC). 2003 Became a Constituent Institution of the University of Wales. 2009 Research Degree Awarding Powers (RDAPs) granted by the Privy Council. 2011 Withdrew from the University of Wales and changed name to Cardiff Metropolitan University. With just over 1000 staff, more than 12,000 students and an annual turnover of approximately £83 million, Cardiff Metropolitan University is, in terms of size, in the middle range of the UK university sector. A recent investment of £50m in the Estates Strategy has focused on the development of a new Cardiff School of
    [Show full text]
  • WISERD Education: Changing the Landscape of Educational Research in Wales
    WISERD Education: Changing the landscape of educational research in Wales Sally Power and Chris Taylor March 2018 Changing the landscape of educational research in Wales Acknowledgements Contents We could not have made the progress we have without the Introduction 01 support of a whole range of organisations and individuals. Generating high quality 02 First and foremost, our thanks go to HEFCW, and to data about children and Celia Hunt and Cliona O’Neill in particular, for their young people’s experiences commitment to strengthening the foundations of educational and perspectives research in Wales. The activities outlined in this report would not have happened without their funding and support. Winning funding for high 05 quality sustainable research Secondly, we must thank the many thousands of participants who take part in the WISERD Education Multi-Cohort Study High quality publications 06 (WMCS). This includes key staff within the schools, the school receiving widespread attention governors and last – but by no means least – the young people. International reach of 08 Thirdly, we would like to thank our colleagues working in WISERD Education education departments in other universities in Wales. It has been a real pleasure working with them. Contributing to the debate 09 Fourthly, we have been entirely dependent on the commitment Providing evidence for 10 and expertise of our WISERD Education research team, education policy many of whom have gone on to academic posts in Wales. In alphabetical order, our thanks go to: Working with schools 11 and practitioners Rhian Barrance Sioned Pearce Constantino Dumangane Jr. Mirain Rhys Building the foundations for the 12 Dan Evans Kathryn Sharp future of educational research in Kim Horton Kevin Smith Wales Finally, the administrative staff of the WISERD Hub have been Supporting academic writing 14 unfailingly professional and supportive.
    [Show full text]