QAA Enhancement-led Institutional Review 2020 Reflective Analysis University of St Andrews 1 Table of Contents 5 COLLABORATIVE PROVISION 93 5.1 Strategic context and management framework 93 1 CONTEXTUAL INFORMATION 5 5.2 Collaborative programmes and opportunities for students 94 5.3 Ensuring academic standards 98 5.4 Opportunities for enhancement 100 1.1 Evolution of the context 5 1.2 Contextualised themes for the review 8 Appendix: Contents of the Advance Information Set 101 1.3 Organisational structure and staffing 10 1.4 Student representative structures, curricula and community 15 Weblinks 102 1.5 Preparation for ELIR 21 1.6 Follow-up to the previous ELIR 23 1.7 Opportunities for enhancement 29 Glossary 104 2 ENHANCING THE STUDENT LEARNING EXPERIENCE 31 2.1 Strategic approach to the student learning experience 31 2.2 Student integration and support 31 2.3 Widening access and participation 33 2.4 Equality and diversity 37 2.5 Student representation and collaboration 42 2.6 Skills, employability and careers 44 2.7 Student mobility opportunities 53 2.8 Specific postgraduate student support 56 2.9 The learning environment and the use of technology 60 2.10 Opportunities for enhancement 63 3 STRATEGY AND PRACTICE FOR ENHANCING LEARNING AND TEACHING 67 3.1 Strategic approach to enhancement 67 3.2 Impact of enhancement themes on policy and practice 67 3.3 Approaches to identifying and sharing good practice 69 3.4 Engaging, developing and supporting staff 73 3.5 Effectiveness of institutional approach to enhancing learning and teaching 75 3.6 Opportunities for enhancement 75 4 ACADEMIC STANDARDS AND QUALITY PROCESSES 77 4.1 Strategic approach to academic standards and quality processes 77 4.2 Key features 77 4.3 Integrated approach to standards 79 4.4 Curriculum and assessment 82 4.5 Use of external reference points and expertise in quality processes 85 4.6 Commentary on action taken since ELIR 3 86 4.7 Approach to using data to inform decision-making and evaluation 87 4.8 Opportunities for enhancement 91 2 Reflective Analysis University of St Andrews 3 CONTEXTUAL INFORMATION SECTION 1 1.1 Evolution of the context Historic context, core values, and standing Historic context 1 Founded in the early fifteenth century, St Andrews is Scotland’s first university and the third oldest in the English-speaking world. Teaching is believed to have been a feature of the community of St Andrews as early as the eleventh century, but the University was formally constituted by the issue of Papal Bulls in 1413. Its Homeric motto expresses the determination of staff and students to move forward with purpose, integrity, and success: Ever to Excel. The University is an ancient yet modern institution, resolutely outward-looking and international with staff and students from over 130 countries and territories and opportunities for students to participate in exciting exchanges or study abroad opportunities across the world. Core values 2 The University stands for research and teaching of the highest quality and the pursuit of knowledge for the common good. Our fundamental goal is to attract excellent staff and the most promising students from around the world, and to provide an environment in which they can produce their best work for maximum societal benefit. We aim to make the St Andrews experience unique, to be a beacon for equality, diversity and inclusion as well as social responsibility and to pursue the most effective ways to make a St Andrews education accessible to all who may benefit from it. Standing and reputation 3 St Andrews continues to punch above its weight on the world stage. The University was the highest ranking Scottish university in the 2020 Complete University Guide and was judged to be one of the top three in the UK. St Andrews was also the top Scottish University in The Times and Sunday Times University Guide 2020 and was named UK University of the Year. The 2020 Guardian University Guide ranked the University of St Andrews second in the UK. According to the QS University World Rankings 2020 we are placed 100th, marking ten years that St Andrews has featured in the world’s top 100 universities. 4 Excellence in teaching and learning is an important part of our success. In the National Student Survey 2019, 95% of our students gave the University top marks for the quality of the learning and teaching experience, which was the highest rating of any mainstream multi-faculty institution in the UK. The TEF panel, which conferred the Gold Award on the University in 2017 as part of its assessment of teaching quality and student experience, judged that St Andrews 'delivers consistently outstanding teaching, learning and outcomes for its students. It is of the highest quality found in the UK'. We believe that our success is due, in part, to a continued culture of enhancement embedded in all the student-facing professional service Units and academic Schools supported by evidence-based approaches to robust quality assurance processes. While the various league table positions do not and have never directly driven our actions or policy, they are an external manifestation of aspects of our quality. Part of our ethos is that we cannot be complacent, and therefore we use surveys and additional feedback we obtain directly or through analyses to learn, challenge ourselves and introduce relevant improvements. 5 The dynamic relationship between research and teaching is important, and our intellectual life is founded on a strong research culture. The 2014 Research Excellence Framework (REF) ranked the University top in Scotland and 14th in the UK for the quality of research publications across Science, the Arts, Divinity and Medicine. 100% of our research is internationally recognised, while 80% is world-leading or internationally excellent. Our commitment and achievement in both research and teaching are most clearly indicated in Figure 1 overleaf. 4 Reflective Analysis University of St Andrews 5 Figure 1: Research and Teaching Performance generation opportunity to establish a new hub for teaching and research in the Social Sciences and, by re-housing three of our Schools, release the space necessary to decant and relocate other Departments during a thorough programme of refurbishment across the town centre estate. At the same time, plans to support STEM research and education at the North Haugh are being refined following a major fire in St Andrews our Biomolecular Sciences building in February 2019, which has presented us with both a significant challenge and an opportunity to think differently. 9 The University’s strategic objective is to grow to 10,000 students by 2025, supporting a community of broadly 80% undergraduate and 20% postgraduate students. The 2018/19 total student intake sits at just under 9,000 – as a rough estimate therefore we still require around 800 more undergraduates and 200 more postgraduate students to reach that target. Such growth requires investment in the estate with a planned series of refurbishments and new builds to create additional capacity while, at the same time, ensuing there is no significant disruption to learning, teaching, and the student experience. The task of planning and prioritisation is led by the Master of the United College and Deputy Principal who chairs the Strategic Student Growth Group, which looks at the approach to targeted and balanced growth of student numbers in future years. The Master also chairs the Space and Asset Management Group, which coordinates space refurbishment and growth plans, thus ensuring coherence and coordination between the two groups. 10 The planned estate reconfiguration includes investment in facilities and technologies to enable ‘smart working’ for staff as well as students across all parts of our estate. To help inform this work, the University has employed architectural design firms to review our learning and teaching space requirements and to advise on the diverse types of space needed for our students and staff. The University is investing £24m in the Eden campus to relocate some of our library collections, along with around 450 of our professional services staff, enabling academic expansion in the town centre. In addition, up to a further £26.5m via the Tay Cities Deal, with funding from both the UK and Scottish Governments, will be invested in the Eden campus to support power upgrades, and a clean energy centre along with a regional enterprise Figure source: wonkhe.com/blogs/tef-results-how-do-ref-and-tef-results-compare1 and innovation hub. The upgraded Music, Sports and Museum facilities as well as the Byre Theatre and Scottish Oceans Institute outreach area demonstrate the University’s investment in cultural and public Current context engagement facilities that benefit wider society. 6 The University occupies historic and modern buildings across the town: most of the Arts and Social Strategic framework Science Schools, library and administrative buildings are based in the town whilst most of the Science Schools are based in the North Haugh. There is no single University campus, instead University buildings 11 The University launched a new five-year Strategy3 in October 2018. It addresses how we will act on our are distributed across four principal sites: the town centre, North Haugh, East Sands, and also (from core qualities and key ambitions to grow in size, scale, and impact, and to consolidate our strengths in 2020) the Eden campus2 in Guardbridge. In term-time over 47% of the town’s population is either a staff ways which respect and support our people, our values, the communities with which we engage and our member or student of the University. environment. It expresses our ambitions across four distinct themes: World-leading St Andrews, Diverse St Andrews, Global St Andrews, and Entrepreneurial St Andrews.