Abstract:

Over the last three years Abertay University has radically evolved its strategy for teaching and supporting learning.

The three strategic priorities have been:
a) whole institutional curriculum reform,
b) assessment and feedback and
c) raising the status of teaching.

Key features of our new approach include:
1. Increased flexibility and student choice
2. A suite of new interdisciplinary electives
3. Move from 15 to 20 credit modular structure
4. A suite of new accelerated degrees
5. New academic calendar including mid term feedback weeks
6. New assessment principles, policy and practice to support deeper student learning
7. New literal grading scale and implementation of Grade Point Average (GPA) for degree awards
8. Staff centred approach to academic professional development
9. Professional recognition CPD scheme aligned to all four descriptors of the UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF)
10. Support for scholarly communities of practice including seminars, workshops, resources, blog, funding scheme for teaching and learning innovation

A video summarising the Abertay student experience is available here: http://www.abertay.ac.uk/studying/learning-experience/

Our new approach has already led to significant impact with marked increases in student satisfaction of teaching, assessment and feedback (Abertay was the highest ranked modern Scottish University in the 2016 National Student Survey) and this year we were shortlisted for the prestigious Times Higher Education “University of the Year” award. What is quite remarkable about our success is the limited amount of direct resource (other than staff time) which has been required to successfully implement these wide ranging changes. We are not, however, complacent and have identified that in order to further enhance our students’ progression, attainment and employability we need to invest further in two key (and related) areas: technology enhanced learning and estate development in order to create a so-called 'sticky campus' i.e. somewhere our students will want to come and stay.

This paper will outline Abertay’s journey over the last few years but there will be particular emphasis on developments over the last year to create our ‘sticky campus’. This has included full implementation of electronic management of assessment (EMA), blended learning, new technology-rich collaborative learning environments and science laboratories which promote richer student-staff interactions and new ways of learning, and a planned complete refurbishment of the University library which will provide a variety of learning environments (formal and informal) from summer 2017.

The paper will detail:
1. the drivers for these changes;
2. the change management approach involving a multi stakeholder staff-student partnership of student representatives, management, academic and professional services;
3. successes and challenges, to date
4. future plans.

Keywords:

Learning spaces, technology enhanced learning, collaborative learning, student engagement, partnership working, change management, institutional strategy.