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Executive Summary

1 Introduction

2 Context

3 Methodology

4 - 9 Findings, Analysis and Discussion

10 Summary of Findings

11 Discussion of Findings

12 References

13 Case Studies

Acknowledgments & Partners

 

Case Study Map 
 

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H1

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H2

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H3

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H4

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H5

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H6

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H7

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H8

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H9

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H10

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F1

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F2

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F3

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F4

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F5

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F6

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F7

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F8

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F9

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F10

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Institution H2

4 Context

Institution H2 is a post 1992 university in Scotland. It is an urban, single campus institution that caters for approximately 12,000 students, across eight schools, offering more than 86 different programmes. Around 2500 modules/units were delivered during 2002-2003 and of these approximately 20% actively used VLEs during that period.

This case study is based on evidence gained from eight face to face interviews with staff in different roles and positions, questionnaire returns from all of these people, and significant documentary evidence. The respondents represented the following roles:

• Academic staff implementing networked learning,
• Quality manager,
• Registry staff responsible for student records,
• Senior management with responsibility for networked learning and academic quality,
• Support staff providing a range of services for academic staff and students engaged in networked learning,
• Technical staff with responsibility for infrastructure support for networked learning.

Documentary evidence

Four main documents were consulted: the undergraduate prospectus, the University Strategic Plan 2003, the Communications and Information Technology Strategy and Policy (2002-2003), and the Learning, Teaching and Assessment Strategy 2002-2005. In addition a number of publicly available documents were consulted.

The undergraduate prospectus demonstrates the university’s particular focus on career enhancement and widening student participation through an inclusive approach, support and international programmes. There is also a strong focus on applied research.

The university is committed to a policy of attracting students from a wide range of backgrounds and educational experience.

It stresses the strong career focus for its students emphasising a graduate employment that was over 10% above the national average at the time of this study. It also details its excellent facilities with major investment in a new multi million pound campus development, a new learning centre including Student Services Mall and facilities and an internet café.

The 2003 University Strategic Plan includes the following institution aims: to extend and develop usage of the university’s chosen VLE, supporting all level one and two modules in the Business School during 2002-03; and to provide an inspirational real and virtual learning environment. The university intended to achieve these aims in part by expanding its support and training programmes for students and staff, and in part by expanding its infrastructure of hardware and learning centres.

The strategic plan states that the university would continue to develop and support student access to support services so that students will have radically improved ICT assisted access to information, advice and support by the end of 2004-05. In addition, the university is making substantial investment in its infrastructure, focusing particularly on campus development and the creation of a new Learning Centre. It is also embarking on a programme for the development of a managed learning environment (MLE) for 20,000 lifelong learners in the city.

The Communications and Information Technology Strategy (2002-2003) states that all staff should receive IT training to enable effective and efficient interaction with electronically provided learning, administration and research systems.

The Learning, Teaching and Assessment Strategy, (2002-2005) reiterates these points; mentioning units dedicated to the development of IT skills for staff and students, and the new Learning Centre.

All of these documents indicate a strong central drive and substantial investment by the university in the development of e learning, which is perceived as essential to its teaching, learning and assessment strategy. The university clearly wishes to engage with students who come from backgrounds that do not traditionally enter higher education. The use of technology and the development of the MLE are seen as integral to successfully widening participation.