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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 

Institution H3

4 Context

Institution H3 is a post 1992 university in England. It is an urban, multi campus institution and during 2002-2003 it catered for over 41,000 students, with 3,000 staff spread across approximately 20 academic schools, and offered more than 250 different programmes. Approximately 7000 modules/units were delivered during 2002-2003 and around 700 of these actively used Virtual Learning Environments (VLEs) with all schools used VLEs during that period. It is estimated that around 25% of all the university students use VLEs.
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 (NB one questionnaire was answered jointly by two respondents in a similar role), 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

Five main documents were consulted: the online prospectus, the Corporate Plan 2000-2004, the Draft Information Strategy 2004-2009, the Learning, Teaching and Assessment Strategy 2002-2005, and the Staff Development Handbook for 2003. In addition a number of shorter documents publicly available on the university’s website were consulted.

The online prospectus demonstrates the university’s particular focus on widening student participation through international programmes and though an inclusive approach.

The Corporate Plan sets out various strategic aims: to provide a learning and working environment for students and staff that both meets their needs and enables them to perform to the highest standards by improving the physical premises and facilities and equipment; and the creation of an MLE that will integrate core educational and administrative systems and processes. The university intends to achieve these aims by providing learning centres on all campuses through the use of technology. Access to these learning centres will be available at weekends and over an extended academic year.

It is noted in the corporate plan that current internal structures are likely to be inappropriate to meet the challenges arising from changes in the external environmental over the next decade. Nevertheless, it regards the internal structures as a second order question that will be considered at a later stage.

The Learning, Teaching and Assessment Strategy (2002-2005) underpins the aims in the Corporate Plan and states that all undergraduate students will have the opportunity to record their key skills, including communications, IT, entrepreneurship and career development skills. In addition, it states that technology is used to support the learning and assessment processes via a robust and detailed tracking of student progress, closely linked to the creation of a managed learning environment (MLE). The university sees the implementation of the MLE and supporting staff in its use as key to continuing to provide a quality learning experience to students in a cost effective way. Amongst the funded activities designed to identify and disseminate good practice in learning, teaching and assessment are a series of staff development workshops focusing specifically on the pedagogic implications of e Learning, and the appointment of up to six new Teaching Fellows.

The draft Information Strategy (2004-2009) aligns with the Corporate Plan and the Learning, Teaching and Assessment strategy through two particular aims: to allow students to access a range of university and external electronic information sources and services via the student portal and online learning centre; and to allow students to use the MLE to communicate with their tutors and their peers in structured dialogue. The Information Strategy regards the training and support given to staff as a key determinant of success and states that the university will continue to provide a comprehensive programme of free training to staff in the use of ICT.

The Staff Development Handbook offers a wide range of courses free of charge to staff, and states that all students now have access to the university’s VLE, and that all lecturers now have the opportunity to become designers of VLE modules.

These documents indicate a strong central drive and substantial investment in the development of networked learning by the university, which sees this 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 an MLE are seen as integral to successfully widening participation.