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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 H5

4 Context

Institution H5 is an urban, pre 1992 university in England. It caters for approximately 10,000 students with over 600 staff across five faculties that offer more than 500 different programmes, and it has a thriving postgraduate programme. It has been particularly successful in attracting overseas students in the 2001-02 academic year, over 120 countries were represented in the student body. It has achieved an international reputation for research.

This case study is based on evidence gained from five face to face interviews with staff in different roles and positions, questionnaire returns from four of these members of staff, 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 Learning, Teaching and Assessment Strategy 2002 2005, the Staff Development Strategy, documents detailing the strategy for the Enhancement of Learning and Teaching, and Disability Issues 2002-2004. In addition a number of publicly available documents were examined.

The university’s mission statement notes that the institution: “…is committed to research and scholarship, internationally recognised as excellent….”. Whilst the mission statement does not explicitly mention networked learning it does refer to facilitating external access, and to integrated and accessible teaching and learning, all of which are referred to in many documents as being assisted by online delivery. In addition, the university has a department where the single biggest area of growth in funding has been for research into learning technology. The many documents accessed indicate that the university makes very considerable and innovative use of networked learning.

The university emphasises the importance of teaching and learning in its Learning and Teaching strategy. It stresses innovation in learning, teaching and assessment and has over 70 ongoing activities to develop new approaches learning and teaching. The Learning and Teaching strategy indicates that the priority areas for the university for the next three years include improving assessment, developing flexible teaching and learning approaches, and managing student data to enable better learning. Innovations include the exploration and evaluation of computer based assessment, including electronic submission of work; the development of a web based tool which will allow staff to evaluate the resources required for different teaching approaches; the development of new distance learning programmes or redesigning existing programmes to allow more flexible access; and the introduction of a simple and robust system of student feedback across the university, as required by the QAA.

The Enhancement of Learning and Teaching documentation intimates that support for networked learning is centrally available for staff and students. This is in addition to generic IT support provided through Computing Services which provides centralised support and helpdesk facilities for staff and students. Staff development for networked learning focuses on flexible support for group learning activities, and effective ways of using the VLE for collaborative learning. Staff support is thus in place for networked learning.

Within its Mission Statement, the university makes explicit its commitment to the development of staff and there are clear criteria for promotion through teaching and which allow excellent teaching to be rewarded. Staff development is integral to the university's corporate strategy and staff development priorities are determined by the aims and objectives outlined in the Strategic Plan. Staff development strategic aims include the continued development of all staff to meet the changes in available technology.

The university has a strong commitment to widening participation and in particular to encouraging non traditional students. The Disability Issues document includes a section devoted to learning technology and includes plans to write and publicise guidance on accessible provision on departmental web pages, which will be particularly useful for dyslexic and visually impaired students, and to provide an ongoing programme of redesign and upgrading to ensure compliance with UK SENDA legislation within the university VLE.