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Learning and Teaching Strategies and Plans - Overview

This note describes the interactions among the formal planning and development processes for learning and teaching at institutional, college and school levels.

These processes are 'captured' within:

  1. The University Learning and Teaching Strategy
  2. The Learning and Teaching strategies of the University's four colleges
  3. The Learning and Teaching Development Plans of each of the 14 teaching schools

These strategies and plans are expected to inform each other and link to processes at programme and module levels - both giving and receiving information and ideas. They are regularly revised and progress is reviewed annually through an 'annual commentary' process.

Figure 1 shown below is a diagrammatic representation of the interactions and information flow between these components. An interactive mapping table for relevant precepts of the QAA Code of Practice is provided here.

Diagram of the Strategic and Planning Elements of the Quality Assurance Framework elements
Figure 1. Strategic and Planning Elements of the Quality Assurance Framework

Purposes and Aims

  1. University Learning and Teaching Strategy (ULTS)

    The purpose of the University Learning and Teaching Strategy (ULTS) is to describe 'a vision for learning and teaching at the University of Dundee, with a set of institution-wide aims and objectives'. It maps out:

    • the University's plans for learning and teaching over a five-year period
    • particular objectives to be achieved
    • areas for coordination and matters of resourcing to be addressed.

    The ULTS provides a flexible framework within which colleges and schools can identify future paths and priorities.

    The ULTS should align with the University's Strategic Framework and other University strategies that are relevant to learning and teaching (and hence to QA):

    • Communications
    • Estates
    • External Relations
    • Human Resources and Staff Development
    • Internationalisation
    • IT and e-learning
    • Library and Learning Centre
    • Recruitment and Admissions
    • Research
    • Resource Allocation
    • Student Retention
    • Student Services

    The ULTS should take account of external influences on learning and teaching, for example, the funding situation, Government and QAA initiatives and specifically the outcomes of the University's Enhancement Led Institutional Review (ELIR).

    The document University Learning and Teaching Strategy - Outline of Process describes the structure and review process for this document and provides a timetable of action.

    The current University Learning & Teaching Strategy is available from the QA archive.

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  2. The College Learning and Teaching Strategy (CLTS)

    The purpose of the College Learning and Teaching Strategy (CLTS) is to outline each college's strategic view for its teaching portfolio over a five-year period, providing a framework for its schools to identify future paths and priorities. In so doing, it takes other University strategic statements into account, especially the University Learning and Teaching Strategy and the Strategic Framework.

    As a component of the University's Quality Assurance Framework, it is also informed by strategic matters arising from the School Learning and Teaching Development Plans (SLTDPs), annual and periodic QA reporting, financial projections, staffing profiles, and national and local trends in recruitment, progression and achievement for relevant disciplines. It too should take account of the outcomes of ELIR, as they apply at college level.

    In addition to the strategy, the College Vice-Principal, College Head of Learning and Teaching and College Head of Quality Assurance or equivalents annually produce a brief college-level commentary, focussed on the evolving relationship between the annually revised SLTDPs and the current CLTS and reporting the integration of activities at college and institutional level and progress with action points.

    The content and review process for this document are described in College Learning and Teaching Strategy and Annual Commentary - Outline of Process.

    Considered alongside the annually revised SLTDPs, this annual college commentary forms the basis of the Annual Learning and Teaching Discussion between college representatives and the Vice Principal's Review Group. Following meetings with all the colleges, The Vice-Principal (Education Development) provides an overarching Annual Learning and Teaching Commentary on these meetings to Academic Quality Sub-Committee.

    The current College Learning & Teaching Strategies are available from the QA archive.

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  3. The School Learning and Teaching Development Plan (SLTDP)

    The purpose of the School Learning and Teaching Development Plan (SLTDP) is to summarise the experience of running existing programmes. In addition, it includes proposals for developing these programmes in the context of the College Learning and Teaching Strategy (CLTS) and outlines options for modifying the portfolio of taught courses within the school. In so doing, it also takes into account annual and periodic programme reviews and internal and external influences. It also monitors recruitment, progression, student feedback and achievement for the school's programmes and responds to issues and trends in these areas.

    The SLTDP should carry out six main functions:

    1. act as a local implementation plan for the CLTS and report matters for consideration in the development of the CLTS, and in so doing:
    2. receive and process information from the school's annual programme and module reviews, accreditation events (where relevant) and substantive matters arising from external examiners' reports
    3. take into account student feedback obtained through both internally organised schemes (e.g. the student representative system, module feedback surveys and minutes from staff-student liaison committee meetings) and those organised externally (e.g. National Student Survey, International Student Barometer)
    4. provide an impetus and direction for review of the school's programme and module portfolio, including new programme development and programme withdrawal
    5. receive and include responses to information and recommendations from periodic programme reviews
    6. consider retention and progression rates across the school's entire portfolio of programmes
    7. take account of a range of external reference points and initiatives (including, for example, revisions to QAA Subject Benchmark statements, the QAAS QETs and the most recent QAA ELIR report).

    The document School Learning and Teaching Development Plan - Outline of Process describes the structure and review process for this document and provides a timetable of action.

    The current School Learning & Teaching Development Plans are available from the QA archive.

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