The Department of Academic Quality and Development is involved in and offers support to a range of university wide activities including the following:
- How the University of Groningen support the digital student experience through.. - Dr Lisette Bakalis, University of Groningen, Netherlands
- Enhancing the Student Experience - Kevin Campbell, Chris Daisley (Student’s Association)
Assessment and Feedback
- A1- GCU Digital Assessment Strategy - Linda Creanor (AQD)
- A2 - Assessing the Use of Rubrics in GCU -Gillian Gibson (SHLS), Ken Garner (GSBS), James Paterson (CEBE)
- A5 - Feedback on feedback; A Student’s Perspective- Margaret McCann (GSBS)
- E1 - Digital Collaborative Writing as a Group Assessment- Jane Guiller(SHLS)
- E2 - Dev online practical activities & automated assess for prog. with Cordio- James Paterson (CEBE)
- J1 -Enhancing the Student Journey through Matrix-based Feedback for Academic Adv- Thomas Peschken (GCU London)
- B1 - Teaching and Learning in the multilingual, multicultural classroom– Dr Jeanine Gregersen-Hermans (PVC International)
- F1 - HEEAPs of Support @GCU (Higher Education, English for Academic Purposes)- Kim Williams, Frances MacInnes, Calum Nielsen (SHLS)
- F2 - Crime Scene Simulation in Forensic Science Education at GCU- Mahesh Uttamlal, John Smylie, Ken Rice (CEBE) and Elizabeth Simpson, Gayle Mackie (SHLS)
- D4 - Reflections on online delivery of a 1 Year MSc Programme - Colin Raeburn (CEBE)
- D5 -Who is inhibiting a blended learning approach? Reflections on the experienc- Elaine Ritch (GSBS)
- D6 - When is Collaborate Ultra the right tool to engage students- Laura Sweeney (SHLS)
- G1 - Pre ICT Induction - Lina Petrakieva/David McArthur and Margaret Brown (GSBS)
- G2 - The Induction App- Kirsty MacInnes (Student Life)
- G3 - The rationale behind the implementation of the GOOD2CU online pre4-induct..- Vic Boyd (SWBE), Daniela Zahn (SWBE), Mandy Sheridan (GSBS)
- K1 -Embedding and scaffolding students’ digital capability development- Lina Petrakieva, Heather Gray (SHLS)
- K2 -Partnering for Success: Can module leaders and ADTs collaborate......- Chris Smith, Linda Proudfoot, Vic Boyd, Colin Wilson (SWBE)
- L1 - Mentoring, role models, and female finance students – a pilot- Claire MacRae, Patrick Ring (GSBS)
- L2 - Triple E Spine: Rationale and fit with GCU Strategy, Priorities and CGC- Declan Jones, Anne Smith, Bernadette Scott (GSBS)
- O1 -Common Good/University –Community Partnerships to support Academic Modules- Larissa Kempenaar (SHLS)
- O2 - The Common Good Award: Pilot Year Overview- Frank Brown, Angela MacIntyre (Careers)
- M1 - Cross School Digital Health Collaboration - John David Moore (CEBE), Liz Simpson, Wendy Smith (SHLS), Claire Stirling, Cameron Scott (Students)
- P1 -Supporting Students With Disabilities From Pre-entry To Graduation at GCU- Angela Shapiro, Marjory Jones, Margaret McShane (CEBE)
- Q1 - Evidence for enhancement: linking the new QAA Enhancement Theme to the ... - Nicky Andrew, Colin Milligan (AQD)
Despite recent attempts to widen participation to Higher Education (HE), figures show that 18-year olds from Scotland’s 20% least deprived communities are more than four times as likely to enter university as those from the 20% most deprived communities (Commission on Widening Access, 2016). In Scotland, transition to Higher Education, has therefore taken on a new prominence and is linked largely to the movement into university of the most disadvantaged students: represented in the Scottish Index of Multiple Deprivation. Providing fair access to Advanced Higher qualifications is central objective of the Scottish Government’s policy, recently outlined in, ‘A Blueprint for Fairness’ which makes a number of recommendations to support the achievement of the key target that by 2030, 20% of entrants to higher education must come from the 20% most deprived areas in Scotland (Commission on Widening Access, 2016).
The following report from Karen MacFarlane summarise the impact of one initiative established to address this issue. The report summarises the outcomes of a research study which sought to examine the experiences of former pupils of Glasgow Caledonian University’s Advanced Higher Hub in terms of their transition to Higher Education. In-depth one-to-one interviews were carried out with a total of 30 former Advanced Higher pupils who had progressed to university. The focus of the research and of the report is the learner perspective of studying HE level qualifications (Advanced Highers) within a university environment. Project findings are discussed with reference the theoretical perspective of capability approach and conclusions are drawn in terms of the policy implications for delivering HE level qualifications within a university environment prior to entry and the subsequent impact on transitions.
Author: Karen MacFarlane, Research Fellow firstname.lastname@example.org
Internationalisation is at the centre of the university’s vision for the future. It is our long-term aspiration to embed it across all university activities which includes our approaches to learning and teaching.
All our students, home-based as well as international, will benefit from an education that prepares them for global citizenship and successful employment in today’s global labour market.
GCU’s Internationalisation Strategy and our new Strategy for Learning emphasize the importance of “global learning” as an integral part of the student learning experience. Research shows that embedding it in the taught curriculum is the most effective way of widening our students’ international horizons.
What does ‘internationalisation of the curriculum’ mean?
There are many different views of what it means. The following definition by Betty Leask (2009) is the one of the most cited.
“(An internationalised curriculum) will engage students with internationally informed research and cultural and linguistic diversity. It will purposefully develop their international and intercultural perspectives as global professionals and citizens”.
The Global Perspectives Project
The Global Perspectives Project http://www.gcu.ac.uk/globalperspectives/ supports staff from all subject disciplines in internationalising their curriculum. The project
- explores what internationalisation of the curriculum means in practice
- identifies the best mechanisms for embedding it in all schools
- provides tools and resources for staff
- delivers CPD workshops to enhance intercultural awareness
The project team works in collaboration with academic staff, student representatives and relevant support services.
1. The new Strategy for Learning (SfL) has been developed through a consultative process with staff, students, college partners and employers and is informed by international and national developments and effective practice in learning, teaching and assessment.
2. The SfL is inspired by the University’s mission and its vision to be a successful international university, delivering access and excellence, with a strong commitment to the common good and providing an outstanding, inclusive learning environment underpinned by curiosity-driven research.
3. The development of the SfL has been driven by a changing HE landscape in terms of the external and internal environment; the changing needs of employers, the economy and society and the changing demands and expectations of our students.
4. The SfL will create successful graduates who are global citizens and who will contribute economically and socially to the communities we serve.
5. This will be achieved by enabling students to deal with complex global challenges through developing divergent, creative, responsible and entrepreneurial thinking applied to real-world problems. The SfL will also develop attributes linked to employability, career development and the motivation to continue to learn throughout professional and personal lives.
6. The SfL recognizes and embraces the diversity of GCU students, current and potential, and the University’s commitment to the participation, progression and success of all students regardless of background.
7. The SfL highlights the importance of:
- A transformative approach to learning
- Flexible learning pathways and partnerships, particularly with colleges
- Digital learning
- Learning and teaching excellence
and is centred on a single goal: to develop graduates who will be
Proficient in their discipline, enterprising, responsible and capable of fulfilling leadership roles in different organisational and cultural contexts.
8. In order to achieve this goal, the SfL focuses on a distinctive approach to learning,teaching and assessment. This is based on engagement- led learning and real world problem solving, coupled with inter and multi-disciplinary curricula with opportunities for personalisation.
9. This approach is underpinned by a GCU model comprised of ten design principles and a set of enablers. These design principles will be embedded across all programmes at undergraduate and postgraduate level.