ENGAGED LEARNING - University of Limerick · 2015-07-02 · ENGAGED LEARNING Why Engaged Learning?...

ENGAGED LEARNINGTeaching, Learning and Assessment Strategy

2014–18

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Table of ContentsMESSAGE FROM THE PRESIDENT 3

WHY ENGAGED LEARNING? 4The Framework 6The Strategic Context 8Graduate Attributes 10Employability: The UL Edge 12A Commitment to Quality in All Our Activities 12Articulating the Strategy 13

STREAM 1: ENGAGEMENT THROUGH BROADENING 14Broadening Learning Outcomes 14Broadening the Curriculum 15Broadening Delivery Modes 15

STREAM 2: ENGAGEMENT FOR EXCELLENCE 21Teaching, Learning and Learner Supports 21Grading, Assessment and Feedback 22Transition and Retention 23

STREAM 3: ENGAGEMENT TOWARDS EMPLOYABILITY 29Employer Engagement 30Cooperative Education 30Careers and Employability 31

REFERENCES 36

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ENGAGED LEARNING

Message from the President I am delighted to present Engaged Learning: University of Limerick Teaching, Learning and Assessment Strategy 2014–18. UL has built a reputation on the high quality of its student experience, and in keeping with our pioneering spirit, we are further extending our commitment to students through this strategy by involving and empowering them in the process of shaping their own learning experiences.

Research shows that students achieve higher levels of success when they are actively and deeply involved in their education. This does not just relate to academic success – active engagement also contributes to social and personal development. Students who participate actively in the full spectrum of university life achieve better academic results and report higher levels of satisfaction with their university experience.

Engaged Learning will build on our existing strengths, will focus our endeavours on deliberate and measurable activities that enhance student learning outcomes and will further our students’ educational and personal development. Students are not empty vessels to be filled with knowledge. We have much to learn from one another, and we believe this is best achieved through active engagement, the joint construction of knowledge and the sharing of experiences and understandings.

To this end, we have created a broad framework to capture the most pertinent characteristics of an engaged approach to teaching, learning and assessment. The framework, which has been tested against international evidence, will guide our activities and expand our students’ exposure to the world around them. We will continue to seek excellence by applying academic rigour, enhancing

support systems and measuring levels of success. In addition, we will continue to drive our employability mission through our Cooperative Education, practice placement and careers programmes and our extensive networks with business and industry.

We know we are working from a strong base; the UL ethos continually inspires us to strive for excellence and to pioneer new ways of supporting our most precious resource – our students. This is evidenced by the fact that our graduate employment rate is consistently higher than the national average. We are therefore confident that with ongoing vigilance, our graduates will leave UL as self-motivated and reflective lifelong learners with the ability to think critically and demonstrate intellectual maturity, both in the workforce and in an increasingly complex and digital society.

I commend this resource and the many staff behind its development, and I look forward to working with all members of the UL community to achieve the strategy’s stated ambitions.

Professor Don BarryPresident, University of Limerick

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TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18

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ENGAGED LEARNING

Why Engaged Learning? At the University of Limerick (UL) we have high ambitions for our students. Each member of the University community, whether academic, practitioner or support staff, wants students to emerge as leaders, critical thinkers and innovators with strong intellectual, ethical, cultural and community-focused values.

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Our students and graduates will make a difference: they will contribute to their communities and organisations and will act effectively, creatively and responsibly in a wide range of settings. To achieve these goals, our students must be engaged and motivated and our teachers must create rigorous and imaginative learning contexts in which learning can thrive. Challenging students on the one hand and supporting them on the other are at the heart of our teaching and learning mission.

We realise that meaningful engagement is vital to optimise the student experience and enhance learning outcomes.i Engaged Learning: University of Limerick Teaching, Learning and Assessment Strategy 2014–18 is underpinned by the simple yet powerful proposition that students should be actively and deeply involved in their education. The strategy consciously emphasises the concept of engagement, which we recognise as being clearly associated with educationally purposive activities, academic achievement and broader student success. Moreover, we know that engaged students will graduate to become engaged employees and engaged alumni: “Feeling supported and having deep learning experiences means everything when it comes to long-term outcomes for college graduates.” ii

Engagement also benefits teachers.

Motivated students acquire a deeper understanding of their disciplines and provide staff with a more rewarding and satisfying teaching experience.

From the student’s point of view, engagement involves “participation in educationally effective practices, both inside and outside the classroom, which leads to a range of measurable outcomes”.iii From the institution’s point of view, engagement is “the process whereby institutions and sector bodies make deliberate attempts to involve and empower students in the process of shaping the learning experience”.iv

Many of the features that support positive student engagement are already in place at UL: teachers who excite students about their learning and who care about their students as individuals; work placement (i.e. Cooperative Education and practice placements); the final year project; and abundant opportunities to become actively involved in extra-curricular activities.

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ENGAGED LEARNING

THE FRAMEWORK

The purpose of this strategy is to build on these notable strengths by further developing a learning environment that engages our students in intellectually stimulating activities. The strategy embraces a broad framework for engagement, as depicted below.

The framework, which has been tested against international evidence, captures the most pertinent characteristics, or pillars, of an engaged approach to learning, i.e. academic rigour, enriched educational experiences, a supportive campus environment, active and collaborative learning and meaningful student/staff interaction.

ACADEMIC RIGOUR A disciplined and rigorous approach to learning challenges students by setting high expectations for their academic performance and matches their potential and ability. Equally, a rigorous approach to programme design and continual curriculum development that is characterised by an ethos of research-led teaching and learning will be a defining feature of the strategy.

ENRICHED EDUCATIONAL EXPERIENCES Enriched learning opportunities, both inside and outside the formal class setting, cultivate the development of desirable graduate attributes. Learning opportunities include co-curricular and extra-curricular activities and practices.

SUPPORTIVE CAMPUS ENVIRONMENT A supportive campus promotes student success and positive social and working relationships between students.

ACTIVE AND COLLABORATIVE LEARNING Intensive and active involvement in their education enhances students’ learning. Different forms of teaching and assessment, including self-directed and long-term exercises, better prepare students for the uncertainty they face during and after university.

MEANINGFUL STUDENT/STAFF INTERACTION Academics act as mentors and role models for students through their interaction with them inside and outside the classroom. The interaction deepens students’ learning by allowing them to witness at close quarters how experts deal with complex problems and difficult material.ENGAGED

LEARNING

AcademicRigour

EnrichedEducationalExperiences

MeaningfulStudent/Staff

Interaction

SupportiveCampus

Environment

Active andCollaborative

Learning

ENGAGEDLEARNING

AcademicRigour

EnrichedEducationalExperiences

MeaningfulStudent/Staff

Interaction

SupportiveCampus

Environment

Active andCollaborative

Learning

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Engaged Learning sets out how we will continue to develop our approach in a way that aligns with our institutional strategy and embraces the principles of broader national priorities. In particular, the strategy focuses on the achievement of our strategic objectives in a manner that preserves our reputation as a pioneer in Irish higher education. This is deeply rooted in Pioneering & Connected, the University of Limerick Strategic Plan 2011–2015v and the University of Limerick Graduate Attributes Statementvi (adopted by the UL Academic Council in 2013). The strategy is also informed by the UL Broadening Strategy, the UL Institutional Review and our Mission-Based Compact with the Higher Education Authority (HEA).

Engaged Learning demonstrates the importance that the University of Limerick places on excellence in terms of the quality of education that we offer our students. In adopting this strategy, we are confident that our graduates will leave UL as self-motivated and reflective lifelong learners with the ability to process information, think critically and demonstrate intellectual maturity both in the workforce and in an increasingly complex and digital society.

developing a learning environment that engages our students

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ENGAGED LEARNING

THE STRATEGIC CONTEXT

Pioneering & Connected commits us to providing our students with a distinctive experience through which they are challenged and inspired to reach their full potential. Pioneering & Connected identifies the following key objectives through which this strategic commitment is being achieved:

— Fostering excellence and innovation in pedagogy with an emphasis on encouraging small-group and self-directed learning experiences

— A balance of breadth and depth in the curriculum that develops our students’ independent lifelong learning capacity so that our graduates are versatile and adaptable

— Continued commitment to Cooperative Education as an intrinsic and distinctive part of the UL student experience

— The provision of a specific and coordinated series of supports and experiences for first-year students during their transition to third level

— Increased access to and flexible delivery of programmes of study that are relevant to the needs of students and society

— Nurturing of co-curricular and extra-curricular learning through community-living on a vibrant campus of outstanding quality supported by an unequalled range of sporting and cultural facilities and opportunities

— Strong alignment between research and teaching

— The provision of experiences that instil the spirit of European and global citizenship in our students through increased internationalisation of the UL student experience

— Continued internationalisation of our curricula

— Fostering the development of a culture of lifelong learning in our communities and enhancing skill levels to attract investment and economic development

Engaged Learning builds on commitments in Pioneering & Connected and represents a more detailed articulation of our stated commitment to provide an outstanding and distinctive learning experience to every one of our students.

UL has always been a pioneer of effective approaches to teaching, learning and learner support.

In framing this strategy, we have also taken cognisance of the external policy environment, with particular reference to the National Strategy for Higher Education to 2030vii, the Report to the Minister for Education and Skills on System Reconfiguration, Inter-Institutional Collaboration and System Governance in Higher Educationviii, and Supporting a Better Transition from Second Level to Higher Education: Directions for Changeix.

UL is committed to meeting and exceeding the ambitions expressed in the National Strategy for Higher Education to 2030, where “a commitment to specific improvements in the teaching and learning environment in respect of the breadth of curriculum and skills assessed as well as in the quality of teaching itself” is identified as being vital to a high-quality student experience. The long-term vision for higher education in Ireland outlined in the National Strategy is that all students will have access to teaching “that has been kept up to date and relevant through scholarship, research and professional development”. It also suggests that “academic staff should make full use of the range of pedagogical methodologies available to them and be qualified as teachers as well as in their chosen discipline” and that “all research and scholarship in higher education institutions should enhance the quality of undergraduate and postgraduate teaching” x. We will continue to ensure that these qualities form an inherent part of the student experience, and we will foster creative approaches to teaching and learning with engagement as a major overarching goal.

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ENGAGED LEARNING

GRADUATE ATTRIBUTES

Engaged Learning articulates the pedagogical values and curricular foundations to which UL is committed; it emphasises that while academic rigour and discipline-specific excellence are at the very core of our purpose, we build on that base to promote cross-disciplinary fluency. We are committed to further developing teaching and learning across all programmes in order to ensure that every one of our students will, through their engagement with the curriculum, acquire and display particular key attributes – the UL graduate attributes. These graduate attributes form an intrinsic part of both Engaged Learning and the University’s framework for broadening the curriculum, as depicted below.

ArticulateCollaborativeResponsible

CreativeProactive

Knowledgeable

CriticalAnalysis

ConfidentEngagement

WRITTEN, VERBAL& DIGITAL

COMMUNICATIONSKILLS

IMAGINATION REFLECTION

CROSS-DISCIPLINARY PROFICIENCY & FLUENCY

DISCIPLINE-SPECIFIC EXCELLENCECurr

icul

ar F

ound

atio

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Ped

agog

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Clim

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G

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Att

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Enhanced Employability

STUDENT LEARNING PYRAMID

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These are the key graduate attributes that will continue to guide our institutional policies, our learning environment and our commitment to broadening the curriculum. By providing a strong disciplinary learning experience combined with a broad curriculum, we will ensure that our students are strongly positioned to:

— Think and communicate excellently both within and across disciplinary fields

— Commit to effective analysis of issues, combined with the capacity to articulate their ideas verbally and in writing and through the effective use of ICT

— Adopt proactive orientations based on strong reflexivity and mindfulness

— Build on their confidence to state their positions and think for themselves combined with a commitment to responsible collaboration

— Engage in critical thinking along with a firm commitment to civically engaged, ethical and responsible action

— Respond creatively to intellectually challenging and real-world problems

By ensuring a strong, well-designed, regularly reviewed and dynamically delivered curricular base, we aim to ensure that UL students become knowledgeable, proactive, creative, responsible, collaborative and articulate.

GRADUATEATTRIBUTES

KNOWLEDGEABLE

COLLABORATIVE

ARTICULATE

PROACTIVE

RESPONSIBLE

CREATIVE

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ENGAGED LEARNING

Employability is at the core of our teaching mission

Since the establishment of the University in 1972, employability has been at the core of our teaching mission and continues to be central to our distinctive approach to higher education in Ireland. The inclusion of Cooperative Education and work placement in our programmes is one of the specific strengths of UL and is, for many students, an incentive to choose UL over other Irish universities and colleges. The result of these sustained efforts

means that we occupy a position of immense strength with respect to graduate employability compared to other institutions in Ireland. This is what is meant by the UL Edge: the employment record of our graduates is intimately linked to their UL student experience and stems from our conscious efforts to ensure that we never lose sight of this vital goal.

EMPLOYABILITY: THE UL EDGE

A COMMITMENT TO QUALITY IN ALL OUR ACTIVITIES

The University of Limerick supports the view that the ‘quality of teaching, scholarship and external engagement of academic staff must be continuously reviewed as part of a robust performance management framework’ and that ‘reliable and consistent data on the outcomes of higher education from the perspective of both students and employers should be publicly available and feed into a process of continual development’.xi

This strategy demonstrates the importance that UL places on the quality of the education it offers to students. By prioritising teaching and learning at the University, we are confident that our graduates can leave this institution as self-motivated and reflective lifelong learners with the ability to process information, think critically and demonstrate intellectual maturity in the workforce and society. This approach will significantly contribute to our growing reputation for excellence in teaching, learning and scholarship, both nationally and internationally.

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Articulating the StrategyThe University of Limerick philosophy emphasises the empowerment of teachers and students to innovate, enhance and transform the learning environment in a manner that builds on current excellence across all faculties of the University and ensures the highest standards of quality on our programmes.

To this end, we are committed to providing strong support and development for staff and students, who, together, make the learning environment come alive. The range of staff and student supports that focus on continual professional development informed by regular feedback and assessment is crucial to the values that we espouse.

Engaged Learning comprises the following three key streams:

— Stream 1: Engagement through Broadening — Stream 2: Engagement for Excellence — Stream 3: Engagement towards Employability

Each stream has specific aims, objectives, targets and timeframes and is supplemented by a detailed implementation plan.

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ENGAGED LEARNING

STREAM 1ENGAGEMENT THROUGH BROADENING

BROADENING LEARNING OUTCOMESMeaningful and coherent third-level education programmes reflect an alignment of learning outcomes with the teaching, learning and assessment practices that provide students with the opportunities to achieve success.

Programme review and enhancement: Each programme should (i) demonstrate an alignment between what students are intended to know and are able to do (curriculum); (ii) provide opportunities for learning and practice (teaching and learning); and (iii) specify new modes of assessment that support learning. The systematic and formal review of programmes for the purposes of enhanced and relevant offerings is a key commitment within this element of the strategy. Structured reviews will specifically focus on evidence-based alignment of programme content with current research and each programme’s international dimension.

Other key aspects of the review will be conducted around specific criteria such as subject content knowledge, learning outcomes, graduate attributes, employability/employer feedback on programme content, generic and transferable skills, teaching and learning resources on programmes (space, technology, etc.) and alignment with professional accreditation requirements, where appropriate.

It is anticipated that this new initiative will ensure that all programmes at UL are subject to a rigorous five-year cyclical programme review process that meets the standards specified in the Standards and Guidelines for Quality Assurance in the European Higher Education Area.xii

A comprehensive range of actions will define the UL student experience. We will implement an undergraduate teaching and learning development programme that offers students wider choice and new modes of provision through strategic developments in technology-enhanced learning and continuing professional education (CPE). The programme will focus on generic and transferable skills and experiential learning opportunities that are achieved through regular programme review and the conscious adoption into programme planning of our Graduate Attributes Statement. This will be achieved through an institution-wide approach that focuses on broadening learning outcomes, broadening the curriculum and broadening delivery modes across all disciplines.

The variety of broadening mechanisms offers rich potential and will allow each programme to fulfil its broadening requirements in a manner that best suits that programme’s particular needs.

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BROADENING THE CURRICULUM The variety of broadening mechanisms offers rich potential and will allow each programme to fulfil its broadening requirements in a manner that best suits that programme’s particular needs.

Broadening entry routes: A key element of our approach to broadening the curriculum will be the development of broader programme entry routes for students while ensuring disciplinary excellence within each learner’s specialism. For a number of revised programmes, the focus of the first part will be on the acquisition of general competencies with specialisation being deferred until later years. This reform will support students’ transition from second to third level. Students will be enabled to make better-informed choices in relation to specialisation. Broadening module offerings: UL has identified a range of mechanisms to broaden the curriculum, such as institutionalising flexible choices, offering sustained study options and new interdisciplinary modules (broadening modules) that often reflect interdisciplinary research being undertaken in UL, leveraging the Cooperative Education experience, aligning a substantial piece of work in final year with the broadened curriculum strategy (e.g. the UL Practicum) and broadening assessment.

BROADENING DELIVERY MODES Broadening the curriculum, including aspects of assessment and feedback, will also be achieved in part through the pedagogically appropriate use of technology. This approach clearly recognises the changing nature of learning and the learning environment in the digital information age of today. In addition, a dedicated continuing professional education (CPE) unit aimed at increasing the numbers of non-traditional learners (through part-time, distance and e-learning provision) will be developed. The resultant increase in the diversity of the University’s student population will be in line with our strategic objectives.

Development of technology-enhanced pedagogy: The use of technology in pedagogically appropriate and beneficial ways is a key component of this strategy. A strategically directed and coordinated approach, including the provision of pedagogic and technical support, is essential to ensure that the use of technology for educational purposes, both on and off campus, continues to grow.

Continuing professional education (CPE): Widening participation and lifelong learning are key elements of Pioneering & Connected, which aims to increase the diversity of the student population. In addition to providing high-class supports for full-time students, UL is expanding its part-time, distance and e-learning provision with a view to enhancing access, widening participation and promoting lifelong learning. This will be managed by a new institution-wide CPE unit, which will offer an integrated service for flexible learners who wish to avail of the University’s educational offerings.

Students will be enabled to make better-informed choices in relation to specialisation

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ENGAGED LEARNING

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18

ENGAGED LEARNING

STR

EAM

1: E

NG

AG

EMEN

T T

HR

OU

GH

BR

OA

DEN

ING

1.3:

BRO

AD

ENIN

G D

ELIV

ERY

MO

DES

Act

ivit

yA

ims

Out

com

esTa

rget

s

1.3.

1:

Dev

elop

men

t of

tech

nolo

gy-e

nhan

ced

peda

gogy

To b

road

en p

rogr

amm

e de

liver

y m

odal

ities

(par

t-tim

e, p

rofe

ssio

nal

accr

edite

d pr

ogra

mm

es, b

lend

ed a

nd

e-le

arni

ng, e

tc.)

thro

ugh

a st

rate

gic

focu

s on

ICT

and

e-le

arni

ng

To h

ave

an in

stitu

tion-

wid

e le

arni

ng

tech

nolo

gy in

fras

truc

ture

in p

lace

A c

oher

ent a

ppro

ach

and

supp

ort

fram

ewor

k fo

r tec

hnol

ogy-

enha

nced

te

achi

ng a

nd le

arni

ng

Info

rmat

ion

Tech

nolo

gy D

ivis

ion

(IT

D),

Cen

tre

for T

each

ing

and

Lear

ning

(CT

L),

Libr

ary

& In

form

atio

n Se

rvic

es D

ivis

ion

(LIS

D) a

nd C

PE w

orki

ng w

ith fa

culti

es

to a

lign

UL

lear

ner m

anag

emen

t sy

stem

s an

d de

velo

p a

cohe

rent

te

chno

logy

-enh

ance

d le

arni

ng s

trat

egy

A ra

nge

of a

ppro

pria

te te

chni

cal a

nd

peda

gogi

c su

ppor

ts fo

r tho

se w

ishi

ng

to e

nhan

ce te

achi

ng th

roug

h th

e us

e of

te

chno

logy

Esta

blis

h an

inst

itutio

n-w

ide

tech

nolo

gy-

enha

nced

lear

ning

com

mitt

ee (2

014)

UL

tech

nolo

gy-e

nhan

ced

lear

ning

st

rate

gy jo

intly

led

by IT

D, C

TL,

LIS

D

and

CPE

(201

5)

1.3.

2:

Con

tinu

ing

prof

essi

onal

edu

cati

on

(CPE

)

To b

road

en p

rogr

amm

e de

liver

y m

odes

th

roug

h th

e es

tabl

ishm

ent o

f a n

ew U

L C

PE u

nit t

hat w

ill d

rive

the

deve

lopm

ent

of U

L’s

part

-tim

e, b

lend

ed, d

ista

nce,

e-

lear

ning

and

oth

er C

PE o

fferin

gs

To h

ave

an in

stitu

tion-

wid

e le

arni

ng

tech

nolo

gy in

fras

truc

ture

(as

abov

e) th

at

supp

orts

CPE

Exis

ting

and

new

pro

gram

mes

de

velo

ped

and

adop

ted

for m

ulti-

mod

al

deliv

ery

(full-

time,

par

t-tim

e, d

ista

nce,

fle

xibl

e, b

lend

ed a

nd C

PE m

odes

)

CPE

bus

ines

s pl

an a

dopt

ed a

nd

oper

atio

nal (

2014

)

A s

uite

of n

ew o

fferin

gs a

vaila

ble

from

ne

wly

est

ablis

hed

UL

CPE

uni

t (20

15

onw

ards

)

Incr

ease

d pe

rcen

tage

of fl

exib

le le

arne

rs

(par

t-tim

e, d

ista

nce,

e-le

arni

ng) a

s a

prop

ortio

n of

ove

rall

stud

ent p

opul

atio

n (1

7% o

f tot

al s

tude

nt p

opul

atio

n by

201

6)

UL

tech

nolo

gy-e

nhan

ced

lear

ning

st

rate

gy (a

s ab

ove)

(201

5)

19


20

ENGAGED LEARNING

21


STREAM 2ENGAGEMENT FOR EXCELLENCE

The University of Limerick endorses a range of mechanisms that will enhance the quality of our teaching and learning support services and further formalise a standard set of recommendations in relation to grading, assessment and feedback across the institution.

The Centre for Teaching and Learning (CTL) is a major asset that provides a solid base from which to further improve our teaching quality. During the lifetime of the Engaged Learning strategy, the CTL will expand the range of institution-wide initiatives that promote good teaching and learning practices. Central to this approach will be an initial, independent external review of the CTL and its supporting activities with particular reference to institution-wide practice. In addition, we will review all teaching and learning spaces throughout the campus to assess whether or not the available spaces are fit for purpose and responsive to changing methods of learning. These foregoing actions will be complemented by specific supporting activities that focus on teaching, learning and learner supports; grading, assessment and feedback; and transition, retention and attainment.

TEACHING, LEARNING AND LEARNER SUPPORTS At UL, we believe that student learning is not just confined to engagement in the classroom but is also promoted by the provision of a comprehensive suite of institution-wide supports for teachers and learners alike.

Preliminary review: We will conduct a review of the CTL to assess its orientation, supporting activities and resources. We will also carry out an internal audit of UL’s teaching and learning infrastructure.

Initial and continuing professional development: The CTL will develop a competency framework for the initial and ongoing training and development of all staff and postgraduate students with teaching responsibilities. The CTL is committed to devising appropriate, accredited training and development programmes to support early-career academics and will align strongly with relevant developments within the National Forum for the Enhancement of Teaching and Learning in all of these undertakings. In addition, the CTL will put in place appropriate strategies to support the integration of research into teaching.

21

22

ENGAGED LEARNING

Evaluation of teaching: The CTL will continue to provide the student evaluation of teaching (SET) service. This service gathers students’ opinions on a range of factors that indicate the quality of the module and provides teachers with detailed quantitative ratings and qualitative information on teaching, module content and delivery and the student learning experience. To augment this process, we are currently piloting a generalised light assessment of the quality of modules. Known as the Module Satisfaction Survey (MSS), this programme will be extended and will focus on the assessment of the module as a whole. The results of the MSS will form a routine and comprehensive part of our commitment to recognising excellence and identifying issues that call for action. This approach will form the basis of a wider commitment to the early identification of teaching and learning challenges and issues.

Endorsing excellence in teaching: UL has developed a strong awards system, which is endorsed by the regularity with which institutional award-winners are also recognised at regional and national levels. During the course of this strategy, we will explore how the current awards system can be aligned with institutional goals, graduate attributes and the broadening strategy; in this exercise, we will be guided by comparative data at national level. The engagement of faculty deans in the awards process will help to ensure that award-winners are representative of all disciplinary backgrounds. We will aim to participate actively in the national programme for teaching awards that is being introduced by the National Forum for the Enhancement of Teaching and Learning.

GRADING, ASSESSMENT AND FEEDBACKOver the lifetime of the Engaged Learning strategy, key innovations in grading and assessment to promote greater engagement across all disciplines will be initiated as part of the broadening strategy and will be supported by the CTL.

Review grading and assessment policies and procedures: To promote innovations in assessment, we will identify module grading and assessment mechanisms that can provide more varied and useful forms of feedback to students. In addition, clear frameworks to enhance comparability, fairness and consistency of grading and assessment will be articulated and implemented at faculty level.

Module evaluation: Central to the introduction of grading and assessment innovations will be the development of a simple, generalised and mandatory module evaluation system that focuses on module assessment as a whole.

Review of student surveys: The Quality Support Unit (QSU) surveys students to assess their level of satisfaction with programmes and services. The findings of the surveys are presented at institutional level and in individual reports for each programme and department. However, the current approach tends to be retrospective – students do not always see the changes they suggest when it matters to them. The system will be reviewed and updated to ensure that it engages fully with the findings of the Irish Student Survey of Engagement (ISSE). We will also ensure that students are made aware of the results of surveys before they graduate and that they are in a position to observe any actions taken on foot of their feedback.


23

maximising the retention and academic attainment of our students

TRANSITION AND RETENTION At the heart of Engaged Learning is the aspiration that each UL student will succeed. We are therefore committed to maximising the retention and academic attainment of our students and will allocate resources and adopt policies to this end. We will increase the range of technological supports that focus on student retention and attainment and will adopt an analytical, evidence-based approach to identifying the most effective strategies and supports for students.

Supporting transition and retention: In 2010, we introduced the First Seven Weeks programme to provide targeted support to first-year students. Coupled with a strong orientation programme, the First Seven Weeks programme was designed to facilitate the transition from second- to third-level education. Nevertheless, difficulties with early student performance and engagement are a global phenomenon in higher education and require additional strategic attention and focus. To further enhance the effects of the good measures already in place, we will undertake an analysis of the entire process of transition, retention and student engagement and adopt a series of new interventions as outlined below.

ENGAGED LEARNING

24

STR

EAM

2: E

NG

AG

EMEN

T F

OR

EX

CEL

LEN

CE

2.1 T

EAC

HIN

G, L

EARN

ING

AN

D L

EARN

ER S

UPP

ORT

S

Act

ivit

yA

ims

Out

com

esTa

rget

s

2.1.

1 Pr

elim

inar

y re

view

To

con

duct

an

exte

rnal

revi

ew o

f CT

L re

sour

ces

and

serv

ices

and

an

inte

rnal

au

dit o

f UL’

s le

arni

ng in

fras

truc

ture

(li

brar

y, cl

assr

oom

s, te

chno

logy

, etc

.)

An

inde

pend

ent r

evie

w o

f CT

L, it

s or

ient

atio

n, s

uppo

rtin

g ac

tiviti

es a

nd

reso

urce

s

Inst

itutio

n-w

ide

audi

t/re

port

of t

each

ing

and

lear

ning

spa

ce a

nd re

sour

ces

Revi

ew c

ompl

eted

by

sprin

g se

mes

ter

2014

/15

Aud

it co

mpl

eted

by

sprin

g se

mes

ter

2014

/15

2.1.

2:

Init

ial a

nd c

onti

nuin

g pr

ofes

sion

al

deve

lopm

ent (

CPD

)

To in

trod

uce

a m

anda

tory

pro

gram

me

for l

ectu

rers

and

pos

tgra

duat

e st

uden

ts

who

are

firs

t-tim

e te

ache

rs in

hig

her

educ

atio

n

To p

rovi

de fl

exib

le C

PD o

ppor

tuni

ties

to s

tren

gthe

n th

e te

achi

ng, l

earn

ing

and

scho

lars

hip

skill

s of

aca

dem

ic s

taff

To p

rom

ote

scho

lars

hip

arou

nd te

achi

ng

and

lear

ning

in h

ighe

r edu

catio

n

A s

hort

, flex

ibly

del

iver

ed a

ccre

dite

d pr

ogra

mm

e fo

r new

UL

teac

hing

sta

ff w

ho d

o no

t hol

d a

rele

vant

teac

hing

qu

alifi

catio

n

A d

raft

com

pete

ncy

fram

ewor

k to

re

cogn

ise

teac

hing

sta

ff co

mpe

tenc

ies

and

ongo

ing

deve

lopm

ent n

eeds

Ann

ual r

evie

w a

nd re

finem

ent o

f the

U

L Sp

ecia

list D

iplo

ma

in T

each

ing,

Le

arni

ng a

nd S

chol

arsh

ip

From

AY

201

6/17

onw

ards

, all

new

st

aff w

ith te

achi

ng re

spon

sibi

litie

s to

co

mpl

ete

intr

oduc

tory

-leve

l ped

agog

ical

tr

aini

ng in

adv

ance

of t

each

ing

at U

L

Incr

ease

d nu

mbe

r of t

each

ing

staff

with

ad

vanc

ed-le

vel p

edag

ogic

qua

lifica

tions

or

eng

aged

in h

ighl

y re

leva

nt C

PD

(incl

udin

g te

achi

ng a

nd le

arni

ng

rese

arch

) act

iviti

es

2.1.

3:

Eval

uati

on o

f tea

chin

gTo

con

tinue

to s

uppo

rt a

nd p

rom

ote

incr

easi

ng le

vels

of s

taff

enga

gem

ent

with

the

volu

ntar

y st

uden

t eva

luat

ion

of

teac

hing

(SET

) pro

cess

A c

ompr

ehen

sive

sys

tem

for i

dent

ifyin

g an

d de

finin

g pr

ofes

sion

al d

evel

opm

ent

need

s th

roug

h SE

T

Full

impl

emen

tatio

n of

revi

sed

SET

(e

nd A

Y 2

016/

17)

2.1.

4:

Endo

rsin

g ex

celle

nce

in

teac

hing

To re

view

and

dev

elop

UL’

s te

achi

ng

awar

ds s

yste

m w

ith a

vie

w to

st

rate

gica

lly a

ligni

ng it

mor

e cl

osel

y w

ith re

leva

nt re

gion

al a

nd n

atio

nal

syst

ems

New

rout

es to

reco

gnis

ing

and

awar

ding

ou

tsta

ndin

g te

achi

ng

Best

pra

ctic

e di

ssem

inat

ed th

roug

h an

aw

ard-

win

ners

’ for

um

Full

impl

emen

tatio

n of

the

new

aw

ards

sy

stem

(AY

201

6/17

)

25


STR

EAM

2: E

NG

AG

EMEN

T F

OR

EX

CEL

LEN

CE

2.2

GRA

DIN

G, A

SSES

SMEN

T A

ND

FEE

DBA

CK

Act

ivit

yA

ims

Out

com

esTa

rget

s

2.2.

1:

Revi

ew g

radi

ng a

nd

asse

ssm

ent p

olic

ies

an

d pr

oced

ures

To p

rom

ote

inno

vatio

ns in

ass

essm

ent

To re

view

mod

ule

asse

ssm

ent

mec

hani

sms

and

to p

rovi

de u

sefu

l fe

edba

ck to

stu

dent

s

Inno

vativ

e as

sess

men

t as

a br

oade

ning

m

echa

nism

An

inst

itutio

n-w

ide

appr

oach

to

asse

ssm

ent,

grad

ing

and

feed

back

that

is

cle

arly

com

mun

icat

ed to

sta

ff an

d st

uden

ts

Scop

ing

exer

cise

on

asse

ssm

ent

inno

vatio

n co

nduc

ted

by C

TL

by

2015

/16

Prod

uctio

n of

a U

L gr

adin

g, a

sses

smen

t an

d fe

edba

ck p

olic

y by

201

6/17

2.2.

2:

Mod

ule

eval

uati

on

To e

mbe

d a

sim

ple,

gen

eral

ised

and

m

anda

tory

mod

ule

eval

uatio

n sy

stem

th

at fo

cuse

s on

mod

ule

asse

ssm

ent

as

a w

hole

The

full

rollo

ut o

f the

mod

ule

satis

fact

ion

surv

ey (M

SS) s

uppo

rted

by

the

QSU

Pilo

t MSS

dur

ing

2014

/15

Fully

rolle

d ou

t MSS

by

2015

/16

2.2.

3:

Revi

ew s

tude

nt

surv

eys

To e

ngag

e fu

lly w

ith th

e fin

ding

s of

the

Iris

h St

uden

t Sur

vey

of E

ngag

emen

t (I

SSE)

and

resp

ond

appr

opria

tely

To e

valu

ate

the

impl

emen

tatio

n an

d re

spon

se fr

amew

ork

arou

nd U

L su

rvey

s

Inte

rven

tions

to re

spon

d ap

prop

riate

ly

to s

igni

fican

t find

ings

of t

he IS

SE

agai

nst n

atio

nal a

nd in

tern

atio

nal

benc

hmar

ks

New

sur

vey

proc

edur

es d

evel

oped

Fully

inte

grat

ed m

echa

nism

s an

d m

anag

emen

t sys

tem

s fo

r res

pond

ing

to

the

ISSE

and

UL

surv

eys

in p

lace

by

AY

16

/17

26

ENGAGED LEARNING

STR

EAM

2: E

NG

AG

EMEN

T F

OR

EX

CEL

LEN

CE

2.3

TRA

NSI

TIO

N A

ND

RET

ENTI

ON

Act

ivit

yA

ims

Out

com

esTa

rget

s

2.3.

1:

Supp

orti

ng tr

ansi

tion

To

sup

port

all

aspe

cts

of s

tude

nt

tran

sitio

n by

pro

mot

ing

full

enga

gem

ent

at th

e ve

ry in

itial

sta

ges

A c

oher

ent a

nd in

tegr

ated

sup

port

ive

fram

ewor

k ar

ound

all

aspe

cts

of th

e

first

-yea

r exp

erie

nce

Ded

icat

ed re

sour

ces/

inte

rven

tions

to

supp

ort t

rans

ition

s fr

om s

econ

d to

th

ird le

vel

A re

vise

d an

d en

hanc

ed F

irst S

even

W

eeks

pro

gram

me

(201

6/17

)

Fully

revi

sed

stud

ent a

dvis

or s

yste

m

(201

6)

Revi

sed

man

agem

ent s

truc

ture

for a

ll le

arne

r sup

port

uni

ts (2

015)

2.3.

2:

Enco

urag

ing

rete

ntio

nTo

targ

et in

itiat

ives

rela

ted

to p

asto

ral

supp

orts

and

aca

dem

ic p

ract

ice

in fi

rst

year

and

bey

ond

Impr

oved

use

of d

ata

anal

ytic

s to

su

ppor

t ret

entio

n ac

tiviti

esRe

vise

d st

uden

t adv

isor

sys

tem

(201

6)

and

lear

ner s

uppo

rt u

nit m

anag

emen

t st

ruct

ure

(201

5) (a

s ab

ove)

Rete

ntio

n offi

cer a

ppoi

nted

by

2015

Dat

a-dr

iven

indi

cato

rs o

f stu

dent

s at

ris

k de

velo

ped

(201

6)

27


ENGAGED LEARNING

28

29


bringing the world of work into the learning environment

Our pioneering focus on learning that is intrinsically linked to the world of work has placed us in a pre-eminent position in terms of employability: the UL Edge. Our traditional attention to employability is now matched by external policy shifts towards graduate work-readiness across the entire higher education sector. The Bologna Expert Colloquium, Leuven Communique, Expert Group for Future Skills Needs and HEA have all identified the need for meaningful partnerships between higher education and the world of employment: work placements, employer input into the curriculum and embedded employability modules have been widely cited as mechanisms to achieve these goals. While the objectives and actions outlined in streams 1 and 2 are key to improving the quality of our graduates, we will put in place specific employment-focused initiatives to ensure that UL graduates stand apart from others in terms of their confidence and work-readiness.

Bringing the world of work into the learning environment is a defining feature of the UL student experience. We understand that there is significant confluence between what academics value and what employers seek. A key to our success in employability is our commitment to building knowledge alliances between employers and the academic community and to maintaining our economic and social connectedness.

These close linkages have placed us in a position of considerable strength with respect to the work-readiness and employability of UL students and graduates. Tangible manifestations of the University’s employability strategy include:

— Responsiveness to employer feedback in programme provision

— Cooperative Education and practice placement— The careers and employability programme

During the lifetime of this strategy, the work of the Cooperative Education and Careers Division will become even more closely integrated with the academic units of UL. This will not only apply to undergraduate placements and graduate opportunities but also to further aligning programme content with employer needs; continuing to enhance and incorporate online accredited careers development training; articulating a UL employability statement; developing generic and transferable skills, careers advice and information; and strengthening formal employer links to academic leadership throughout the University.

STREAM 3ENGAGEMENT TOWARDS EMPLOYABILITY

30

ENGAGED LEARNING

EMPLOYER ENGAGEMENTThe two significant independent indicators of graduate employability are participation in work placement and employer input into programme design and review. Our commitment to being connected reflects the importance of the higher education sector to sustainable economic growth. Key activities, including research, CPD, student recruitment and course development, require broad partnership with employers in order to be successful and connected. Extensive links with industry and business provide an effective conduit for exchange around current and future graduate labour market requirements and accordant programme design. Under this employability theme, the University reaffirms its long-standing commitment to responding to labour market intelligence in terms of programme review and development. Employer input and targeted employer/academic skills colloquia, together with the embedding of clearly defined employability-related learning outcomes as part of the programme review process, will be central to the way we design and review our programmes. The newly established CPE unit will focus on the development of programmes that will attract increasing numbers of non-traditional work-based learners/professionals as well as those who are out of work and wish to retrain or upskill in order to re-engage with the labour market.

COOPERATIVE EDUCATIONWe believe that academia and work provide complementary modes of learning. Our Cooperative Education programme testifies to our commitment to employer-engaged scholarship as a valid form of pedagogy. The Cooperative Education placement exposes students to the world of work and its differing environments, demands and expectations and allows students to see the connections between acquired subject knowledge, associated skills and their wider applications. This planned, accredited, work-based learning, which commences in first year with a comprehensive preparatory programme, allows students to engage with employability and the world of work. As part of the process of reflecting on employability skills, students are required to self-assess key transferable skills (such as IT literacy, problem-solving and organisational awareness) prior to and following their placement. This allows the students to measure their skills development and focus on this learning as a formal element of their placement. This dual learning model facilities a smoother transition from learning to work, the evidence for which is our consistently high graduate employment rate, currently trending well above the national average for the university sector.


31

CAREERS AND EMPLOYABILITY The need for students to develop employability skills as a formal component of their learning experience has long been recognised; the University delivers a range of academically accredited career development modules to undergraduate and postgraduate cohorts. Our careers and employability programme helps students to develop skills and knowledge that will make them more likely to be successful in their chosen occupations for the benefit of themselves, the workforce, the community and the economy. The programme is predicated on engaging with students from the first year of their academic programme and aims to give them a noticeable

advantage when making informed career choices, accessing the graduate employment market and becoming employees of choice. We seek to support students in gaining an understanding of the world of work and competence-based reflective learning and to showcase their experiences and employability skills to employers. Relevant activities include individual consultations, universal events and targeted sessions, including a programme that is co-delivered with employers.

a noticeable advantage when making informed career choices

32

ENGAGED LEARNING

STR

EAM

3: E

NG

AG

EMEN

T T

OW

AR

DS

EMPL

OYA

BIL

ITY

3.1 E

MPL

OYE

R EN

GA

GEM

ENT

Act

ivit

yA

ims

Out

com

esTa

rget

s

3.1.

1:

Empl

oyer

inpu

t to

pro

gram

me

desi

gn

To a

lign

unde

rgra

duat

e pr

ogra

mm

e co

nten

t mor

e cl

osel

y w

ith e

mpl

oyer

ne

eds

To m

axim

ise

empl

oyab

ility

lear

ning

an

d st

imul

ate

entr

epre

neur

ship

on

appr

opria

te p

rogr

amm

es

Stru

ctur

ed e

mpl

oyer

eng

agem

ent

cent

ral t

o U

L pr

ogra

mm

e de

sign

and

re

view

pro

cess

(Str

eam

1)

Expl

icit

empl

oyab

ility

-rela

ted

lear

ning

ou

tcom

es o

n al

l pro

gram

mes

A re

gion

al e

mpl

oyab

ility

foru

m to

in

clud

e em

ploy

ers,

stat

e de

velo

pmen

t ag

enci

es a

nd p

olic

y bo

dies

to in

form

U

L’s

teac

hing

, lea

rnin

g an

d re

sear

ch

mis

sion

New

pol

icy

in re

latio

n to

wor

k-ba

sed

doct

oral

pro

gram

me

deve

lopm

ent a

nd

co-s

uper

visi

on a

rran

gem

ents

All

prog

ram

mes

to h

ave

expl

icit

empl

oyab

ility

-rela

ted

outc

omes

(e

mbe

dded

with

in th

e 5-

year

cyc

lical

pr

ogra

mm

e re

view

pro

cess

in 2

014/

15)

Empl

oyer

foru

m e

stab

lishe

d by

Se

ptem

ber 2

015

Form

al in

dust

ry/a

cade

mic

rese

arch

po

licy

adop

ted

by 2

016

3.1.

2:

Empl

oyer

feed

back

To d

esig

n a

bien

nial

em

ploy

er s

urve

y on

the

wor

k re

adin

ess

of g

radu

ates

and

th

eir a

bilit

y to

con

tinue

to le

arn

(sub

ject

to

fund

ing)

Feed

back

from

em

ploy

ers

rega

rdin

g U

L gr

adua

te p

repa

redn

ess

Bien

nial

sur

vey

of e

mpl

oyer

s


33

STR

EAM

3: E

NG

AG

EMEN

T T

OW

AR

DS

EMPL

OYA

BIL

ITY

3.2

CO

OPE

RATI

VE

EDU

CAT

ION

Act

ivit

yA

ims

Out

com

esTa

rget

s

3.2.

1:

Coo

pera

tive

Ed

ucat

ion

prog

ram

me

deve

lopm

ent

To re

info

rce

UL’

s co

mm

itmen

t to

the

role

of C

oope

rativ

e Ed

ucat

ion

(“C

o-op

”)

as a

n in

trin

sic

and

dist

inct

ive

part

of

the

stud

ent e

xper

ienc

e an

d to

mai

ntai

n U

L’s

lead

ing

posi

tion

natio

nally

and

in

tern

atio

nally

To e

xpan

d th

e in

tern

atio

nal p

lace

men

t pr

ogra

mm

e

Effec

tive

plac

emen

t pro

gram

me

with

st

rong

bal

ance

acr

oss

disc

iplin

e,

indu

stry

sec

tor a

nd g

eogr

aphi

c lo

catio

n (n

atio

nal a

nd in

tern

atio

nal)

1,600

+ pla

cem

ents

ann

ually

(201

4–18

)

Plac

emen

t rat

e of

90%

+ (20

14–1

8)

Empl

oyer

inpu

t int

o al

l Co-

op

prep

arat

ory

prog

ram

mes

in b

oth

deliv

ery

and

cont

ent

20%

of a

ll C

o-op

pla

cem

ents

to b

e in

tern

atio

nal (

2014

–18)

3.2.

2:

Enab

ling

grea

ter

acce

ss to

wor

k-ba

sed

lear

ning

, ret

rain

ing

an

d up

skill

ing

To d

rive

the

deve

lopm

ent o

f UL’

s pa

rt-

time,

ble

nded

, dis

tanc

e, e

-lear

ning

and

ot

her C

PE o

fferin

gs ta

ilore

d to

indu

stry

ne

eds

and

deliv

ered

flex

ibly

for w

ork-

base

d le

arni

ng, r

etra

inin

g an

d up

skill

ing

Exis

ting

and

new

pro

gram

mes

de

velo

ped

and

adop

ted

for m

ulti-

mod

al

deliv

ery

(full-

time,

par

t-tim

e, d

ista

nce,

fle

xibl

e, b

lend

ed a

nd C

PE m

odes

) to

attr

act m

ore

wor

k-ba

sed/

in-c

ompa

ny/

prof

essi

onal

lear

ners

Ann

ual r

etra

inin

g an

d up

skill

ing

prog

ram

mes

des

igne

d an

d de

liver

ed

(Spr

ingb

oard

/IC

T U

pski

lling

)

CPE

bus

ines

s pl

an a

dopt

ed a

nd

oper

atio

nal (

2014

)

A s

uite

of n

ew o

fferin

gs a

vaila

ble

from

ne

wly

est

ablis

hed

UL

CPE

Uni

t (20

15

onw

ards

)

Incr

ease

d pe

rcen

tage

of fl

exib

le le

arne

rs

(par

t-tim

e, d

ista

nce,

e-le

arni

ng) a

s a

prop

ortio

n of

ove

rall

stud

ent p

opul

atio

n (1

7% o

f tot

al s

tude

nt p

opul

atio

n by

201

6)

34

ENGAGED LEARNING

STR

EAM

3: E

NG

AG

EMEN

T T

OW

AR

DS

EMPL

OYA

BIL

ITY

3.3

CA

REER

S A

ND

EM

PLO

YABI

LITY

Act

ivit

yA

ims

Out

com

esTa

rget

s

3.3.

1:

Car

eers

and

em

ploy

abili

ty

prog

ram

me

deve

lopm

ent

To m

aint

ain

UL’

s le

adin

g po

sitio

n as

th

e to

p Ir

ish

univ

ersi

ty fo

r gra

duat

e em

ploy

men

t

To d

evel

op, w

ith e

mpl

oyer

s, a

rang

e of

targ

eted

em

ploy

abili

ty (a

ccre

dite

d an

d no

n-ac

cred

ited)

pro

gram

mes

for

unde

rgra

duat

es a

nd p

ostg

radu

ates

To a

ddre

ss, w

ith e

mpl

oyer

s, th

e ge

neric

sk

ills

requ

ired

for e

ffect

ive

enga

gem

ent

in s

ocie

ty a

nd th

e w

orkp

lace

on

unde

rgra

duat

e an

d po

stgr

adua

te

prog

ram

mes

To in

itiat

e a

Prof

essi

onal

Dev

elop

men

t m

odul

e fo

r pos

tgra

duat

e st

uden

ts, c

o-le

d w

ith e

mpl

oyer

s

Targ

eted

em

ploy

abili

ty p

rogr

amm

es,

whi

ch w

ill in

clud

e to

pics

suc

h as

pr

ofes

sion

al d

evel

opm

ent;

build

ing

a ca

reer

por

tfolio

; ide

ntify

ing

skill

s ne

eds,

inte

rest

s an

d pr

efer

ence

s; sk

ills

and

com

pete

nces

for t

he w

orld

of w

ork;

de

velo

pmen

t of e

-por

tfolio

s an

d C

Vs;

and

plan

ning

for u

nder

grad

uate

and

po

stgr

adua

te s

tudy

Furt

her r

efine

and

em

bed

the

Car

eer

Dev

elop

men

t mod

ule

for r

esea

rch

stud

ents

into

the

stru

ctur

ed P

hD m

odel

Car

eer D

evel

opm

ent p

rogr

amm

e fo

r Sp

ringb

oard

stu

dent

s

Com

puls

ory

empl

oyab

ility

ski

lls s

elf-

asse

ssm

ent a

nd re

flect

ion

for a

ll C

o-op

st

uden

ts

Acc

redi

ted

prep

arat

ory

elem

ent o

f the

C

oope

rativ

e Ed

ucat

ion

prog

ram

me

Incr

ease

d pa

rtic

ipat

ion

in a

ccre

dite

d an

d no

n-ac

cred

ited

empl

oyab

ility

pr

ogra

mm

es b

y un

derg

radu

ate

and

post

grad

uate

stu

dent

s

Gra

duat

e em

ploy

men

t lev

els

at le

ast 1

2%

abov

e th

e na

tiona

l ave

rage

for u

nive

rsity

se

ctor

(ann

ually

mea

sure

d fr

om 2

014–

18)

Expa

nsio

n of

the

num

ber o

f po

stgr

adua

te s

tude

nts

unde

rtak

ing

accr

edite

d em

ploy

abili

ty m

odul

es

Gen

eric

ski

lls p

erso

nal d

evel

opm

ent

plan

pro

vide

d fo

r all

rese

arch

po

stgr

adua

te s

tude

nts

(AY

201

5/16

)

Shar

ing

of C

o-op

ski

lls-d

evel

opm

ent

data

with

facu

lties

and

dep

artm

ents

(AY

20

16/1

7)

Acc

redi

tatio

n fo

r Coo

pera

tive

Educ

atio

n pr

epar

ator

y pr

ogra

mm

e

(AY

201

7/18

)

3.3.

2:

UL

empl

oyab

ility

st

atem

ent

To o

utlin

e U

L’s

dist

inct

ive

appr

oach

to

empl

oyab

ility

, refl

ectin

g a

com

mitm

ent

to a

chie

ving

max

imum

kno

wle

dge

exch

ange

from

the

clas

sroo

m to

the

wor

kpla

ce

Com

plet

ed U

L em

ploy

abili

ty s

tate

men

t ou

tlini

ng th

e su

ppor

ts p

rovi

ded

to

deve

lop

stud

ents

’ em

ploy

abili

ty s

kills

an

d as

sist

thei

r tra

nsiti

on in

to fu

ture

ca

reer

s

UL

empl

oyab

ility

sta

tem

ent a

dopt

ed b

y Ja

nuar

y 20

15


35

36

ENGAGED LEARNING

REFERENCES

i The Higher Education Academy (2010) Student Engagement Literature Review https://www.heacademy.ac.uk/sites/default/files/StudentEngagementLiteratureReview_1.pdf (accessed 23 August 2014)

ii Gallup/Purdue University (2014) Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. West Lafayette, IN: Purdue University.

iii Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K. and Hayek, J.C. (2007) Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, Vol 32, No 5. San Francisco: Jossey-Bass.

iv HEFCE (2008) Tender for a Study into Student Engagement. Bristol: Higher Education Funding Council for England.

v University of Limerick (2011) Pioneering & Connected: Strategic Plan 2011–2015, http://www2.ul.ie/pdf/897822806.pdf (accessed 23 August 2014)

vi University of Limerick (2012) Our Graduate Attributes, http://www3.ul.ie/ctl/sites/default/files/GraduateAttributes_03July2012%20(3).pdf (accessed 23 August 2014)

vii Department of Education & Skills (2011) National Strategy for Higher Education to 2030 http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf (accessed 23 August 2014)

viii Higher Education Authority (2013) Report to the Minister for Education and Skills on system reconfiguration, inter-institutional collaboration and system governance in Irish higher education, http://www.education.ie/en/Publications/Policy-Reports/HEA-Report-to-the-Minister-for-Education-and-Skills-on-Irish-higher-education.pdf (accessed 23 August 2014)

ix Supporting a Better Transition from Second Level to Higher Education: Key Directions and Next Steps (2013) http://transition.ie/files/kdns.pdf (accessed 23 August 2014)

x Ibid. Page 11

xi National Strategy for Higher Education to 2030; Page 11

xii ENQA (2009) Standards and Guidelines for Quality Assurance in the European Higher Education Area, http://www.enqa.eu/wp-content/uploads/2013/06/ESG_3edition-2.pdf (accessed 23 August 2014)

https://www.heacademy.ac.uk/sites/default/files/StudentEngagementLiteratureReview_1.pdf

http://www2.ul.ie/pdf/897822806.pdf

http://www3.ul.ie/ctl/sites/default/files/GraduateAttributes_03July2012%20(3).pdf

http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf

http://www.education.ie/en/Publications/Policy-Reports/HEA-Report-to-the-Minister-for-Education-and-Skills-on-Irish-higher-education.pdf

http://www.education.ie/en/Publications/Policy-Reports/HEA-Report-to-the-Minister-for-Education-and-Skills-on-Irish-higher-education.pdf

http://transition.ie/files/kdns.pdf

http://www.enqa.eu/wp-content/uploads/2013/06/ESG_3edition-2.pdf

ul.ie

Ollscoil Luimnigh, Luimneach, ÉireUniversity of Limerick, Limerick, Ireland

Guthán/Telephone: +353 61 202700Facs/Facsimile: +353 61 330 316

desi

gned

@ c

oppe

rree

d.co

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E L

http://www.ul.ie

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