Working Together
Solutions to important problems increasingly depend on collaboration: between staff and students, across disciplines and in partnerships with others locally, nationally and internationally. We aim to build inclusive teams, maximising the benefits of difference and drawing on the skills and potential of the widest possible range of colleagues.
| What are our goals? | Our priorities up to 2015 | We will do this by... | Key measures of our success that we can benchmark our performance against (KPI number) | |
|---|---|---|---|---|
| 9 | To create enduring local, national and global partnerships/collaborations.
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We need to: • Increase staff awareness of the new constituencies of learners and the added value that collaboration can bring to their work (and to students’ learning experiences). • Develop innovative partnerships with leading players across the world. • Take a more proactive approach to the way we identify internship, placement, and project opportunities for our students, with regional, national and international employers. |
• Demonstrating the benefits of collaboration in teaching and research. • Creating an appetite for partnership working within academic departments. • Developing partnerships and collaborations that generate new postgraduate and international students, enduring high quality research partners and peer networks from across the world. • Developing a strategic approach to increasing the number of partnerships which enable students to apply their skills and talents prior to graduation. |
• Total value of contract research with non-funding organisations (£s) (KPI 20). |
| 10 | To nurture a community in which equality and diversity contributes positively to student and staff experiences. | We need to: • Develop our partnerships with and seek greater involvement for student ambassadors in the delivery of learning and teaching. • Embed equality and diversity values and practices in all we do. |
• Increasing the role of student ambassadors within learning communities. • Ensuring that students feel part of learning communities, in their departments and in the wider University. • Considering and addressing areas of under-representation. |
• Student satisfaction (overall satisfaction from NSS) (KPI 11). • Percentage of staff who are proud of working for the University (KPI 25). • Percentage of female senior academic staff (Grade 10) (KPI 26). |
| 11 | To enhance how we administrate learning and teaching and research and innovation activities. | We need to: • Ensure that our internal regulatory environment is as light-touch as possible whilst also being robust in the face of external scrutiny. • Make greater use of new technologies to improve student learning experiences and support staff. |
• Continuously improving quality assurance and regulatory systems. • Seeking IT solutions to support our transition to a light-touch internal regulatory environment. • Seeking IT solutions to support our daily work activities. • Ensuring that the full potential of learning technologies and other media to enhance student learning and to support our staff is pursued. |
• Student satisfaction (overall satisfaction from NSS) (KPI 27). |