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FLEXIBLE CURRICULUM

MEET THE TEAM

FLEXIBLE CURRICULUM

84% of students felt there was LIMITED to NO flexibility in their course.

FLEXIBLE CURRICULUM

88% of students would like to see INCREASED flexibility in their course.

FLEXIBLE CURRICULUM

• Higher Education institutions around the world are undergoing comprehensive curricular reviews.

• These reviews have been prompted by increased competition domestically and internationally

• Reviews of note include: Hong Kong, Melbourne, Aberdeen, Harvard & Yale

FLEXIBLE CURRICULUM

From our research and work done by Collis & Moonen (2001) we established 5 dimensions of flexibility.

Time Content Delivery & Logistics

Instructional

Approaches

Entry Requiremen

ts

FLEXIBLE CURRICULUM

Content Delivery & Logistics

Instructional

Approaches

INTERDISCIPLINARY LEARNING

“The cutting edge of research is often found

between rather than within disciplines”

(The University of Melbourne, 2006)

Applied Chemistry & Chemical Engineering

• Language Barrier

• Based on industry

•Vertically Integrated Projects

•Bridging the Gap

•The Technology and Innovation Centre

Examples of Good Practice

Barriers• Credit System

• Awareness

• Communication

• Accreditation

PRACTICAL AND EXPERIENTIAL LEARNING- INTRODUCTION

“A place of useful learning”

“Learning is the process whereby knowledge is created through the transformation of experience”

(Kolb, 1984; p. 38)

Application and contextualization of knowledge

PRACTICAL AND EXPERIENTIAL LEARNING- KEY QUESTIONS

Sharing best practice

Overcoming logistics

Effective assessment

Extracurricular recognition

PRACTICAL AND EXPERIENTIAL LEARNING- ANSWERS

• Increase communication and collaboration

• Allow greater responsibility of students

• Utilise learning contracts

• Promote and utilise the Skills Award

PRACTICAL AND EXPERIENTIAL LEARNING- RECOMMENDATIONS

Practical learning opportunities

available to allShare best practice

Improve communication

Adopt successful models

Utilise learning contracts

Promote Skills Award

C O M M U N I C A T I O N

STUDY ABROAD& INTERNATIONALISATION

STUDY ABROAD & INTERNATIONALISATION1. The Importance of Study Abroad

and International Experience

2. ‘Scotland goes global’

STUDY ABROAD & INTERNATIONALISATION1. The Importance of Study Abroad

and International Experience

2. ‘Scotland goes global’

STUDY ABROAD & INTERNATIONALISATION1. The Importance of Study Abroad

and International Experience

2. ‘Scotland goes global’

STUDY ABROAD & INTERNATIONALISATION

KEY RECOMMENDAT

IONS

LANGUAGE

QUALITY

INFORMATION

FINANCES

STUDY ABROAD & INTERNATIONALISATION

KEY RECOMMENDAT

IONS

LANGUAGE

QUALITY

INFORMATION

Short-Term study MeetingsInformation

Language classes ‘Student Buddy Programme’

‘Language Centre’

‘Tell me More’

Electronic database

Reflections/reports

‘… with International

Study’

Study abroad ‘Champions’

International Fair-day

Newsletters

FINANCES

STUDY ABROAD & INTERNATIONALISATION

INTERNATIONALISATION

INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

• 'STUDENT HUMAN LIBRARY‘

• DEPARTMENTAL

INTERNATIONAL STUDENTS' REPRESENTAT

IVE

• ON-CAMPUS ACCOMMODA

TION DIVERSITY

• RECOGNITION OFTHE INTERNATIONAL STUDENTS FUTURE EMPLOYABILITY

International

Students

Home Students

Administration

Academics

A UNIVERSITY-WIDE APPINFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS• Solution to initial

barriers?

• A new way to communicate

• Uses existing resources

MOBILE APPLICATION

mPEGASUS

MOBILE APPLICATION

RESPONSIVE WEBSITESINFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

OUR VIEWSINFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

•Access

• Increased student engagement

•Take advantage of existing resources

BLENDED LEARNING

INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

“… the evolution of our institution is set in a world that is not standing still – the global traffic in information and ideas across the net grows exponentially; staff and students are more mobile than ever before, choosing where and how they work and study”.

The University of Strathclyde Strategic Plan 2011-2015

BLENDED LEARNING

INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

BLENDED LEARNING

INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

• Traditional lecture not the most effective way of disseminating information or introducing complex concepts

• Blended learning is NOT prescriptive

• Highly contextualised

BLENDED LEARNING

INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS

• As technology advances it is inevitable some aspects of blended learning will become embedded in course design.

• Competitor universities domestically and internationally are increasingly using blended approaches to deliver their courses.

• Creates flexibility in the curriculum.

MOBILE APPLICATION

INFORMATION ON AVAILABLE GRANDS AND SCHOLARSHIPS