University of Greenwich Strategic Plan 2012-17, 'Making

University of Greenwich
Strategic Plan 2012–17
Making Greenwich Great

Vice-Chancellor’s foreword
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The University of Greenwich is one of the leading
universities in London – the largest in the capital by
student numbers, the best for teaching excellence
according to The Sunday Times, the greenest in the
country as assessed by the People & Planet Green League
Table, and our research has been adjudged by our peers
to be world leading. Our students and staff continue to win
major awards, prizes and accolades for their high-quality
achievements and contributions to society.
The pace of change in higher education is gathering speed.
Our future is being shaped by the Coalition Government’s
new higher education policy that signals a new funding model,
greater sector competition and a different regulatory approach,
as well as by advances in digital technologies, faltering
economies and the need for environmental sustainability.
In spite of these concerns, there is much for us to be optimistic
about. With three magnifi cent, historic campuses in southeast
London and Kent – Greenwich, Avery Hill and Medway
– the university is a wonderful place to study and work. The
university’s portfolio of educational programmes attracts many
applicants, the work of our research groups is much admired,
and our already substantial enterprise activity is growing. Our
dedicated staff are among the best in the country in their fi elds.
Additionally, we begin this new planning period in a relatively
strong fi nancial position.
This Strategic Plan looks forward to the next fi ve years, aiming
to develop the university by building on the impressive
achievements of previous decades and setting a new
course for the future. The mainstay of the plan is a clear
commitment to excellence in all that we do: teaching,
research and enterprise. It is an ambitious plan
which will require all associated with the university
to ascend to heights that they might not previously
have thought possible. However, by organising ourselves
carefully, focusing on our strengths and using our resources
intelligently, our vision to enhance our reputation as a leading
London university is certainly within our compass.
Professor David Maguire
Vice-Chancellor
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Identity and inspiration
“A seat of learning and
intellectual enquiry,
exploration and discovery,
it resonates with echoes
of great characters and
stirring national events.”
Clive Aslet (1999) The Story of
Greenwich, Fourth Estate, London
The University of Greenwich takes its name from the
Royal Borough of Greenwich in London. Greenwich has
a long and a rich history which forms the backdrop and
inspiration for today’s university. It is here in the 15th
and 16th centuries that Henry VIII and his daughters
Mary I and Elizabeth I were born, and where Queen
Mary II founded the Royal Hospital for Seamen, later the
Royal Naval College and now campus buildings of the
university.
These buildings were designed at the end of the 17th
century by Sir Christopher Wren, one of Britain’s greatest
architects, and the work was overseen by Nicholas
Hawksmoor and Sir John Vanbrugh, both towering
fi gures in their fi eld. Near to the Greenwich Campus, the
Millennium Dome (now the O2) continues the tradition of
innovative architectural design up to the present day.
A common maritime heritage connects the campuses
at Greenwich and Medway. The university hinterland
has played an important role in the rise of Britain as a
dominant maritime force. Henry VIII founded the dockyards
in Chatham, which led to the Royal Naval barracks being
located there in buildings now occupied by the university.
Greenwich is also the centre of space and time, where
east meets west. Scientists and astronomers, including
John Flamsteed and Edmund Halley, advanced scientifi c
understanding from their positions as Astronomer Royal.
The Royal Observatory holds John Harrison’s clocks,
which were used to fi x the longitude of ships at sea, thus
transforming marine navigation and enhancing Britain as a
major sea power. Additionally, the area has a strong literary
past: the writings of Samuel Pepys, Dr Samuel Johnson
and Charles Dickens draw on their experiences of living in
and visiting Greenwich and the Medway Towns.
Greenwich and the surrounding region have played a key
role in the emergence of Britain as an industrial power. For
hundreds of years, local companies employed engineers
and skilled tradesmen on which the capital depended.
Today, it is a contemporary industrial and commercial
region with high skills and high-value companies. The
modern university draws inspiration from hundreds of years
of local insight, ingenuity and innovation to work for the
future – imagining possibilities, investigating uncertainties
and identifying new challenges.
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Our mission and vision
Mission
The core purpose of the University of Greenwich refl ects
our rich heritage and exciting future as a higher education
institution. Our mission is:
To inspire society through the
discovery, application and
dissemination of knowledge.
We aim to achieve this through high-quality education,
research and enterprise activities. Success is demonstrated
by signifi cant cultural, economic, environmental and social
contributions at local, national and international scales.
Vision
The university’s three main campuses are all within London’s
zone of economic, cultural and social infl uence, and our
impact extends throughout the South East and beyond.
Today, we are a well-respected institution and compare
favourably with our peers in the nation’s capital; nonetheless,
we believe that we can achieve more.
Our vision is:
By 2017, we will have an
enhanced reputation as a
leading London university.
Success in implementing this plan will lead to the
university being positioned within the Top 50 universities
in the country and the Top 10 in London.
The means to realise this vision is encapsulated in four
strategic objectives which we amplify below:
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Learning and teaching
Research and enterprise
Community and experiences
Services and infrastructure.
Although presented here as separate goals, each with
individual projects and performance indicators, these
objectives have been designed to be interlocking and
mutually reinforcing. Where topics cross objectives, we
have chosen not to duplicate discussion.
4

The Winter Garden, Avery Hill Campus
Pembroke Building, Medway Campus
Queen Mary Court, Greenwich Campus
5

Our strategic objectives
Objective 1
Learning and teaching
Maximising the individual
potential and satisfaction of
students through outstanding
learning and teaching.
We are widely recognised for the quality of our learning
and teaching, and the experiences our students enjoy. The
underlying rationale for future learning and teaching is to build
on past success by continuing to develop the potential of
individual students. The shift from what students know to what
they can do on graduation will be realised through activities
that bring together both subject expertise and the attributes
that employers value. We are committed to providing learning
opportunities for students to develop their knowledge, creativity
and employability skills.
A focus on both academic achievements and employment
outcomes is a central driver for our strategy. We will ensure
that we have the best academic portfolio for the future, bearing
in mind our wish to improve standards in an increasingly
competitive market place. In developing learning and teaching,
we will focus on the quality of all stages of the student journey,
from induction, through active engagement with study, to
graduation and beyond.
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To achieve our learning and teaching strategic objective,
we have set three transformational projects which deal with
curriculum design and enrichment, programme delivery and
learning environments. An ambitious plan to enrich our curricula
will enhance the fulfilment of our students’ potential. These new
curricula will focus on active inquiry, practice-based learning,
collaborative relationships and the centrality
of student experiences.
We will develop teaching, learning and assessment
approaches that reach the highest standards of excellence
as defined by best practice in the sector. The development
of e-learning and associated e-materials will support the
engagement of staff and students in high-quality, locationindependent
learning.
We will ensure high-quality social provision, learning resources,
personal tutoring and pastoral care. The university estate will
continue to be improved so that it provides flexible learning
spaces supported by a robust technical infrastructure.
Mindful of the need to raise standards and to meet growing
internal and external performance expectations, we will
become increasingly selective in our admissions policy. We
believe strongly that we should provide opportunities to those
who will benefit from higher education, and we will continue
to target financial assistance and study support to minimise
barriers to entry and progression.
The University of Greenwich has long had an international
outlook, both in terms of the make-up of our student body and
the topics that are studied and researched. We have one of
the largest international student populations in the country. In
future years, we will continue to extend our international profile,
partnerships and programmes to ensure that we reflect the
global nature of the modern education and business worlds.
“A university that has an
excellent record in teaching
– ranked first in London for
teaching excellence.”
The Universities & Science Minister,
the Rt Hon David Willetts MP,
February 2012
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Case study
First for teaching excellence in London
The University of Greenwich was rated fi rst in London for
teaching excellence in the Sunday Times University Guide
2011.
Mathematics is a particular strength at the university.
National Teaching Fellow Tony Mann, who won the
Times Higher Education Most Innovative Teacher
Award in 2010, has developed innovative ways of
sharing his passion for the subject. His students
engage with intensive mathematical modelling
applied to complex real-world problems, such as
ways to contain the spread of an infectious disease
or optimise the loading of passengers on to an
aircraft. They present their results to non-mathematical
clients developing teamwork and presentation skills.
Sarah Greer, another National Teaching Fellow, has
been commended for bringing employers into the
law curriculum. Sarah aims high for her students and
encourages them to set challenging ambitions for
themselves. She has built partnerships with top legal
professionals who are working directly with her students
to prepare them for legal careers. Prestigious legal
teams offer mentoring, training, vacation schemes, paid
placements, annual essay competitions, mini-pupillages
and cash bursaries.
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“My tutors have been
amazing, both in and out of
the classroom. The personal
support we receive is
among the things that make
Greenwich special. The staff
know me as a person, and
I’ve never felt I’m just a face
in the crowd. My tutors are
willing and able to help in any
way they can, at any time,
and always go that extra mile.”
Katrina Harradine,
2nd year politics student
Meeting the learning and teaching strategic objective
1. Fostering a culture of high aspiration, high
4. Investing in infrastructure to create dynamic physical,
expectation and high standards that maximises
virtual and mobile spaces that support fl exible learning
achievement
and teaching
2. Ensuring that learning and teaching is inspirational, 5. Building a shared understanding of quality that
informed by research and delivered using a range
recognises the need to maintain high standards of quality
of approaches and technologies that develop
assurance and to develop improved procedures for
collaborative, work-integrated and inquiry-based
quality enhancement
learning
6. Developing, valuing and rewarding staff and student
3. Developing intellectually challenging and
contributions to university and community life
sustainable, high-quality programmes that will develop
7. Improving the teaching capabilities of staff through a
the graduate attributes expected by employers
programme of training, development and accreditation.
Key performance indicators
Indicator
2012 2017
1 Academic staff with an accredited teaching qualifi cation
20% 75%
2
Academic staff with a doctorate
43%
60%
3
Students’ average tariff entry score
286
325
4
Student retention
87%
93%
5
Students graduating with a good honours degree
50%
65%
6
Student employability and further study (as measured by the
83%
Above sector median,
Destinations of Leavers from Higher Education survey)
(currently 90%)
8

Facilities include professional editing suites
Tutors provide expert guidance
Students have access to a hi-tech fi lm studio and equipment
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Objective 2
Research and
enterprise
Enhancing our capability as a
research-informed and enterprising
institution which produces
international-quality research and
knowledge exchange.
Research and enterprise activities are core to our purpose
and sit alongside learning and teaching as essential facets of
the work of the university. We seek to enhance our capability
as a research-informed institution with a culture of highquality
research embedded in all academic activities and
external collaborations. We also place great significance
in mutually beneficial interactions with other organisations
through knowledge exchange mechanisms, and a key goal is
to enhance our performance in this area.
The development and continuous improvement of personal
research profiles and performance is a normal expectation of
each member of academic staff. We will continue to expect
staff to obtain external funding at a level appropriate to
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their seniority and discipline so as to provide them with the
necessary support for their work.
Working in groups is vital to the delivery of high-quality
research outputs in many disciplinary areas. In order to
ensure a vibrant research community, we will enhance our
research leadership, improve the quantity and quality of our
research outputs at all levels, and develop a larger cohort of
research students. Building upon past successes, we will
grow at least 20 research groups over the planning period
that are capable of fostering an international reputation
for excellence as measured by outputs, citations, funding
and peer esteem. While we will continue to encourage
researchers to pursue their individual interests, everyone in
the research community will be associated with one or more
of our research groups.
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An important element of our future success is the
expansion of our enterprise activities. Close links with
outside organisations are crucial to achieving good
employment for graduates, plentiful opportunities for work
experience, the development of high-quality research and
consultancy work, and the successful exploitation of ideas.
We are committed to undertaking work that is relevant
to the needs of society and provides tangible benefits
both for ourselves and our partners. Enhanced enterprise
work will be stimulated by a commitment to develop the
entrepreneurial capabilities of our staff and students.
“The partnership with the
university was extremely
successful. Where we were
strong on mechanical design
and mechanical production
but weak on electronic
design, the University of
Greenwich staff were able to
bring in that skill and embed
it in our company.”
Steve Wisbey, Managing Director,
NIC Instruments
Case study
Cutting-edge research with major
societal impacts
Across the university, researchers are at the forefront of
knowledge discovery and application. With support from
the Bill & Melinda Gates Foundation, the Natural Resources
Institute is collaborating with organisations in five African
countries to increase the incomes of more than 75,000
households by adding value to cassava, a major food crop.
The university’s Fire Safety Engineering Group, winner
of a Queen’s Anniversary Prize, is a world leader in
computational fire engineering. It has unparalleled expertise
in aircraft, building, ship and rail evacuation and fire
modelling, working on projects for Boeing, Airbus, British
Aerospace and Bombardier.
The Greenwich Maritime Institute makes internationally
recognised contributions to research in maritime history
and economics. For example, research has cast light
on understanding how the governance of the River
Thames has developed since the 1960s and the effects
this has had on the economic development of adjacent
communities. Other important work has highlighted how the
apprentice system in the Royal Dockyards produced some
of Britain’s leading naval architects and master shipwrights
in the early part of the 20th century.
Pneumatic conveying test rig in use at the university’s
Wolfson Centre for Bulk Solids Handling Technology
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Meeting the research and enterprise strategic objective
1. Ensuring that the university has a critical mass of
excellent researchers through the appointment and
retention of high-quality staff
2. Developing at least 20 research groups with an
international reputation for excellence as measured by
the signifi cance, originality, rigour and impact of their
work
3. Increasing external income for research and
enterprise by 10% per annum over the planning
period
4. Developing a vibrant community of high-quality
postgraduate research students, with numbers growing
from around 375 to 500 over the planning period
5. Establishing enduring knowledge exchange
partnerships encompassing placements, contract
research and consultancy
6. Developing a programme of enterprise education for
students
7. Enhancing the enterprise capabilities of staff through a
development programme for all new staff members.
Key performance indicators
Indicator
2012
2017
7
Academic staff who are research active (1* REF output per annum)
40%
75%
8
Academic staff with internationally excellent research
15%
25%
(at least one 3* or 4* REF output per annum)
9
External research and enterprise income growth
£13m
£21m
10
Registered postgraduate research students
375
500
11
Enterprise partnerships per year
150
300
12
Undergraduate home students undertaking work placement each year
17%
24%
12

A bomb disposal robot designed and developed by the university and NIC Instruments
A student using a dage bond tester to test solder joints on printed circuit boards
A tea picker in the fi eld; the Natural Resources Institute undertakes
world-class research into food sustainability
13

Objective 3
Community and
experiences
Creating a strong sense of
community and ensuring that all
associated with the university
have great experiences.
University of Greenwich values
and behaviours
Values
Aspiration
Confidence
Behaviours
Setting and achieving ambitious goals
Striving for excellence
Being proactive
Promoting employee engagement and
well-being
Recognising and celebrating success
Speaking up for ourselves
Leading the way
Encouraging open dialogue
A hallmark of successful universities is a common and
distinctive sense of community that permeates intellectual
and social structures, with established and accepted
norms for interactions and relationships. Recognising that
we are a geographically distributed university spread
across three campuses and with many students
studying outside the UK, we work hard to develop
further the sense of belonging, pride and passion for
the spirit and soul of the university.
We have identifi ed a series of values and behaviours
that all members of the greater university community
should exhibit. These guide our modus operandi
and infl uence our strategic planning processes
and outcomes.
Creativity
Professionalism
Responsibility
Being curious and challenging
Being willing to take risks
Imagining the future
Thinking differently
Putting students and stakeholders fi rst
Doing a good job fi rst time
Respecting others and treating
everyone fairly
Acting in the interests of the university
Contributing to our internal and
external communities
Fostering a positive attitude to the
environment
Maintaining an appropriate work-life
balance
Working and studying ethically
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Universities are fundamentally social constructs, and it
is the contributions of staff, students and stakeholders,
singularly and in concert, that defi ne progress and
achievement. We understand the importance of providing
high-quality experiences for all associated with the
university because this is how they will undertake their best
work and attain the highest levels of excellence.
The experiences of students – integrating academic and
non-academic activities – are increasingly viewed as a
key discriminator in the selection of where to study. We
will work to integrate better all aspects of a student’s
life at university. Providing high-quality education that is
appropriately matched to the individual student’s needs,
location and mode of study is a central focus of all at the
university.
“University isn’t just
about education, it’s a
life development tool. My
involvement in the Students’
Union and as NUS delegate
and secretary was the best
thing I’ve ever done.”
Charmaine Kemp,
BA Hons Business Studies and
Marketing
The value of a rewarding relationship between student and
tutor cannot be underestimated. We intend to strengthen our
tutoring system to ensure that all of our students are able to
benefi t.
It is our staff more than anything else who will determine the
level of success we will enjoy. It is crucial that we develop
the capabilities, competence and confi dence of our staff,
individually and collectively, in the best possible way.
Improving their active participation in the decision-making
process will positively infl uence the effi ciency and quality of
teaching and other services we offer to our students.
Our students and staff are drawn from over 100 countries
and bring many personal and cultural experiences that
contribute signifi cantly to the richness of life within the
university. We will continue to develop links with overseas
peer institutions to allow staff and students to experience
other cultures and to facilitate intellectual exchanges.
We will ensure that our programmes and activities refl ect
the increasingly international focus of our research and
educational work.
The university is an active participant in developing and
sustaining our local communities. We wish to extend the
many mutually benefi cial collaborative initiatives that have
been established over many years. In particular, we will
support more projects on student and staff volunteering,
provide greater community access to learning and research
resources, and continue to use university physical assets for
the good of local citizens and community groups.
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Case study
Excellent student experience and
national and international partnerships
The University of Greenwich provides student-centred
experiences that are interactive and inspirational. This is
refl ected in Greenwich’s excellent scores in the National
Student Survey, which include the highest levels of student
satisfaction in many subjects, including mathematics and
statistics.
The ‘Greenwich Graduate’ initiative raises students’
expectations and helps develop workplace skills that
employers value, thus enhancing students’ employment
prospects. Our business plan competition, where students
develop a viable business plan with mentoring support,
enables them to move into the world of work and be selfstarters
after graduation.
The university values partnerships with other national and
international institutions. For example, we have had active
engagements in more than 100 countries in the past three
years across our range of disciplines. Locally, we have
partnered with Medway Council to launch the Innovation
Centre Medway. This promotes the development and
commercialisation of innovation in Kent and has gained
the European Community Business and Innovation Quality
Mark.
Meeting the community and experiences strategic objective
1. Working with the Students’ Union to develop
4. Creating a comprehensive staff development
good sporting, social and support programmes that
programme that focuses on nurturing and enhancing the
maximise student participation and provide highquality
student experiences.
of continuous improvement.
competences and capabilities of staff through a culture
2. Introducing curriculum content that enables a
5. Encouraging employee engagement by listening to
common experience for all students studying at the
employees. We will establish the baseline for employee
university.
engagement in 2012 using a survey methodology and
aim to improve by 10% over the planning period.
3. Adopting a student-centric view of the university
in strategic and operational planning and service
6. Using technology creatively to support our student
delivery. This will require us to develop partnerships
and staff ‘virtual’ communities.
with students that give voice to students and
7. Engaging collaboratively with local groups to enhance
enable the co-creation of services, processes and
community linkages.
programmes.
Key performance indicators
13
14
15
16
17
Indicator
Students participating in SU and other social, sporting and support programmes
Staff participating in a development programme
Score in National Student Survey (Question 22 – Overall Satisfaction)
Employee engagement rate (1–5)
Attendees at external events
2012
20%
33%
84%
3.2
Baseline
2017
50%
66%
86%
3.5
Baseline + 30%
18
Engagement of staff and students with external community activities
Baseline
Baseline + 100%
16

Winners of the Universities at Medway men’s rowing race 2012
The University of Greenwich choir
Husayn Rowosky, Olympic fencer and University of Greenwich maths student
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Objective 4
Services and
infrastructure
Building effective, efficient and
sustainable services and an
infrastructure that supports the
university’s activities.
The university is a large, complex organisation which, to be
successful, requires effective and responsive services and
state-of-the-art infrastructure. Our objective is to ensure
that our services and infrastructure are of excellent quality
and that they match our academic aspirations.
A common theme in this plan is the growing importance
and infl uence of information technology. We will develop
further our information technology capabilities so that we are
recognised as a sector leader in the use of technologically
advanced systems. Technology will enable us to minimise
duplication and improve the processes and systems that
focus on what students, staff and stakeholders need.
Online record systems for staff and students will
improve the accuracy of information and
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reduce administrative costs, while an enhanced website
will be a fi rst-class internal and external marketing tool and
data source. Both the quality and resilience of data will be
improved, leading to more effi cient investment based on
planned expenditure and surpluses.
Learning resource centres remain at the heart of universities.
We will work to ensure that our libraries meet the needs of
both students and staff and are attractive places to study,
providing both physical and electronic resources.
The estate contributes to the experiences of all involved with
the university. The quality of buildings and facilities will be
increasingly important in attracting and retaining high-quality
students and staff. A new university building in Greenwich
will be operational in 2014 and a review of future needs
18

will likely lead to disposal of underutilised estate. Effective
use of space is essential and increasingly challenging as
the university diversifi es its income streams and increases
the range of use. We will continue to ensure that the
buildings meet our vision and are operated as effi ciently and
effectively as possible.
We have residences for approximately 10% of on-campus
students, although campus supply differs markedly from
campus demand. Our high overseas student numbers
and growing intake from other parts of the UK and EU
mean that residences play an increasing role in the overall
student experience. We will increase access to high-quality
accommodation for our students, which will harmonise
supply with demand while maintaining the utilisation rates of
existing facilities.
“The department has
excellent laboratories, and
friendly and helpful staff.
Medway Campus is close
to London and the modern
residential student halls
have low living costs.”
Moustafa Ismael,
BEng Hons Civil Engineering
Financial, academic and environmental sustainability
underpins all that we do. The university has confi rmed its
intention to be a sector leader in all aspects of sustainability.
An ambitious carbon management plan has been
implemented, and sustainability in the other areas of our
operation will become increasingly important.
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Case study
First-class sustainable and
progressive services
The University of Greenwich was fi rst out of 145 in
the People & Planet Green League 2012, receiving
the highest score ever achieved by a university. The
university’s sustainable food policy was considered an
example of best practice in the higher education sector.
Louise Hazan, lead researcher for the People & Planet
Green League, said: “Congratulations to all the staff and
students at the University of Greenwich for their role
in creating one of the greenest universities the UK has
ever seen. Their success in reducing carbon emissions,
integrating sustainability throughout the curriculum and
fi nding creative ways to engage staff and students in the
transition to sustainability is exemplary.”
The Drill Hall Library at Medway, which is shared by three
universities and incorporates innovative social learning
spaces with state-of-the-art IT facilities, was highly
commended in the Society of College, National and
University Library Buildings Awards 2010.
Meeting the services and infrastructure strategic objective
1. Reviewing systems and workfl ows throughout the
4. Ensuring that our estate refl ects the changing needs
university to eradicate duplication, improve effi ciency
of the university as a whole and that our buildings are
and ensure value for money
functionally suitable and operationally effi cient
2. Analysing our IT infrastructure to optimise usage and 5. Establishing a clear and transparent planning and
ensure resilience and effi ciency
budgeting process that has forecasting accuracy and
fi nancial soundness at its heart
3. Continuing investment in technology in support
of excellent learning and teaching, research and
6. Incorporating the broader academic and
enterprise, and administrative services
administrative issues of sustainability more explicitly
within the agenda.
Key performance indicators
19
20
21
22
23
Indicator
User satisfaction with learning resources
Position in People & Planet Green League
Building condition at Category A or B
Building functional suitability at Grade 1 or 2
Surplus as percentage of turnover
2012
Baseline
Top 10
72%
45%
1.5%
2017
Baseline + 10%
Top 10
85%
65%
3%
24
Strategic Development Fund as percentage of turnover
0.8%
2.5%
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Visualisation of the new university building in Greenwich, opening 2014
Avery Hill Campus library, housed in a former ballroom
Students in a social learning space
21

What this plan means for me
This plan will mean different things to university
students, staff and external stakeholders. At the
conclusion of the planning period, everyone associated
with the university – past, present and future – will
benefi t from the enhanced reputation, the quality of the
outcomes and the material improvements in services
and infrastructure.
The following statements are intended to encapsulate
how various stakeholders will view the university if we
are successful in implementing the plan.
Student
Being accepted to study at the University of Greenwich
was the culmination of many years of hard work. Since
coming here, I have been surprised how much more I have
been able to achieve. My eyes have been opened in so
many ways, and I have had a chance to meet some brilliant
people and try lots of new things. My experiences have
been second to none, and I wouldn’t have missed it for
anything. The courses have been stimulating, the facilities
excellent and the staff top class. I feel I have been well
prepared for whatever the future holds.
Academic staff
The university is a wonderful place to work. I enjoy the
stimulation of interacting with intelligent and engaged
people across all areas of the university who come to
work because they believe that what we do is important.
I have opportunities to help students develop, conduct
ground-breaking research and take my best ideas to
market. Academically, the challenge and reward I receive
is motivating; I feel I am well supported and valued. I am
confi dent about the university’s future and energised by
its growing reputation.
Professional staff
I really enjoy coming to work at the university. Working
in a team with supportive and professional colleagues
is satisfying because I feel that what we achieve really
makes a difference to the university and to our students.
There are good opportunities to make a contribution
to the institution as a whole and to be part of its future
development. I like meeting and working with our huge
and diverse community of students and partners. My hard
work and professionalism are really valued here, and I am
encouraged and supported to participate in professional
development.
Alumni
The day I graduated was one of the best days of my life.
While I was sad to leave my student days behind, I was
confi dent in the future and in my ability to tackle the rigours
of professional life. Obtaining such an interesting position
would not have been possible without the superb education
and training I received at the university. I am pleased to see
how the quality and reputation of the university have grown
in recent years. I am now working with staff at the university
to help the next generation of students and to support
cutting-edge research and enterprise projects.
Partners
I was drawn to the university because of its quality of work.
From the initial contact, my engagement was handled in a
professional manner with minimal bureaucracy. In my area,
the university’s research is highly regarded. My organisation
has benefi ted enormously from the innovative business
approaches that the university is able to recommend and
implement. The graduates I have taken on as placement
students or employees have made an excellent contribution
and have had real impact.
22

Graduation 2012, Greenwich Campus
Chris Powell, manager of Charlton Athletic Football Club, recipient of a
University of Greenwich honorary degree
Doreen Lawrence receiving the Alumni Member of the Year award from Vice-Chancellor,
Professor David Maguire, at the university’s Recognition Awards
23

University of Greenwich
Old Royal Naval College
Park Row
London SE10 9LS
United Kingdom
Website: www.greenwich.ac.uk
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University of Greenwich is a charity and company limited by guarantee, registered in England (reg. no. 986729).
Registered office: Old Royal Naval College, Park Row, Greenwich, London SE10 9LS