H/02/02/02 eSenate: January 2012 The University of Edinburgh ...

(iv) The University should consider its benchmark institutions. It is not always
the most appropriate to use Russell Group comparators. This is
particularly relevant for four­year degrees, which the Senate views as a
flagship model. The Principal had attended the Scottish Parliament the
previous day, along with two other Scottish Principals, to deliver a robust
defence of the four­year degree. This had received unanimous crossparty
support.
(v) Taking a holistic view of student learning and the student experience, in the
Strategic Plan 2012­16, could provide greater synergy and scope to deal
with emerging factors in education, such as location, delivery and modes
of student study. If we want to be an agile, fast university we need to
consider different student pathways: fast track, slow track, never here,
sometimes here, always here, and a variety of entry and exit points. The
flexibility of the four­year degree provides a good structure for continuing
this debate.
(vi) The University should use evidence of student progression and attainment
of those entering directly into second year when reviewing the flexibility in
entry and exit routes. Currently many students given the option of entry in
year one or two chose year one. Flexibility of entry points could provide a
means to offer more specialised or broader degrees, aimed at students’
interests, preparedness and abilities.
(vii) The University needs to focus more effort on online delivery of education
and on the expansion of postgraduate student numbers and these should
be reflected in the Strategic Plan. Increasing the number of postgraduate
research students has implications for the support and facilities they need.
(viii) Projects on lecture capture and open online access to educational materials
raise intellectual property issues. The University needs to engage with
the steps our competitors are taking on this and encourage staff to make
further use of technology. However, technology is not a solution of itself:
we need to know what we want to do with it.
(ix) The University could foster its relationships with other educational providers
to develop the opportunities for 2+2 degree models. This could contribute
to internationalisation and to widening access.
(x) The Office of Lifelong Learning delivers a core aspect of the University’s
community engagement mission, with 15,000 people studying on their
courses annually. Students also have a role in the local community and in
volunteering. The Strategic Plan could emphasise community and
volunteering activities.
(xi) The Strategic Plan should reflect the regulatory environment and
Professional, Regulatory and Statutory Bodies. The requirements of
these have an impact on the level of curriculum and delivery flexibility that
is possible but the University is developing support across different
professions.
(xii) Parents and families of students have a significant influence on students’
educational decisions, particularly when these are viewed as an economic
investment. This could be reflected in the Strategic Plan.
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