Middlesex University
Financial Statements 2015/16
Review of operations
Learning, teaching and assessment
This year saw the start of the review of the Middlesex Strategic Plan in advance of the development of a new Strategy for 2017-22 – with the emphasis placed firmly on student success and the role of our portfolio and pedagogic practices in achieving this.
The re-emphasis on student-centered practice throughout all our activity has provided us with a clear sight of where we are currently focussing on our student success and how we want to develop this in the future. There will be a greater emphasis to invest further in Graduate Academic Assistants, to support progression and achievement in our Foundation Year cohorts, and further refinement of the role of the Student Achievement Officers to underpin support in faculties to drive improved rates of retention and completion.
The Centre for Academic Practice Enhancement (CAPE) works with our academic faculties, services and the Students’ Union (MDXSU) to enhance student satisfaction, engagement and outcomes. It has been working with academic colleagues on a range of initiatives across our faculties to support innovation and student success; projects include:
— Development of green campus learning environments with Science and Technology.
— Exploration of social media practices to build professional identity with Biomedical Sciences.
— Working with Education to examine how images can be used to prompt deep learning.
— Mentoring and feedback in the support of students pitching creative ideas within TV Production.
— Investigating the experience of LGBT students in Art and Design through work culminating in an external exhibition.
— The development of technology to support systematic literature review.
The emphasis on innovation extends beyond our pedagogic practice to underpin the processes supporting it, with considerable work this year on the definition and form of an inclusive curriculum and a range of technological platforms to support its delivery, in addition to reviews – inter alia – of peer observation and module evaluation.
The University also was accredited by the Higher Education Academy to award all four levels of professional standards framework fellowship – with several colleagues achieving Senior and Principal Fellowship.
These domains were recognised through the successful outcome of the Quality Assurance Agency (QAA) Higher Education Review which detailed its findings in January this year.
15
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78