Portfolio Pathway Review: follow-up to all-staff briefing questions

The Portfolio Review Pathway team would like to thank colleagues for attending the All-staff briefing on Wednesday 12 January and engaging actively during the Q&A session. As promised, in this article we will address a number of themes based on questions and comments we, unfortunately, did not have time to respond to individually during the briefing. The majority of questions were grouped around the following themes:

1. adjusting to a semester based Academic Year
2. the standardised delivery framework (for example minimum 20 credit module weighting, optional module baskets, assessment load and type, 30% of learning activities through Blended Learning, etc.)
3. opportunities for colleagues to participate in proposal development.

In responding to these questions, it is helpful to first consider the drivers for the changes that will be implemented as a result of the Portfolio Review project work:

• Feedback from students indicates dissatisfaction with the quality and consistency of their experience, particularly with regards to Assessment, Feedback and Organisation.

• At the same time, the University as an institution is confronted by financial pressures (Update on University's financial position)

• The University’s strategic evaluation in 2019/20 identified a wide variety of practice in programme structures and delivery. The complexity and inconsistencies of our programme delivery results in an unsustainable workload for academic colleagues, while professional functions, unable to work efficiently, are loaded beyond capacity.

The primary objective for the pathway is to improve student experience, in response to NSS feedback and sector benchmarking. The pathway responses have therefore been developed with pedagogy at the forefront, while seeking a reasonable balance with other institutional objectives, namely by providing a structured framework for programme delivery that addresses student satisfaction, staff workload and University financial sustainability pressures, and ultimately creates the capacity for us to grow and to invest in ongoing improvement.

1) Academic Year

The structure of the academic year provides the basic framework within which most of our formal teaching and assessment activities take place, and whilst a change to the academic year will not in itself create new capacity, it can unlock opportunities for change that do not currently exist. We expect most concerns about semesterisation raised during the briefing will be resolved as part of Programme redesign for the standardised framework, or as part of related projects (for example Ways of Working and Expectations); the Academic Year implementation team will also work with departments across the University to resolve outstanding issues prior to 2024/25.

2) Standardised delivery framework (minimum credit weighting, assessment, and blended learning etc)

We will be implementing a more standardised delivery model than has been the norm at the University of Reading, and we recognise that, for some Departments, this will represent significant change and upheaval. However, we consider that this structured delivery framework does also allow for appropriate disciplinary adaptation, with pedagogy and student experience at the forefront through the revised Curriculum Framework. In the longer term, reduced complexity and increased consistency will enable a more balanced and sustainable distribution of workload across all departments and functions, creating essential capacity for growth. Nonetheless, a number of matters were identified during proposal development and consultation which will be addressed (together with Schools and relevant stakeholders) during implementation. They include, but are not limited to: Programmes with professional accreditation, impact of Academic Year change on assessment and feedback, module shape, interdisciplinary teaching and joint programmes, factors specific to external and international partnerships. More information about these factors will follow.

3) Representation and Engagement

Throughout 2021, around 50 colleagues from across the University’s Schools and Functions have worked on the Portfolio Review pathway’s 4 project teams to undertake sector analysis, evaluate options, consult with stakeholders, and develop proposals. In addition, engagement activities have included consulting widely with colleagues and stakeholders across all functions and Schools, and with RUSU and the University Student panel, including online and email surveys, small meetings with a range of stakeholders and large workshops open to all Academic, and Support and Professional Services staff. There have been regular open Breakfast drop-in sessions (6 to date), and we look forward to continuing these engagement sessions during the implementation phase (register for Tuesday 8 February drop in).

Next steps: From February 2022, the implementation groups will work with each School and other stakeholders to identify Learning Design requirements and challenges, introduce the Implementation Guidance tools and Training, and develop supported implementation plans.