The MMU Education Strategy and Principles for Learning, Teaching and Assessment

Principle 4: Maximise student progression and success and outstanding personalised academic support for the individual student

 

Click on a standard to see the associated guidance:

4.1 Support for the complete student cycle in their transitions to University, during induction, from one stage of study to another, and from university into employment.  click to expand

Every programme will have a clear communications policy to ensure students receive all appropriate information.

Programme teams should consider:

  • What information is provided for students, and how it will be communicated clearly and at the appropriate points in the students experience of MMU;
  • Who students should contact if they have a problem.
  • Monitor the currency and accuracy of online academic information to students.
  • How email, texts and social media are used to communicate with students

Office Hours and Academic Staff Availability

Programmes must ensure that:

  • academic staff availability is clearly publicised for students seeking access to tutors.
  • They implement the agreed University process on the communication of class changes to students and SIPs

Pre-entry and induction

Every programme must have a strategy for supporting students through the stages of pre-entry, early induction, on-going induction, and transitions between levels.

Programme teams should consider:

  • What kinds of pre-entry activities are offered and how they integrate with the programme
  • Which units provide opportunities for early formative feedback at each level of the programme, and how these activities integrate with later summative work
  • When and how students are provided with opportunities to meet with academic tutors, and how this is followed up later in the programme
  • How provide comprehensive information including (at appropriate points) detailed briefing on pre-reading, provisional timetables, and assessment expectations
  • How students will be supported in using PDP to reflect on their progress and their skill needs.

N.B. Students will be supported as necessary by the Disability Service to declare a disability or specific learning need; undertake appropriate diagnostic tests; and acquire an individual learning plan. All international students will have access to academic English support according to need via Coaching for Academic English. Programme teams should be aware of how this support will link back to student learning provision on the course.

4.2 Provision of academic and personal tutors who help students to progress in their studies, to achieve better outcomes as they go through their course.

4.3 Communication of high expectations for academic achievement and development .  click to expand

Personal Development Planning

The Programme Specification requires that programme teams make explicit reference to, and provide development around, Personal Development Planning.

Programme teams should consider:

  • the ways in which students are encouraged to evaluate and articulate the skills developed within the programme and their relevance to future employment.
  • how students are encouraged to engage with, plan and record their own personal and professional development
  • How students learn to present their achievements for employment in written and verbal formats?
  • How staff and students are supported in the use of PDP in the curriculum
  • How resources such as Employability Online are used to support the curriculum
  • Where in the programme students get practice in
    • Production of an appropriate Curriculum Vitae
    • Evaluation and articulation of knowledge and skills developed within the programme and their relevance to future employment
    • How to write effective answers to competency based questions as used in application forms
  • How programme teams can contribute to the development of student confidence in their studies, and in their wider life as a student.

Ensure that specific reference is made to support for FY and CH students. Where PDP is embedded in particular units, ensure that these units are undertaken by CH students.

Include a statement on how FY students are supported via the Academic Skills for HE Unit (or local Faculty equivalent).

Related CELT resources:

Induction & Transition

Progression and Retention

Personal Tutoring

Peer Support for Student Success