By Liz Thomas
This ebook is premised at the desire for institutional transformation in better schooling (HE), altering institutional buildings, strategies and governance, and constructing an inclusive tradition and changing tactics of data construction (research) and data move (learning and teaching). Key beneficial properties comprise: constructing the concept that of institutional transformation and scholar engagement to widen participation in HE and enhance pupil retention and luck; offering an research of ways good associations in England are doing by way of taking an entire establishment method of widening participation, pupil variety and luck; exploring the that means of institutional transformation on the subject of outreach, admissions, induction and transition, studying and instructing, own tutoring and aid, study and development past HE; deciding upon techniques to coping with institutional transformation; regarding scholars within the technique of transformation; and illustrating and constructing those subject matters via a significant of mini overseas case reviews. This e-book is helping readers interact with a few middle HE matters that experience ruled united kingdom and overseas coverage over fresh years.
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Additional resources for Institutional Transformation to Engage a Diverse Student Body 6
Recruitment depends on the provision of a curriculum offer that is both relevant and accessible. In the year 2000, the OU launched its Openings Programme designed speciﬁcally to build conﬁdence for students new to HE study (Box 4). Subsequent developments include an increasing number of Foundation Degrees and the embedding of widening participation as a key principle in the overall Curriculum Strategy. Box 3. Reaching Students through Community Partnerships ‘It was a parent and existing OU student who pressed a business card into my hand one morning in the playground and urged me to ring the number on it.
As noted earlier, the post-apartheid state implemented a number of new policies to restructure higher education. In part these aimed to implement institutional redress, but they have been criticised as also bringing universities in line with a neo-liberal economy and a shift to a managerial culture (Higgins, 2007, pp. 117–121). As part of these changes, there was a widespread restructuring of faculties and departments. In 1999 the Adult Education department at UCT was ‘merged’ into the School of Education; then in 2000, most adult education staff were moved into the new Centre for Higher Education Development (CHED), while the adult education programmes continued to be offered through the School of Education.
Progression is identiﬁed as a key focus area in OU Futures, and the development of clear pathways through the curriculum, with more integrated academic and student support, is receiving much attention. Academic Attainment Interventions to support retention also have a direct impact on attainment. Various indicators such as prior qualiﬁcations help to predict those students 24 MARGARET HART AND TONY O’SHEA-POON Table 1. Student Journey Open University Learner Support Framework. Key Activities Exploration Consideration Decision 1.