their learning . We were probably underprepared for the level of support students would need to make this rapid shift , and of course we have learnt that developing resources takes time . However , it is clear that the pandemic has given us an excellent opportunity to enhance - transform , even - our pedagogy and we should capitalise on this investment for the future .
So , in short , we have made great strides forward in ensuring our design is focused on a solid model of active social learning , of high-value interpersonal learning and access to well designed learning resources . This period of change , of course , has been exhausting for staff across the university . It has involved herculean effort and commitment . We should look back and be very proud of how far we have come in twenty short months .
But we know the journey ahead for students will continue to be challenging and will demand our best efforts so that our students achieve their full potential .
And that brings me to what I see as a central tenet of our approach to Education in the years ahead . For some time now I have been refocussing Education strategy on Student Success . Reference to success measures is not new in itself ; we are used to reporting externally on student outcomes , continuation , progression to graduate jobs or further study . However , Student Success goes beyond bald uni-dimensional outcomes-based metrics . How we define and measure our progress in supporting students to succeed needs to reflect a more nuanced , personal picture of individuals ’ journey at university .
In my previous institution I led a piece of work to ask students what success was in their view . Both in survey responses and in focus group discussions rather unsurprisingly a popular student response was that success was gaining a high class of degree and moving into a profession or a job which paid well . But equally , and more interestingly , many responses spoke to a broader more personal expressions of success : self-fulfilment , developing a deeper appreciation of the discipline they enjoyed , broadening their perspective , widening experiences and achieving in the face of personal challenges . In some cases , students talked of ‘ making their family proud ’, of ‘ doing something they never thought they could do ’, of ‘ developing confidence ’, ‘ discovering a new me ’, ‘ learning new skills and growing personally ’. Ultimately success means different things to different individuals . Students have different starting points , aspirations , unequal experiences while at university and meet different barriers to success . We need to recognise that goals , journeys , and destinations of our students are varied and nuanced .
Taken together , these perspectives help us to form a more rounded , whole person view of success , with academic achievement and preparation for the future being central , of course ; however , at the centre of the transformative experience of higher education is the all-important dimension of personal growth , engagement and belonging .
So , how will we take forward this notion of academic , personal and future success at Keele ? Well , one way will be through a careful review of our curricula and pedagogy to ensure all programmes are maximising opportunities for student success .
We need to be self-critical and challenge ourselves to ask : How far do we stretch and challenge our students , immerse them in new research-led thinking , develop their digital capabilities in ways which prepare them for the future , connect their learning to the local and global context in which we live and work , and the challenges of our time , such as sustainability , social justice and inequalities , global and community citizenship ?
Are we confident our learning , teaching and assessment practices are the most exciting and innovative they can be ? Do we have clear expectations for all Keele programmes : researchconnected , outward-facing , applied and future-facing and digitally powered , and do we live up to these expectations ?
Secondly , do our students work in partnership with us across all areas of the educational experience ? Through opportunities to partner in research activity , for example , as co-researchers on projects , to participate as key stakeholders in programme review and design , and to work with external agencies in the wider community on assessments , projects and placements , we will be offering the chance for all students , regardless of their personal circumstances , to grow their social as well as intellectual capital .
JADE 5