University strategies. Horizon 2020 articulates UniSA’s ambition to deliver an outstanding student experience. This ambition will be realised through: A curriculum that provides students with stimulating and rewarding learning Innovative environments that support active learning experiences Renewal of UniSA’s seven Graduate Qualities and their quantifiable application to practice through incorporation into the curriculum, to produce graduates with the knowledge, skills and understanding necessary for full participation in society and the economy Preparing students for university study through the UniSA College providing pathways and appropriate preparation for students aspiring to participate in higher education Adopting excellence, equity and diversity as core priorities to support people from all backgrounds to participate to their full potential in higher education. The university’s Action Plan 2013–2018 will ensure UniSA students’ competitiveness on the global stage and their positioning as work ready business aware graduates, versed in leading and relevant research-informed curriculum and enabled as individuals to contribute successfully to our future society, both through their learning and their extra-curricular engagement. During the life of this Compact the university will review its programs with a significant emphasis on: national workforce priorities, responding to state skills needs and projections, strengthening key disciplines that align teaching and research, viability, quality and efficiency. UniSA will build on its existing set of graduate qualities and review and transform its curriculum to ensure that all students acquire measureable transferable skills for employment and life. Through curricular reform and the provision of new content and support services, upon graduation a UniSA student will be: Globally Capable Industry Capable Creatively Capable Innovation Capable Digitally Capable Culturally Capable Societally Capable. The university will continue to assure and enhance the quality of teaching and learning through its academic policies, corporate processes, systems and governance structures. The university’s teaching and learning committees are subject to terms of reference aimed at enhancing the ownership and validation of academic standards via analysis of data and external benchmarking. Student participation on committees will continue and will be one of several mechanisms to provide feedback to and obtain feedback from students. The university is committed to ensuring that academic staff have access to comprehensive staff development opportunities in support of teaching and learning. This engagement is formalised through a continuing program of professional development activities and resources. The university recognises the contribution that its staff make to the quality of teaching and learning and offers a number of rewards and incentives for quality performance. Over the period of the Compact, the university will revise its recognition and reward processes to ensure that performance is optimally aligned to university objectives in the area of teaching and learning quality. Based on evidence that engagement with a variety of academic and non-academic activities improves both retention and performance for most students, UniSA has developed a major student engagement initiative called Experience Plus. In line with its equity mission, the university provides all students with opportunities to enhance their social capital and life skills. Experience Plus will continue to provide opportunities for students to engage in a range of activities that promote and build social networks and provide leadership skills. Experience Plus is the mechanism through which students articulate the skills and experiences that they have acquired and demonstrate how these are transferable into academic, employment and community settings. Added to this, as part of the university Action Plan 2013–2018 UniSA will: Work to ensure that all students have access to comparable learning and social facilities as part of a strategy to create campus villages with a wider range of social, cultural and community experiences Invest in new sports facilities and club supports. UniSA has developed a systematic approach to identifying students who may need English language support and a range of English language proficiency interventions are now offered. In 2012 the university undertook detailed analysis of student withdrawals and course and program drop outs. This analysis formed the basis for the development of Business Intelligence tools that provide for daily and weekly tracking of students and load. During the life of this Compact, UniSA will continue to refine its metrics to identify students at risk of academic failure through the use of learning analytics. This project will integrate data elements available via learnonline (maximising UniSA’s investment in its $11 million Personal Learning Environment) and will refine this existing processes to feed into early intervention strategies to improve academic outcomes and retention. UniSA’s Associate ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇ and ▇▇ ▇▇▇▇▇▇▇▇ ▇▇▇▇▇, partnering with The University of New South Wales, The University of Sydney, The University of British Columbia (Canada), and Athabasca University (Canada) were recently awarded a grant from the Office for Learning and Teaching to explore the use of video annotation software to develop student self-regulated learning. This project includes the use of learning analytics to evaluate student engagement and teaching and learning practices. Lastly, UniSA will commit to ensuring that there is parity of service delivery to students across all of its campuses and program offerings. During 2014–2016 the university will undertake a comprehensive review of its service provision to students and a whole-of-institution staff development program, centred on a culture of high quality service and pastoral care for its students. Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 4 5 5 6 8 Number of citations for outstanding contributions to student learning 3 4 6 7 8 Number of awards for teaching excellence 0 1 1 1 1 Number of awards for programs that enhance excellence 0 0 1 1 1 * source=MyUniversity 2011 results, ^ 2011 ALTC ▇▇▇▇://▇▇▇.▇▇▇.▇▇▇.▇▇/▇▇▇▇▇▇-▇▇▇-▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇- and-applications 10 Promotion of Learning and Teaching in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching. 11 See footnote 10 for definition.
Appears in 1 contract
Sources: Compact Agreement
University strategies. Horizon 2020 articulates UniSA’s ambition to deliver an outstanding student experience. This ambition will be realised through: A curriculum that provides students with stimulating and rewarding learning Innovative environments that support active learning experiences Renewal of UniSA’s seven Graduate Qualities and their quantifiable application to practice through incorporation into the curriculum, to produce graduates with the knowledge, skills and understanding necessary for full participation in society and the economy Preparing students for university study through the UniSA College providing pathways and appropriate preparation for students aspiring to participate in higher education Adopting excellence, equity and diversity as core priorities to support people from all backgrounds to participate to their full potential in higher education. The university’s Action Plan 2013–2018 will ensure UniSA students’ competitiveness on the global stage and their positioning as work ready business aware graduates, versed in leading and relevant research-informed curriculum and enabled as individuals to contribute successfully to our future society, both through their learning and their extra-curricular engagement. During the life of this Compact the university will review its programs with a significant emphasis on: national workforce priorities, responding to state skills needs and projections, strengthening key disciplines that align teaching and research, viability, quality and efficiency. UniSA will build on its existing set of graduate qualities and review and transform its curriculum to ensure that all students acquire measureable transferable skills for employment and life. Through curricular reform and the provision of new content and support services, upon graduation a UniSA student will be: Globally Capable Industry Capable Creatively Capable Innovation Capable Digitally Capable Culturally Capable Societally Capable. The university will continue to assure and enhance the quality of teaching and learning through its academic policies, corporate processes, systems and governance structures. The university’s teaching and learning committees are subject to terms of reference aimed at enhancing the ownership and validation of academic standards via analysis of data and external benchmarking. Student participation on committees will continue and will be one of several mechanisms to provide feedback to and obtain feedback from students. The university is committed to ensuring that academic staff have access to comprehensive staff development opportunities in support of teaching and learning. This engagement is formalised through a continuing program of professional development activities and resources. The university recognises the contribution that its staff make to the quality of teaching and learning and offers a number of rewards and incentives for quality performance. Over the period of the Compact, the university will revise its recognition and reward processes to ensure that performance is optimally aligned to university objectives in the area of teaching and learning quality. Based on evidence that engagement with a variety of academic and non-academic activities improves both retention and performance for most students, UniSA has developed a major student engagement initiative called Experience Plus. In line with its equity mission, the university provides all students with opportunities to enhance their social capital and life skills. Experience Plus will continue to provide opportunities for students to engage in a range of activities that promote and build social networks and provide leadership skills. Experience Plus is the mechanism through which students articulate the skills and experiences that they have acquired and demonstrate how these are transferable into academic, employment and community settings. Added to this, as part of the university Action Plan 2013–2018 UniSA will: Work to ensure that all students have access to comparable learning and social facilities as part of a strategy to create campus villages with a wider range of social, cultural and community experiences Invest in new sports facilities and club supports. UniSA has developed a systematic approach to identifying students who may need English language support and a range of English language proficiency interventions are now offered. In 2012 the university undertook detailed analysis of student withdrawals Institute developed and course released its latest Training, Teaching and program drop outsLearning Plan 2012- 2015. This analysis formed strategic document is aligned with the basis for the development of Business Intelligence tools that provide for daily and weekly tracking of students and load. During the life of this Compact, UniSA will continue to refine its metrics to identify students at risk of academic failure through the use of learning analytics. This project will integrate data elements available via learnonline (maximising UniSA’s investment in its $11 million Personal Learning Environment) and will refine this existing processes to feed into early intervention strategies to improve academic outcomes and retention. UniSA’s Associate ▇▇▇▇▇▇▇▇▇ Institute Strategic Plan 2012-2014 and draws on relevant academic and administrative policies and procedural guidelines and other internal and external documents relating to Teaching and Learning. The Training, Teaching and Learning Plan provides a framework for promoting ▇▇▇▇▇▇▇▇▇ Institute’s excellence in all matters pertaining to teaching and learning. In particular it guides teaching and training staff in effective, student-centred and culturally respectful teaching, helps them deliver relevant curriculum and promotes approaches for inspiring students to discover and apply their creative and intellectual potential. ▇▇▇▇▇▇▇▇▇ Institute has a proud history of providing training and education to Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islanders and ▇▇ ▇▇prides itself with its work in strengthening identity, achieving success and transforming the lives of our students. Through implementation of the Training, Teaching and Learning Plan across the life of this compact, the Institute aims to build on its existing strengths and set the platform for the continuous provision of leadership and quality in Indigenous education and training. Those five key objectives are to:
1. Create a culturally safe learning environment - strategies under this objective strive to provide education and training for Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander peoples that allow them to achieve education aspirations and community development in a culturally safe and sensitive environment. Apart from being safe, partnering the learning environment for the students will be motivating, relevant, academically engaging and challenging. Specific strategies include:- continuing to refine, implement and promote a practice framework for the Both-ways philosophy. incorporating an Indigenous dimension in all Batchelor programs by consulting and engaging with Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander peoples at pertinent program development and delivery stages. providing a four stage training program in cross-cultural awareness, sensitivity, competence and proficiency for all staff. providing Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander staff with a range of professional activities and training that will enable academic and administrative career development pathways. setting appropriate training and teaching performance targets in performance planning, monitoring and review.
2. Offer relevant VET training and HE qualifications that lead to employment - strategies under this objective aims to ensure that graduates are work ready through work integrated learning and are equipped with necessary employability skills. This objective incorporates strategies to see students acquire the necessary skills, attitudes and confidence to self-manage their lives and careers and continue to be successful life-long learners. Specific strategies include: engaging with remote communities to ▇▇▇▇▇▇ mutual understanding and reciprocal agreements that will lead to increased community and student well-being. establishing new strategic alliances with industry. supporting staff in negotiation and project management skills. offering a wide range of contemporary and relevant teaching and training courses that will prepare graduates to be work-ready or participate in further study. contributing to national Indigenous education and training forums and policy discussions.
3. Promote a flexible teaching approach to training and learning - Given the previous educational and employment backgrounds of the majority of its students, the Institute will be adopting (and evaluating) across the life of the compact a very broad interpretation of flexible learning in order to provide a positive learning experience for a diverse student population. The University Institute will create a learning environment that allows student choice in their preferred learning method, such as: online supported blended learning, online study, face-to-face delivery, on-campus intensive workshops, delivery in remote areas and communities, field study. Specific strategies include: delivering VET and Higher Education programs through a variety of New South Walesdelivery modes and in a variety of locations. supporting and encouraging teaching and training staff to use new technologies and develop innovative ways to teach. widening access, The University increasing choice, building up collaboration, providing more flexibility and encouraging innovation in order to enhance the quality of Sydney, The University the student learning experience.
4. Increase literacy and numeracy skills of British Columbia (Canada)students - strategies for supporting teaching and learning practices that facilitate access to, and Athabasca University (Canada) were recently awarded successful participation in Higher Education are core to the Institute's mission. Over the life of this Compact, the Institute will be addressing issues related to a grant from growing number of underprepared students entering tertiary education and training. The Institute will be identifying features of successful foundation/bridging programs for Indigenous learners, and develop a suite of programs for students at various educational levels. Specific strategies include: providing a suite of literacy and numeracy training products or courses for students in need of assistance. supporting the Office provision of tuition as necessary and appropriate including incorporating Both-ways strategies when practicable improving student preparation for Learning tertiary training and Teaching education providing academic, language and numeracy support to explore the use of video annotation software to develop student self-regulated learningstudents on and off campus. This project includes the use of learning analytics to evaluate student engagement providing numeracy and literacy professional development for teaching and training staff. developing a literacy and numeracy policy and teaching and learning models and practices across both VET and Higher Education to improve literacy and numeracy outcomes for students.
5. Improve expertise in Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islanders research and scholarship to support continuous improvement in Teaching and Learning - this objective, and the strategies that sit under it, stem from recognition of the unique role the Institute plays in the Australian Indigenous education and training sector and the importance of staff undertaking research and scholarship as a means of documenting practice and sharing learning across the sector. This is particularly relevant today, and across the life of this Compact, as the sector tackles challenges in improving Indigenous student access and outcomes outlined most recently in the ▇▇▇▇▇▇▇▇ Report. Specific strategies include: promoting and encouraging the relationship between excellence in teaching and learning and research and practice. strengthening research capacity in general and in teaching and learning specifically through a range of new research partnerships providing institutional guidance and support to the continuous improvement of Teaching and Learning practices. Lastly, UniSA will commit setting up institutional incentives and supporting OLT bids to ensuring that there improve the quality of Teaching and Learning across the Institute reviewing the academic promotions process to create a stronger link between teaching excellence and performance and the academic promotion criteria. Number of active learning and teaching projects supported by the PELTHE10 program where the University is parity of service delivery to students across all of its campuses and program offerings. During 2014–2016 the university will undertake a comprehensive review of its service provision to students and a whole-of-lead institution staff development program, centred on a culture of high quality service and pastoral care for its students. 1 Nil Nil 1 1 Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 4 2 5 5 6 8 6 Number of citations for outstanding contributions to student learning 3 4 6 7 8 ▇▇▇ ▇▇▇ ▇▇▇ 1 2 Number of awards for teaching excellence 0 1 1 ▇▇▇ ▇▇▇ ▇▇▇ 1 1 Number of awards for programs that enhance excellence 0 0 ▇▇▇ ▇▇▇ ▇▇▇ ▇▇▇ 1 Number of OLT Fellowships 1 1 1 * source=MyUniversity 2011 results, ^ 2011 ALTC ▇▇▇▇://▇▇▇.▇▇▇.▇▇▇.▇▇/▇▇▇▇▇▇-▇▇▇-▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇- and-applications 10 Promotion 1 2 Number of Learning and Teaching academic staff participating in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching. 11 See footnote 10 for definition.OLT assessment process 3 4 5 5 6
Appears in 1 contract
Sources: Compact Agreement
University strategies. Horizon 2020 articulates UniSA’s ambition to deliver an outstanding student experience. This ambition will be realised through: A curriculum that provides students with stimulating and rewarding learning Innovative environments that support active learning experiences Renewal of UniSA’s seven Graduate Qualities and their quantifiable application to practice through incorporation into the curriculum, to produce graduates with the knowledge, skills and understanding necessary for full participation in society and the economy Preparing students for university study through the UniSA College providing pathways and appropriate preparation for students aspiring to participate in higher education Adopting excellence, equity and diversity as core priorities to support people from all backgrounds to participate to their full potential in higher education. The university’s Action Plan 2013–2018 will ensure UniSA students’ competitiveness on the global stage and their positioning as work ready business aware graduates, versed in leading and relevant research-informed curriculum and enabled as individuals to contribute successfully to our future society, both through their learning and their extra-curricular engagement. During the life of this Compact the university will review its programs with a significant emphasis on: national workforce priorities, responding to state skills needs and projections, strengthening key disciplines that align teaching and research, viability, quality and efficiency. UniSA will build on its existing set of graduate qualities and review and transform its curriculum to ensure that all students acquire measureable transferable skills for employment and life. Through curricular reform and the provision of new content and support services, upon graduation a UniSA student will be: Globally Capable Industry Capable Creatively Capable Innovation Capable Digitally Capable Culturally Capable Societally Capable. The university will continue to assure and enhance the quality of teaching and learning through its academic policies, corporate processes, systems and governance structures. The university’s teaching and learning committees are subject to terms of reference aimed at enhancing the ownership and validation of academic standards via analysis of data and external benchmarking. Student participation on committees will continue and will be one of several mechanisms to provide feedback to and obtain feedback from students. The university is committed to ensuring that academic staff have access to comprehensive staff development opportunities in support of teaching and learning. This engagement is formalised through a continuing program of professional development activities and resources. The university recognises the contribution that its staff make to the quality of teaching and learning and offers a number of rewards and incentives for quality performance. Over the period of the Compact, the university will revise its recognition and reward processes to ensure that performance is optimally aligned to university objectives in the area of teaching and learning quality. Based on evidence that engagement with a variety of academic and non-academic activities improves both retention and performance for most students, UniSA has developed a major student engagement initiative called Experience Plus. In line with its equity mission, the university provides all students with opportunities to enhance their social capital and life skills. Experience Plus will continue to provide opportunities for students to engage in a range of activities that promote and build social networks and provide leadership skills. Experience Plus is the mechanism through which students articulate the skills and experiences that they have acquired and demonstrate how these are transferable into academic, employment and community settings. Added to this, as part of the university Action Plan 2013–2018 UniSA will: Work to ensure that all students have access to comparable learning and social facilities as part of a strategy to create campus villages with a wider range of social, cultural and community experiences Invest in new sports facilities and club supports. UniSA has developed a systematic approach to identifying students who may need English language support and a range of English language proficiency interventions are now offered. In 2012 the university undertook detailed analysis of student withdrawals Institute developed and course released its latest Training, Teaching and program drop outsLearning Plan 2012- 2015. This analysis formed strategic document is aligned with the basis for the development of Business Intelligence tools that provide for daily and weekly tracking of students and load. During the life of this Compact, UniSA will continue to refine its metrics to identify students at risk of academic failure through the use of learning analytics. This project will integrate data elements available via learnonline (maximising UniSA’s investment in its $11 million Personal Learning Environment) and will refine this existing processes to feed into early intervention strategies to improve academic outcomes and retention. UniSA’s Associate ▇▇▇▇▇▇▇▇▇ Institute Strategic Plan 2012-2014 and draws on relevant academic and administrative policies and procedural guidelines and other internal and external documents relating to Teaching and Learning. The Training, Teaching and Learning Plan provides a framework for promoting ▇▇▇▇▇▇▇▇▇ Institute’s excellence in all matters pertaining to teaching and learning. In particular it guides teaching and training staff in effective, student-centred and culturally respectful teaching, helps them deliver relevant curriculum and promotes approaches for inspiring students to discover and apply their creative and intellectual potential. Batchelor Institute has a proud history of providing training and education to Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islanders and ▇▇ ▇▇prides itself with its work in strengthening identity, achieving success and transforming the lives of our students. Through implementation of the Training, Teaching and Learning Plan across the life of this compact, the Institute aims to build on its existing strengths and set the platform for the continuous provision of leadership and quality in Indigenous education and training. Those five key objectives are to:
1. Create a culturally safe learning environment - strategies under this objective strive to provide education and training for Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander peoples that allow them to achieve education aspirations and community development in a culturally safe and sensitive environment. Apart from being safe, partnering the learning environment for the students will be motivating, relevant, academically engaging and challenging. Specific strategies include:- continuing to refine, implement and promote a practice framework for the Both-ways philosophy. incorporating an Indigenous dimension in all Batchelor programs by consulting and engaging with Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander peoples at pertinent program development and delivery stages. providing a four stage training program in cross-cultural awareness, sensitivity, competence and proficiency for all staff. providing Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander staff with a range of professional activities and training that will enable academic and administrative career development pathways. setting appropriate training and teaching performance targets in performance planning, monitoring and review.
2. Offer relevant VET training and HE qualifications that lead to employment - strategies under this objective aims to ensure that graduates are work ready through work integrated learning and are equipped with necessary employability skills. This objective incorporates strategies to see students acquire the necessary skills, attitudes and confidence to self-manage their lives and careers and continue to be successful life-long learners. Specific strategies include: engaging with remote communities to ▇▇▇▇▇▇ mutual understanding and reciprocal agreements that will lead to increased community and student well-being. establishing new strategic alliances with industry. supporting staff in negotiation and project management skills. offering a wide range of contemporary and relevant teaching and training courses that will prepare graduates to be work-ready or participate in further study. contributing to national Indigenous education and training forums and policy discussions.
3. Promote a flexible teaching approach to training and learning - Given the previous educational and employment backgrounds of the majority of its students, the Institute will be adopting (and evaluating) across the life of the compact a very broad interpretation of flexible learning in order to provide a positive learning experience for a diverse student population. The University Institute will create a learning environment that allows student choice in their preferred learning method, such as: online supported blended learning, online study, face-to-face delivery, on-campus intensive workshops, delivery in remote areas and communities, field study. Specific strategies include: delivering VET and Higher Education programs through a variety of New South Walesdelivery modes and in a variety of locations. supporting and encouraging teaching and training staff to use new technologies and develop innovative ways to teach. widening access, The University increasing choice, building up collaboration, providing more flexibility and encouraging innovation in order to enhance the quality of Sydney, The University the student learning experience.
4. Increase literacy and numeracy skills of British Columbia (Canada)students - strategies for supporting teaching and learning practices that facilitate access to, and Athabasca University (Canada) were recently awarded successful participation in Higher Education are core to the Institute's mission. Over the life of this Compact, the Institute will be addressing issues related to a grant from growing number of underprepared students entering tertiary education and training. The Institute will be identifying features of successful foundation/bridging programs for Indigenous learners, and develop a suite of programs for students at various educational levels. Specific strategies include: providing a suite of literacy and numeracy training products or courses for students in need of assistance. supporting the Office provision of tuition as necessary and appropriate including incorporating Both-ways strategies when practicable improving student preparation for Learning tertiary training and Teaching education providing academic, language and numeracy support to explore the use of video annotation software to develop student self-regulated learningstudents on and off campus. This project includes the use of learning analytics to evaluate student engagement providing numeracy and literacy professional development for teaching and training staff. developing a literacy and numeracy policy and teaching and learning models and practices across both VET and Higher Education to improve literacy and numeracy outcomes for students.
5. Improve expertise in Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islanders research and scholarship to support continuous improvement in Teaching and Learning - this objective, and the strategies that sit under it, stem from recognition of the unique role the Institute plays in the Australian Indigenous education and training sector and the importance of staff undertaking research and scholarship as a means of documenting practice and sharing learning across the sector. This is particularly relevant today, and across the life of this Compact, as the sector tackles challenges in improving Indigenous student access and outcomes outlined most recently in the ▇▇▇▇▇▇▇▇ Report. Specific strategies include: promoting and encouraging the relationship between excellence in teaching and learning and research and practice. strengthening research capacity in general and in teaching and learning specifically through a range of new research partnerships providing institutional guidance and support to the continuous improvement of Teaching and Learning practices. Lastly, UniSA will commit setting up institutional incentives and supporting OLT bids to ensuring that there improve the quality of Teaching and Learning across the Institute reviewing the academic promotions process to create a stronger link between teaching excellence and performance and the academic promotion criteria. Number of active learning and teaching projects supported by the PELTHE10 program where the University is parity of service delivery to students across all of its campuses and program offerings. During 2014–2016 the university will undertake a comprehensive review of its service provision to students and a whole-of-lead institution staff development program, centred on a culture of high quality service and pastoral care for its students. 1 Nil Nil 1 1 Number of active learning and teaching projects supported by the PELTHE11 where the University is a partner institution 4 2 5 5 6 8 6 Number of citations for outstanding contributions to student learning 3 4 6 7 8 ▇▇▇ ▇▇▇ ▇▇▇ 1 2 Number of awards for teaching excellence 0 1 1 ▇▇▇ ▇▇▇ ▇▇▇ 1 1 Number of awards for programs that enhance excellence 0 0 ▇▇▇ ▇▇▇ ▇▇▇ ▇▇▇ 1 Number of OLT Fellowships 1 1 1 * source=MyUniversity 2011 results, ^ 2011 ALTC ▇▇▇▇://▇▇▇.▇▇▇.▇▇▇.▇▇/▇▇▇▇▇▇-▇▇▇-▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇- and-applications 10 Promotion 1 2 Number of Learning and Teaching academic staff participating in Higher Education - the program providers learning and teaching grants, awards and fellowships and is administered by the Office for Learning and Teaching. 11 See footnote 10 for definition.OLT assessment process 3 4 5 5 6
Appears in 1 contract
Sources: Compact Agreement