abertay university outcome agreement 2016-17

Version 4.2 Approved by Court 23.04.16

April 2016

Outcome Agreement 2016-17

Abertay University Outcome Agreement 2016-17 1

Introduction

This outcome agreement with the Scottish Funding Council (SFC) for 2016-17 builds on our previous agreements for 2014-15 and 2015-16 and reflects our aspirations as a university and the many developments which have taken place at Abertay over this period. The format of the outcome agreement has changed this year, but there are no substantive changes to any of the outcomes. It is very much a continuation of our 2015-16 agreement and highlights our strengths in recruiting students from disadvantaged backgrounds and in increasing the number of students articulating with advanced standing onto years 2 or 3 of an Abertay degree. Detailed information on proposed outcomes and measures is included in annex A. This document has been developed in consultation with key groups around the University, including discussion with trade unions and the Students’ Association.


Improve access to higher education for people from the widest possible range of backgrounds

Improving access to higher education and continuing to ensure that we recruit students from a diverse range of backgrounds remain priorities for Abertay. Our Strategic Plan 2015-20 emphasises our commitment to offering transformational opportunities to those who have the ability to benefit from Abertay’s approach to education, by offering a range of routes to an Abertay degree and by supporting students and graduates to reach their full potential. Articulation

Over the last two years we have enhanced our articulation arrangements with partner colleges, moving to a model of progression, with the expectation that there are clear articulation routes to Abertay degrees for students passing their HNDs at partner colleges. This led to a significant increase in 2015-16 in the number of entrants who articulated with advanced standing to second or third year of one of our degree programmes. 371 HN entrants in 2015-16 articulated with advanced standing, representing 34% of our total Scottish-domiciled entrants and 90% of our entrants with HN qualifications as their highest qualification. These articulating students were split between year 2 entrants (40%) and year 3 entrants (60%). The total does not include the 40 students on the additional funded places scheme with Dundee and Angus College who started the third year of their degree at Abertay in September 2015.

Figure 1: Number and proportion of Scottish-domiciled undergraduate entrants articulating from college to Abertay degree courses with advanced standing (SFC national measure 1)

Students articulated onto programmes in all of our academic schools and subject areas. 55% of articulating students came from our partner colleges (Dundee & Angus and Fife) with the remaining 45% coming from colleges elsewhere in Scotland.

We view our college partnerships and the articulation opportunities we provide as a priority for the University. Our aim is to maintain the number of articulating students at the same high level in 2016-17 and we expect at least 30% of our Scottish-domiciled entrants to articulate with advanced standing into years 2 or 3 of a degree programme.

02 In 2016-17, we will continue to ensure that at least 30% our Scottish-domiciled learners articulate with advanced standing from college to degree level courses.


Additional funded places

We filled all of the additional places allocated to us in 2013-14, 2014-15 and 2015-16 for articulation and work closely with Dundee and Angus College to support students on this route. All students are registered as ‘associate student plus’ at Abertay and, as such, receive tailored support. Assuming that the funding associated with a new intake of the students is confirmed by SFC, in light of the March 2016 supplementary guidance from the Scottish Government, we will aim to recruit another 40 students to this scheme in 2016-17.

We will undertake a review of the effectiveness of this scheme in 2016-17, in particular to see whether elements of good practice can transfer to the much larger group of students articulating from the college through the normal articulation routes.

Students from disadvantaged backgrounds We introduced a contextual admissions policy for students entering Abertay from 2014-15 onwards. A preliminary review of the first two years of operation of this policy shows that 13% of our entrants met the criteria to be eligible for a contextual offer. The criteria include participating in a recognised higher education widening access programme such as LIFT-OFF, LEAPS, GOALS, or equivalent, spending time in care or a combination of other criteria including attending a low progression school, living in an SIMD20 area, having parents or guardians who have not participated in HE or having experienced serious disruption to formal education.

While the SFC national measure focuses on entrants from SIMD 20 postcodes, our analysis shows that many of the students eligible for contextual offers are not from SIMD 20 postcodes. Taken together however, contextual entrants and SIMD 20 entrants accounted for 25% of our Scottish-domiciled undergraduate intake in 2015-16. This demonstrates the breadth of our commitment to offer opportunities to potential students from the widest possible range of backgrounds.

Similarly, the SFC national measure relating to proportion of entrants from schools with relatively low progression rates to higher education, reflects just one aspect of our contextual admissions policy. In 2015-16, 5% (58) of our entrants came from SHEP schools and we will seek to increase the proportion in 2016-17. Through the Dundee Academy of Sport, we have a programme of activity with local schools, engaging with primary and secondary pupils and raising aspirations in the longer term.

03 We will seek to increase the proportion of undergraduate entrants recruited from SHEP schools.

We expect to continue to recruit over a third of our undergraduate students from the 40% most deprived postcode areas, reflecting again that this measure does not include everyone who meets the criteria for our contextual admissions policy. In 2015-16 we increased both the number and proportion of entrants from SIMD 40 areas (figure 2). This has taken place at the same time as our entrance qualifications have increased, reflecting higher demand and improved management of our student recruitment and admission processes.

01 We will maintain the proportion of Scottish-domiciled undergraduate entrants from the 20% and 40% most deprived postcodes.


Figure 2 Proportion and number of Scottish-domiciled undergraduate entrants from the 20% and 40% most deprived postcodes (SFC national measure 2)

Widening Access and Retention Funding We welcome the SFC’s announcement of the continuation of funding to support widening access and retention through the Widening Access and Retention funding (WARF) for 2016-17. The WARF funding will enable us to provide the level of support which is required given the profile of our student intake and the range of routes into an Abertay degree. We have an inclusive approach to providing support for all of our entrants, reflecting the fact that in 2015-16, 57% of our Scottish-domiciled undergraduate entrants either met the criteria for our ‘contextual’ admissions policy, were from SIMD 40 postcode areas, were articulating students or a combination of all three categories. Our support processes, both pre and post-entry, are designed to meet the varied needs of our students, recognising that a significant number may require additional support.

Other initiatives include the Principal’s Award, a year-long development programme which recognises and rewards work-related skills and achievements. This supports students to develop key skills and experiences highly valued by employers and is also include in the HEAR (Higher Education Achievement Report). AHEAD programme The funding also helps to support our AHEAD widening access programme. This is a part-time evening access course, targeted at those who have been out of education for 3 years or more and do not have sufficient qualifications to get into HE. The programme received a Special Commendation at the 2015 Herald Higher Education Awards. We plan to recruit another 40 students to this programme in 2016-17.

Children’s University We provide the administrative base for the Dundee Children’s University launched in early 2015 in partnership with Dundee University and Dundee and Angus College. 86 primary school children graduated from the first ceremony in June 2015 and we are committed to building on this success in 2016-17.


Student profile Our strategic plan confirms our intention to mainstream equality and diversity across all of our activities. Our Equality Action Plan, which contains detailed actions related to student applications, admissions and student achievement, is routinely monitored and updated. We are making significant improvements to our management information in this area. See also page 9.

04 We will continue to ensure that our student population appropriately reflects the community in which we operate.

Care leavers and young carers

The University remains committed to supporting students from care backgrounds and all commitments made under the Buttle UK Quality Mark application and action plan will be adhered to. Much of the support originally intended for care leavers was good practice for all students and has been mainstreamed in the past seven years since the University first gained the Quality Mark. A comprehensive programme of support is in place to support all students through the admissions and entry phases, and throughout their period of study. Additional information and pro-active engagement with students disclosing looked-after status (also a disability) on their application or on registration. Routine contact is made with students from looked-after backgrounds in their first semester to check on their early progress and to remind them of assistance available.

High quality, efficient and effective learning

Teaching and Learning Enhancement Strategy Our previous outcome agreement outlined the implementation of our Teaching and Learning Enhancement strategy and this will continue throughout 2015-16 and 2016-17. Notable developments include: • The curriculum reform process, with significant changes being implemented in 2016-17 (see page 8); • The introduction of a new grading and assessment scheme in 2015-16, with grading and degree

classification based on a Grade Point Average (GPA). The first students will graduate with a GPA in July 2016 and they will be given both a GPA and an Honours Classification; and

• Revised assessment policy with a turnaround time of ten working days to provide feedback to students. We continue to undertake a regular programme of institutional-led subject review as reported in our annual quality statement submitted to the Council in September 2015. Accelerated degrees In 2014-15 we launched our accelerated degrees, providing an option for students to complete an honours degree in three rather than four years. The first students will move onto the accelerated routes at the end of their traditional second year in May 2016. 44 students, 39 (equivalent to 59 FTE) of whom are eligible for SFC funding, are registered on 7 programmes in 2015-16. We expect the numbers to increase in 2016-17, reflecting the fact that the 2015-16 saw the first intake of students since the launch of the accelerated option


Retention

Our aim, as in previous agreements, is to meet our HESA benchmark going forward and we believe that this will be met by the positive impact of our Teaching and Learning Enhancement reforms and more efficient and effective student support services. We have improved our management information relating to student performance and this will assist us in improved monitoring. A summary of the baseline position for monitoring future progress is included in annex A. 05 We will continue to improve the proportion of full-time first year undergraduate entrants returning to study in year two, ensuring that retention in year two remains above our HESA benchmark.

06 We will continue to monitor the retention levels for students from all groups of students, ensuring that those from protected characteristics groups are in line with the overall university position.

National Student Survey Our overall satisfaction score in the 2015 National Student Survey (NSS) rose from 82% to 86% and we believe this is an early indication of the success of a range of developments over the last two years, including the teaching and learning enhancement initiatives. We were particularly pleased to note the increase from 64% in 2014 to 70% in the NSS score for assessment and feedback, in light of changes to our assessment policy last year and our commitment to provide feedback to students within ten working days. In 2016-17 we will build on these developments with a view to continuing to improve student satisfaction. We will also repeat the internal programme-level survey which we introduced in 2014-15. This mirrored the NSS for students in stages 1, 2 and 3 of undergraduate programmes and on taught postgraduate programmes and provides evidence for continuing enhancement. 07 We will continue to improve the percentage of students satisfied with the overall quality of their course of study in the National Student survey


Right learning in the right place

Curriculum Reform In 2016-17, we will implement the outcomes of our curriculum reform process which has been ongoing since 2014-15. The changes are intended to encourage flexibility and breadth in the undergraduate curriculum and to enhance our postgraduate curriculum. This will include a revised curriculum, focused around subject areas, offering students more flexibility, greater breadth of study and more choice. In addition, 2016-17 will see the introduction of 20-credit modules across all programmes. An integral part of curriculum reform has been the attempt to strengthen employer links and work experience opportunities and to develop new articulation routes where these did not already exist. In 2015 we undertook an audit of placement opportunities and employer engagement across our undergraduate programmes and this provides us with the baseline against which to monitor progress through the curriculum reform. In addition to core and optional placements, many of our programmes include employer projects. For example, all of our games programmes include team projects with live project briefs provided by employers who mentor and support project teams during the development phase. Similarly business programme include live business projects with external companies (from private and third sectors). 8 We will ensure that every degree programme features employer engagement in delivery.

9 We will ensure that all Abertay programmes include work-related learning opportunities for

students at appropriate stages of study. STEM The proportion of our Scottish-domiciled undergraduate entrants to STEM courses continues to be above the Scottish average. In 2015-16, 46% of our Scottish-domiciled entrants registered on a STEM course and we aim to maintain this in 2016-17 and beyond. Mental Health Nursing The University remains committed to its ambition to establish a Centre of Excellence in Mental Health Nursing and has made progress towards this with the appointment of a Professor of Mental Health Nursing (jointly with NHS Fife) and the development of new MSc in Mental Health Nursing. We continue to work in partnership with local Health Boards, through a number of joint appointments and the joint development of our new part-time MSc. Annex B describes recent developments and shows how these align to the Scottish Government’s Setting the Direction Strategy. Gaelic As outlined in our previous outcome agreement, following discussion with Dundee University, we are currently directing any students interested in this to the Gaelic evening class provision offered by Dundee. We are also ensuring that Gaelic art is incorporated into our ongoing programme of cultural activities as appropriate. Modern foreign languages As part of Abertay’s internationalisation strategy to create a more international community in the university and in line with our aim to foster students to be “globally conscientious” (part of our Abertay Attributes), the Abertay Language Centre has been running Beginners Spanish and Beginners Chinese classes since 2014-15. These modern languages classes also offer encouragement and support to students who may be considering a period of study abroad. We intend to continue this into 2016-17.


Additional funded places for taught postgraduate students Recruitment to taught postgraduate programmes has been disappointing in 2015-16 but following a review of programmes and our approach to marketing those programmes, we are confident that numbers will increase in 2016-17. We also look forward to the outcome of the Scottish Government review of postgraduate student support as we believe funding concerns play a significant role in the decline in numbers. The MProf Games Development is an important programme for Abertay, aligned to our key strength in computer games and this is one of our priority recruitment areas for 2016-17. Recruitment to the MProf Food and Drink Innovation (now MSc Food and Drink Innovation) has been disappointing but we believe that the planned investment in our Food and Drink facilities in summer 2016, will help us in attracting students to this programme. We will seek to recruit to the undergraduate skills for growth places by securing match funding for 6 of the 12 places. 10 We will successfully recruit to the additional funded places for ‘Skills for Growth’ funded by SFC

in 2016-17. Equality Gender balance We are participating in the ECU project “Attracting diversity: equality in student recruitment in Scottish HEIs”. Following an initial meeting ECU in November 2015 to review our data and to confirm priority areas for action, we agreed that in the first instance we will focus on addressing gender imbalance in four subject areas: computing, computer games art and design, sport and food innovation. We will develop an action plan, with a view to having this in place for the start of academic year 2016-17 and implementation of the action plan will be a priority for us in 2016-17. The focus on these areas is in line with our Equality Action Plan. Having achieved institutional Athena SWAN bronze award in 2015, two of our schools are now working towards departmental bronze awards. During 2016-17 we will work towards an application for the Athena SWAN silver institutional award in 2017-18.

12 We will work towards achieving Athena Swan Silver Award for the University by 2018.

Race Equality We participated in the Race Equality Chartermark pilot and while we were unsuccessful in obtaining the award on this occasion, we were encouraged by the feedback on our submission and the collaborative approach we took to developing this. We intend to re-submit our application in the first half of 2016.

We are also part of the HEA Scotland Embedding Equality and Diversity in the Curriculum enhancement strategy programme, with a focus on race equality and internationalising the curriculum. HEAR

We implemented the Higher Education Achievement Report (HEAR) in 2014-15, with HEARs issued for the first time to students graduating in July 2015. We see a strong link between the HEAR and the development of our Abertay Attributes.


A developed workforce

As outlined above, the commitment to prepare graduates for the world of work is a key theme of our curriculum reform. Our new Employability Strategy, sets out a range of actions to achieve this. We remain committed to the principle that every programme should feature employer engagement in design and delivery and this is being embedded, through the curriculum reform process, as part of the new undergraduate portfolio.

The Student Partnership Agreement reflects, among other things, the commitment of the University and the Students’ Association to provide extra-curricular programmes and opportunities for students to increase confidence and acquire knowledge and skills to compete in the graduate job market.

The percentage of our graduates entering positive destinations increased again 2015 and now meets our HESA benchmark. Through our employability strategy and the implementation of curriculum reform improvements, we aim to continue to improve the success rate.

We are also participating in Making the Most of Masters, providing opportunities for our taught postgraduate students to undertake work-based projects.

Abertay as an employer is also committed to enhancing students’ employability, such as providing student internships within the University and employing students in a range of functions (student helpers, student researchers, teaching opportunities etc.) with benefits to them and the staff.

11 We will continue to improve the percentage of graduates entering positive destinations, aiming to ensure we are above our HESA benchmark.


A research base that is internationally competitive and improving its reputation and standing in the world.

The results of REF2014 outcomes were very encouraging for the University and our overall score represented a step-change in the University’s performance from the previous RAE 2008. In 2016-17, we will continue to implement our long-term strategy to embed a research-led culture right across Abertay, underpinning everything we do in research, knowledge-exchange and especially teaching. Our strategic plan confirms our ongoing commitment to align our research innovation and knowledge exchange strategy and activity with national and local priorities.

The University’s Research Code of Conduct sets out our expectations that all staff, students and visiting researchers adhere to the highest standards of integrity in the conduct of their research. The University’s procedures for identifying and addressing misconduct provide the infrastructure required to meet the principles and commitments in the Research Integrity Concordat. To ensure that the University has oversight of all incidents of possible research misconduct, the University Research and Knowledge Exchange Committee requests an annual report (in April) from the University Secretary, the Chair of the Research Degrees Committee, and the Chair of the Research Ethics Committee

Our Graduate School, launched in 2014, now plays a key role at Abertay. All Abertay postgraduate students and researchers are given membership of the Graduate School and have access to our dedicated study and social spaces – a forum in which they can meet, work and learn with other researchers and postgraduates from across the University. The Graduate School provides training and professional development opportunities to our postgraduate community, and offers help with funding applications, placement opportunities, teaching support, public engagement and outreach activity. The Graduate School supports the Abertay Research Community in the development of research and professional careers.

13 We will increase our external research grant and contract income by 10%* by 2020 in line with our strategic plan ambitions.

14 We will increase the number of research postgraduate students admitted to Abertay each year from 2016-17 onwards.


University – industry collaboration

Our new strategic plan sets out our commitment to make our knowledge accessible and to use and apply our knowledge and expertise to make a positive impact on the world around us. Specifically this includes a commitment to align our research and knowledge exchange activities with national and local priorities. We also intend to implement a business development strategy to increase our knowledge exchange income by 2020 and to operate a ‘one stop shop’ approach for our business partners.

15 We will increase income from knowledge exchange activities by at least 10%* by 2020 in line with our strategic plan ambitions.

We are currently reviewing our approach to business development following the appointment of a new Director of External Relations to co-ordinate our interactions with business and develop strategic relationships.

There are a range of activities already taking place at Abertay which support the priorities of the Universities Innovation Fund, including, for example

• Enterprise Business Incubator project in collaboration with Dundee & Angus College to support students in developing their business plan, provide facilities and in-house resources.

• Intellectual Property Policy: transformed to expedite and enable students to turn their ideas into business opportunities. The inventor (staff and / or student) will now own the IP.

• Enterprise Campus: Our students have access to workshops, mentoring and funding to support business start-ups through our membership

• Appointment of an Academic Enterprise lead to work with the Research Theme Leaders to drive and facilitate opportunities for external liaison with industry and external networks

16 We will increase the number of innovation vouchers awarded to Abertay.


Sustainable institutions

The University’s Environmental Policy and its Sustainable Development Policy were refreshed in autumn 2014. Our current carbon management plan aims to achieve a reduction of 30% of 2008 levels by 2016. We are currently developing our management information in this area with a view to providing a more comprehensive report in future agreements. We are members of EAUC.

Our Estates Strategy confirms our commitment to embedding sustainable development principles into all of our procurement procedures, design and construction projects. We are in the process of refreshing our Financial Strategy and Investment Policy to support the delivery of key projects.

17 We will spend 3% of the value of our estates and buildings on maintenance and other capital expenditure.


ANNEX A

Abertay University Outcome Agreement 2016-17

Summary of targets April 2015


Improve access to higher education for people from the widest possible range of backgrounds

1 We will maintain the proportion of Scottish-domiciled undergraduate entrants from the 20% and 40% most deprived postcodes.

2013-14 actual

2014-15 actual

2015-16 actual

2016-17* aim

SIMD 20 16% (152 of 957)

15% (129 of 864)

16% (171 of 1087)

16%

SIMD 20 to 40 18% (174 of 957)

18% (174 of 864)

20% (214 of 1087)

19%

TOTAL 34% 33% 35% 35% [SFC national measure 2]

* existing aim carried forward from 2015-16 outcome agreement

2a We will continue to ensure that at least 30% of our Scottish-domiciled learners articulate with advanced standing from college to degree level courses.

2013-14 actual

2014-15 actual

2015-16 actual

2016-17 aim

Entrants with advanced standing 231 233 371 As % total intake 23%

(231 of 997) 27%

(233 of 864) 34%

(371 of 1087) 30%

Sport programmes (articulation from partner colleges) - 32 59

Additional funded places 40 40 40 40

2b 2013-14 actual

2014-15 actual

2015-16 actual

HN entrants articulating with advanced standing

231 233 371

All HN entrants 414 270 413

% with advanced standing 56% 86% 90%

[SFC national measure 1]

3 We will seek to increase the proportion of undergraduate entrants recruited from SHEP schools.

2013-14 actual

2014-15 actual

2015-16 actual

2016-17 aim

% of entrants 6.5% (65 of 997)

4.2% (36 of 864)

5.3% (58 of 1087) 7%



4 We will continue to ensure that our student population appropriately reflects the community in which we operate.

indicator 2012-13 2013-14 2014-15 2015-16

gender % females 47% 44% 48% 48%

age % >21 28% 36% 36% 39%

ethnicity % BME 6% 6% 5% 6%

disability % declaring disability 10% 11% 11% 12%

[Scottish-domiciled undergraduate entrants]

Religion or belief

Sexual orientation (2015-16 Scottish-domiciled 2015-16 Scottish-domiciled

undergraduate entrants n=1087 ) undergraduate entrants n=1087)

No religion 67%

Bisexual 1% Buddhist 1%

Gay Female 1%

Christian 22%

Gay Male 2% Hindu 0%

Heterosexual 87%

Muslim 2%

Other 1% Sikh 0%

Information refused 5%

Any other religion or belief 3%

Unknown 3% Information refused 3%

Unknown 3%

High quality, efficient and effective learning

5 We will continue to improve the proportion of full-time first year undergraduate entrants returning to study in year two, ensuring that retention in year two remains above our HESA benchmark.

HESA T3 data 2010-11

2011-12 (published 2014)

2012-13 (published

2015)

2014-15 aim

2015-16 aim

2016-17 aim

% continue or qualify (all entrants) 92.9% 94.5% 93.2% 93% 93% 93%

% no longer in HE (all entrants) 6.5% 4.8% 5.4% 6% 6% 6%

benchmark 9.7% 7.6% 8%

[Relates to SFC national measure 6.]


6 We will continue to monitor the retention levels for students from all groups of

students, ensuring that those from protected characteristics groups are in line with the overall university position.

Baseline position against which we will measure progress in future. 2014-15 Scottish-domiciled undergraduate entrants, retained in 2015-16 or completed in 2014-15 overall % retained or completed 87.1

gender female 89.1

SIMD SIMD20 84.7

male 85.2

SIMD40 88.2

ethnicity BME 93.3

articulating 88.6

white 86.7

disability declared disability 86.9

no disability 87.1

7 We will continue to improve the percentage of students satisfied with

the overall quality of their course of study in the National Student survey

NSS Q22 data 2012 survey

2013 survey

2014 survey

2015 survey

2016 aim*

2017 aim

Abertay 82% 84% 84% 86% 86% 87% Abertay b’mark 83% 85% 85% 85% Scottish average 86% 86% 86% 86% [SFC national measure 7] *existing target in 2015-16 OA

Right learning in the right place

8 We will ensure that every degree programme features employer engagement in delivery.

9 We will ensure that all Abertay programmes include work-related learning opportunities for students at appropriate stages of study.

10 We will successfully recruit to the additional funded places for ‘Skills for Growth’:

2013-14 2014-15 2015-16 2016-17 aim

Skills for Growth undergraduate BSc (Hons) Biomedical Science 12 12 12 12

Highly Skilled Workforce – MSc in Food & Drink Innovation

18 (15 FTE)

11 (8.5FTE*)

6 (4FTE)

20

Skillset 35 29 10 35


A developed workforce 11 We will continue to improve the percentage of graduates entering positive

destinations, aiming to ensure we are above our HESA benchmark. HESA PI E1

data 2011-12 2012-13

pub 2014 2013-14 pub 2015

2014-15 aim

2015-16 aim

2016-17 aim

% in emp or further study (HESA PI)

92.1% 88.4% 91.9% 93% 93%

93%

Benchmark (HESA PI) 90.6% 91.2% 92.9%

[Relates to SFC National Measure 9]

A research base that is internationally competitive

12 We will work towards achieving Athena Swan Silver Award for the University by 2018.

13 We will increase our external research grant and contract income by 10%* by 2020 in line with our strategic plan ambitions.

2012-13 2013-14 2014-15 actual

2020 aim

Research income £1,544,000 £1,245,000 £993,000 £1,370,000

Abertay measure

14 We will increase the number of research postgraduate students admitted to Abertay each year from 2016-17 onwards.

RPG students 2014-15 actual

2015-16 actual*

2016-17 aim

2017-18 aim

2018-19 aim

Intake 32 26 33 35 39

[RPG intake targets for each year. Relates to SFC national measure 11]

* partial year

University‐industry collaboration

15 We will increase income from knowledge exchange activities by at least 10%* by 2020 in line with our strategic plan ambitions.

2013-14 2014-15 actual

2020 aim

Total KE income** 906,417 797,679 £1m*

* 10% increase on 2013-14 **This represents total KE income reported through the KTG return to SFC as set out in the national measure. [SFC National Measure 13]


16 We will increase the number of innovation vouchers awarded to Abertay.

2012-13 2013-14 2014-15 actual

2015-16 aim

2016-17 aim

SFC Innovation vouchers 10 22

17

at least maintain

2014-15 level

at least maintain

2015-16 level [SFC National Measure 14]

Sustainable institutions

17 We will spend 3% of the value of our estates and buildings on maintenance and other capital expenditure.

2014-15 aim

2014-15 actual

2015-16 aim

2016-17 aim

As % of value 3% 3.6% 3% 3%



ANNEX B

ANNEX B: ADDITIONAL INFORMATION ON THE ALIGNMENT OF OUR MENTAL HEALTH NURSING ACTIVITIES WITH SETTING THE DIRECTION

The table below demonstrates progress to date against each of the six objectives of Setting the Direction.

Setting the Direction Aim Abertay University Actions

Develop a sustainable national approach to post-registration and postgraduate education and continuing professional development (CPD).

A new part-time MSc Mental Health Nursing programme took its first enrolments in September 2015 (n=9). The programme has been developed in partnership with Health Boards, and allows for flexible accumulation of credits. Modules can also be taken individually as CPD. There is ongoing national discussion regarding a more strategic non-localised approach to PG and Post-registration nurse education and the SHS Head of School is part of this working group.

Embed NHS Scotland values and professionalism in all aspects of nursing and midwifery education, research and practice.

This is integral to all aspects of the Division’s delivery. The Division has a growing research output and a number of recent publications have addressed the capacity to raise concerns about poor quality care.

Deliver dynamic pre-registration nursing and midwifery education.

The Division has recently revised their current BSc (Hons) Nursing (Mental Health Nurse) programme to align with the university’s curriculum reform objectives and this will be subject to NMC scrutiny. A new 4 year preparatory Mental Health Nurse degree programme is planned for 2017-18 which will embody the broader educational aims of the university whilst still ensuring that the refreshed NMC competencies are a core feature of the programme.

Enhance the quality of the practice learning environment for staff and students

The Division is involved in a pilot scheme to implement an online evaluative tool of clinical placement (QMPLE). The Division continues to progress two research projects which are specifically focused on the practice learning environment: 1. Factors affecting student decisions to report concerns about practice. 2. Support of students with dyslexia on practice placement. (Colleagues have recently been awarded Scottish NHS monies to conduct an in-depth literature review in this area).


Setting the Direction Aim Abertay University Actions

Strengthen clinical academic collaboration to ensure that research and evidence underpin and drive improvements in quality.

There are currently three staff on joint appointment contracts, 2 with NHS Fife (Prof MHN and a Lecturer), 1 with NHS Tayside (Lecturer). A Senior Manager from NHS Ayrshire & Arran also has a Visiting Senior Lecturer Contract. The Division has been awarded 8 Masters (MSc) by Research Studentships from Scottish Government funds and these will be part-time studentships to ensure that the recipients are also in practice. Three part-time research MSc students from the local Health Boards are already enrolled using previous NES post-registration monies to support their fees. The Division will also recruit to 2 vacant Clinical Academic Fellow positions in January 2016.

Develop an infrastructure to deliver efficient, responsive and sustainable education

The Head of Division is part of a Council of Deans for Health Scotland working group which is addressing this objective nationally. Both the undergraduate and post-graduate programmes have modules which are shared with students enrolled on other programmes eg. Counselling. This creates efficiencies in delivery but also allows for interdisciplinary education.

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abertay university outcome agreement 2016-17

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