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Enhancement Themes
Current Enhancement Theme
Inter-institutional collaboration
Transition skills phase 1
Transition skills phase 2
Navigating change
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Equality and diversity
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Completed Enhancement Themes
Developing and Supporting the Curriculum
Overview
Curriculum for Excellence and its impact on higher education
The flexible curriculum
Staff: enhancing teaching
Publications, papers & reports
Graduates for the 21st Century
Research-Teaching Linkages
Graduate attributes
First Year
Integrative Assessment
Flexible Delivery
Employability
Responding to Student Needs
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Guide to the Outcomes of the Themes
Directory
Getting There
School and university links
The HE experience
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Employability
Settling There
Issues associated with transition
Information provided at enrolment
Flexibility in curriculum and programme design
Developing scholarship skills
Being There
Nature and purposes of the first year
Student Life Cycle
Personalisation: definition and description
Personalising the first-year experience
Induction programmes
Learning communities
Peer Support and Buddying
Integrated student support
Technology and student integration
Retention in the first year
The nature and status of teaching in the first year
Curriculum issues
Personal tutoring
Assessment and feeback in the first year
Student feedback and action
Academic structures
Staying There
Flexible Curriculum
Whole Curriculum including graduate attributes
VLEs
Employability in the curriculum
Expectations and requirements
Technology, learning and assessment
Institutional policies on assessment
Assessment of and for learning
Feedback on assessment
Making assessment more effective and efficient
Research-teaching linkages
Research-teaching relations: disciplinary
Research-teaching relations: general
Plagiarism
Promoting and supporting student engagement
Tutors and tutoring
Students with disabilities
Moving on From There
Graduate Attributes
PDP, Research-Teaching, Graduate Attributes and Employability
Honours degree classification system
Assessment and employability
Co-curriculum and employability
Technology, Graduate Attributes and employability
E-learning and Lifelong learning
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Conference
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Day 2 Parallel session presentations
Day 2 Parallel session papers
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Day 3 Parallel session papers
SHEEC
10 Years of the Enhancement Themes
Supporting and managing enhancement
Theme Evaluation Project
Evaluation of the Enhancement Themes
Descriptors of Enhancement
Learning from International Practice
Taught Postgraduate Student Experience
Facets of Mastersness
The Masterness toolkit
Case studies
Case study 01: Recognising M-Level, University of Bedfordshire
Case study 02: MA in Luxury Brand Management, Regent’s University London
Case study 03: Activity Led Learning (ALL) for Master’s Project, University of Coventry
Case study 04: Making the Most of Masters, Universities of Aberdeen, Edinburgh & Stirling
Case study 05: MA Childhood and Youth Studies, University Campus Suffolk
Case study 06: Masters of Science in Geographic Information Systems Technology, University of Arizona
Case study 07: Accounting and Finance, University of Stirling
Case study 08: Learning Methodologies, Queen Margaret University
Case study 09: MSc Psychology of Sport at the University of Stirling
Case study 10: MSc Adult Nursing and MSc Mental Health Nursing, University of the West of Scotland
Case study 11: International Business Programme, University of Greenwich
Case study 12: PGT Student Induction, University of Northumbria
Case study 13: I-SEE, Employability Skills, University of Aberdeen
Case Study 14: Master of Science programmes in Engineering and Management, University of Glasgow
Case study 15: Wide-ranging critital knowledge and understanding of a discipline, University of Glasgow
Case study 16: Master’s Internship Module, Coventry University Business School
Case Study 17: M.Litt in Classics, University of St Andrews
Case study 18: Master of Research in Clinical Practice, Kingston and St Georges University
Case study 19: Using research nodes to support Master’s students, Uppsala University
Case study 20: Curriculum Development for Practitioners, Murdoch University
Case study 21: Master’s programme in Development Practice, James Cook University
Case study 22: Group Working On Web-Based Distance Learning Courses, Leeds Metropolitan University
Case study 23: Transition into Postgraduate Study, University of Greenwich, London
Case study 24: Business Management Capability, Unitec Institute of Technology, Auckland
Case study 25: Pathways into the doctorate: The Australian experience, Australian National University
Mastersness Blog
21st Century Doctorate
Student Support Services
Visit of South African Deputy Vice Chancellors
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Peter McGeorge
Roni Bamber
Martha Caddell
Gary Campbell
Claire Carney
Sara Carter
Andrew Comrie
James Dunphy
Moira Fischbacher-Smith
Tina Harrison
Karl Leydecker
Lorna Milne
Alastair Robertson
John Sawkins
Brian Webster-Henderson
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Student Transitions - Institutional case studies
Developing and Supporting the Curriculum
Curriculum for Excellence and its impact on higher education
Institutional case studies - June 2013
Institutional case studies - June 2012
Graduates for the 21st Century
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2008 Conference
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Developing and Supporting the Curriculum
Graduates for the 21st Century
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Assessment
Reports
DSC overview reports
TiPZone
Toolkits
Transition skills and strategies
Recognition of Prior Learning Toolkit
A1 Developing understanding about RPL and engaging stakeholders
A1-1 Provide information and guidance
A1-2 Identify barriers and enablers to implementing RPL
A1-3 Develop a coherent vision and communications & engagement plan for RPL
A2 Exploring the changing learning landscape and needs for RPL
A2-1 Identify learner needs and profiles for RPL
A2-2 Identify employer and PSRB needs and profiles for RPL
A2-3 Identify institutional drivers, goals, policies and priorities that will influence departmental RPL policy
B1 Developing departmental policies and processes
B1-1 Establish the key components of the RPL process – stage 1: advice and guidance
B1-2 Establish the key components of the RPL process – stage 2: support
B1-3 Establish the key components of the RPL process – stage 3: recognition / assessment
B1-4 Establish clear roles and responsibilities for RPL
B1-5 Develop processes for monitoring, review, research, quality-assuring and enhancing RPL
B2 Implementing and managing RPL
B2-1 Guide, develop and support staff
B2-2 Adopt flexible, transparent and business-like approaches to RPL provision
B2-3 Develop partnership working
B2-4 Specify principles for adoption and good practices in use of technology tools to support RPL processes
B2-5 Develop a departmental implementation plan for RPL
C1 Integrating RPL into programmes
C1-1 Identify programme needs/drivers/priorities for RPL together with core principles and staff responsbilties for RPL
C1-2 Review how RPL can integrate into curricula at design/review stage
C1-3 Use RPL to shape curriculum design for more flexible provision
C1-4 Design simple RPL assessment frameworks
C1-5 Consider alternative assessment methods
C1-6 Adopt technology tools and good practices in their use to support RPL processes
C1-7 Develop a programme action plan for RPL
C2 Guiding and supporting learners
C2-1 Provide information and guidance for learners
C2-2 Provide appropriate support for learners
Resources
General resources
Developing understanding about and engagement with RPL
Departmental preparation and planning for RPL provision
Implementing RPL in programmes
Videos & multimedia
2016 Conference
2015 Conference
2014 Conference
2013 conference
2012 conference
2011 conference
2010 conference
2009 conference
5th Symposium Series event
4th Symposium Series event
3rd Symposium Series event
2nd Symposium Series event
1st Symposium Series event
2014 Institutional Overview videos
2013 Institutional multimedia case studies
2012 Institutional multimedia case studies
Interview with Chair of SHEEC
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2016 Conference
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