Figures | ||
1 | From a common soil springs diversity. | 6 |
2 | The nature of higher education institutions – the MARS model. | 9 |
3 | A typical allocation of activities within the MARS model. | 11 |
4 | Connecting past, present and future actions. | 18 |
5 | Mission and vision. A map to aid your journey. | 21 |
6 | Integrating institutional values into daily practice. | 23 |
7 | Monitoring and measuring your student profile. | 26 |
8 | Defining institutional graduate characteristics. | 30 |
9 | Institutional added-value. | 33 |
10 | The interaction of institutional academic activities. | 36 |
11 | Managing your academic activities. | 38 |
12 | Propagating new talent. | 40 |
13 | Teaching and learning activities. | 40 |
14 | Reviewing your academic programmes. | 42 |
15 | Defining intended learning outcomes. | 44 |
16 | Delivering your teaching and learning activities. | 47 |
17 | Assessing your learning outcomes. | 50 |
18 | The LMS is the gateway to online institutional infrastructure. | 55 |
19 | Generating new knowledge. | 58 |
20 | Research activities and interaction. | 60 |
21 | Cross-pollination of external engagement activities. | 64 |
22 | External engagement activities and interaction. | 65 |
23 | Intertwining internationalisation into institutional practice. | 73 |
24 | Weaving support activities into institutional practice. | 83 |
25 | The student journey. | 85 |
26 | Learning resources: a framework on which to build academic activities. | 89 |
27 | Projecting your message through promotional activities. | 91 |
28 | The quality assurance cycle. | 99 |
29 | An internal quality assurance schedule. | 103 |
30 | Resources as institutional nutrients. | 106 |
31 | Managing income from a variety of existing and emerging sources. | 108 |
32 | An example of an institutional chart of accounts. | 111 |
33 | Developing a supportive institutional ethos amongst your staff. | 115 |
34 | Cultivating your staff. | 116 |
35 | Finding the balance of activities for academic staff. | 118 |
36 | Integrated communities: institutional estate management. | 127 |
37 | The structure of your strategic plan. | 134 |
38 | The strategic planning cycle never ends. | 135 |
39 | Developing your strategic plan: information waterfalls. | 138 |
40 | Decanting issues into the strategic plan. | 143 |
41 | Looking forward. Moving forward. | 149 |
42 | Making creative use of the tools at your disposal. | 150 |
43 | Structuring your institution – form follows function. | 153 |
44 | Institutional meeting calendars. | 156 |
45 | Assessing the likelihood and impact of institutional risks. | 163 |
46 | Responding to a crisis. | 170 |
47 | Would you like a drink? | 175 |
48 | Institutional enrolment process map. | 177 |
49 | Swim-lane process map setting out consortium member responsibilities. | 180 |
50 | Fruitful meetings! | 182 |
51 | Bon voyage. | 191 |
Tables | ||
1 | Locating activities and units within the MARS model. | 10 |
2 | Student profile by level. | 27 |
3 | The same student profile by programme. | 27 |
4 | The same student profile by international and home balance. | 28 |
5 | Interpreting graduate characteristics at programme levels. | 45 |
6 | Programme matrix for learning outcomes. | 46 |
7 | Potential structure and content of strategic plans. | 134 |
8 | A strategic planning timetable. | 137 |
9 | SWOT structure. | 140 |
10 | A basic institutional strategic plan. | 147 |
11 | An institutional risk register. | 165 |