Frameworks and Reports

 

Assessing Assessment at the University of Bolton|

Bolton Academic|

Bolton Professional|

Careers Service and Employability Strategy 2010 – 2012|

Careers Service and Employability Operational Plan 2010 - 2012|

Career Education, Information, Advice and Guidance (CEIAG) Policy for the University of Bolton|

Higher Ambitions Report (BIS)|

HEA Draft Annual Institutional Report 2010-11 - University of Bolton|

Higher Education: Students at the Heart of the System (BIS White Paper June 2011) http://c561635.r35.cf2.rackcdn.com/11-944-WP-students-at-heart.pdf|

Information Literacy Framework|

Information Literacy Framework Action Plan|

National Student Survey Course Analysis 2011|

National Student Survey Department Analysis 2011|

National Student Survey Institutional Results 2011|

PDP framework|

Student Attendance Monitoring 2010 - 2011|

Student Experience Officers' Final Report 2008|

Widening Participation Narrowing Retention Final Report|

What is Learned at University - The Social and Organisational Mediation of University Learning (SOMUL) Project|

 

Useful Links

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PDP UK Network - Articles that might be of interest:

The teaching portfolio in higher education, and the nature of knowledge, curriculum and assessment in continuing professional learning (or development) Chris Trevitt, Oxford Learning Institute, University of Oxford http://learningtobeprofessional.pbworks.com/w/page/31685076/The-teaching-portfolio-in-higher-education| 

Traditionally, one of the gaps in higher education has been the relationship between the higher education lecturer as an expert in his or her field and the student learner who is at an early stage in the development of their expertise in their field of study. There is however an important area of practice where this gap is narrowed, indeed eliminated and that is where students are involved in learning to become a professional in a particular field of practice while their teachers are learning to become a professional teacher: both are involved in the journey of learning to be and become professional. This Chapter considers the role of portfolio construction in the process of becoming a professional teacher. The insights provided are applicable more generally to the development of professional capability and identify as students learn to become professional in their chosen field.

Learning to be a self-regulating professional: The role of Personal Developing Planning (PDP) Norman Jackson, University of Surrey http://learningtobeprofessional.pbworks.com/w/page/32872854/Learning%20to%20be%20a%20self-regulating%20professional|  

Personal Development Planning (PDP) is the only approach to learning in UK higher education that is actively encouraged through a policy. The dispositions, thinking, behaviours and habits that PDP is intended to promote are closely aligned to the processes identified in self-regulation. The paper examines these relationships and asserts that if PDP is implemented in ways that learners find engaging, and can be related to real world experiences, it offers the promise of enabling them to develop and practice capabilities that are important to being an effective self-regulating professional.