The MMU Education Strategy and Principles for Learning, Teaching and Assessment

The Principles

 

Principle 1
We will provide an excellent learning environment and outstanding student experience click to expand

Standards relating to Principle 1:

  1. An academically rigorous curriculum that places students at its heart and is inclusive and accessible to all with the ability to benefit;
  2. High quality, interactive and creative teaching, learning and assessment, with a focus on the outstanding quality of the classroom experience;
  3. Staff who engage and challenge their students, providing high quality teaching, scholarship and research;
  4. Access to leading-edge facilities, learning opportunities and the effective use of technology to support learning, teaching and assessment.

Guidance for Principle 1 »

Principle 2
MMU provides an innovative, flexible, sustainable, enterprising and internationalised curriculum  click to expand

Standards relating to Principle 2:

  1. Offering opportunities within an internationalised curriculum, driven by employability, enterprise, and environmental and social sustainability;
  2. Integrating teaching on courses with Research and Knowledge Exchange strategic themes (see the MMU RKE strategy);
  3. Enabling students to develop their intellectual powers, creativity, independent judgement, critical self-awareness, imagination, and personal skills that will clearly identify them as MMU graduates, global learners and as world class professionals;
  4. Being responsive to rapid shifts in employment and professional needs, enabling students to become effective lifelong, independent learners and able to make a significant contribution in their subsequent employment.

Guidance for Principle 2 »

Principle 3
Assessment at MMU is an integrated and integral part of learning and teaching click to expand

Standards relating to Principle 3:

  1. Clearly communicated assessment standards and criteria are linked explicitly to learning opportunities, unit design and teaching methodology and will identify areas for development in both teaching and student learning;
  2. Provision of formative assessment, timely and informative feedback, summative assessment methods, and mechanisms for promoting feedback relevant to the subject, will provide motivation for further achievement; recognise and reward student progress;
  3. Consistent application of University Standard Descriptors, marking and moderation procedures within and across units, courses and programmes will ensure assessment practices are fair and transparent.

Guidance for Principle 3 »

Principle 4
Student progression, confidence and success will be achieved through outstanding personalised and individual support  click to expand

Standards relating to Principle 4:

  1. Support for the complete student cycle in their transitions to University, during induction, from one stage of study to another, and from university into employment;
  2. Provision of personal and academic tutors who help students to progress in their studies, to achieve better outcomes as they go through their course by providing guidance, monitoring, and academic support;
  3. Communication of high expectations for academic achievement and self-development.

Guidance for Principle 4 »

Principle 5
Programmes are responsive to quality enhancement procedures throughout the student lifecycle  click to expand

Standards relating to Principle 5:

  1. Ethos of continuous monitoring of courses for quality enhancement;
  2. Timely and effective response to areas for improvement;
  3. A culture of partnership in learning and teaching that ensures the student voice is integral to quality enhancement.

Guidance for Principle 5 »

Principle 6
Staff are lifelong learners, fully engaged with their own professional development  click to expand

Standards relating to Principle 6:

  1. Promotion of qualifications that underpin high quality teaching, scholarship and research;
  2. Staff engaged in continuous academic and professional development;
  3. Evaluation and development of teaching and assessment practices with peers and managers.

Guidance for Principle 6 »