Corporate Plan 2010–2015

corporate plan
2010-2015
I MISSION STATEMENT
Mission Statement for 2010-2015:
“We aspire to be a dynamic, global, enterprising university.
We will work in partnership with external organisations
through our research and engage our students as partners
in a community of learning.”
2
II Statement of Core Values
Core Values for 2010-2015:
1.
We are committed to the principle of academic freedom, founded on rational enquiry conducted with integrity.
2.
We value lifelong relationships with our students, from their first engagement with the University, throughout their studies,
and their future lives as alumni.
3.
We contribute to economic prosperity and to social well-being. Through our research and teaching we contribute to solving
some of the most important problems or ‘grand challenges’ in our society.
4.
We seek to foster excellence, innovation, creativity and enterprise among our students, staff, and partner organisations.
5.
We aim to work in sustained partnership with external organisations and we encourage collaboration across internal boundaries.
6.
As an organisation we promote supportive teamwork, and we value diversity, fairness and equality of opportunity.
7.
We value our staff and expect them to use their professional judgement. We therefore seek to develop their knowledge,
skills and capabilities for their own professional fulfilment and the University’s benefit.
8.
We take a proactive approach towards caring for the environment, including carbon reduction, and we seek to adopt best
practices in the interactions we have with our local communities.
9.
We aim to have cost effective procedures and processes and we seek continuing improvement in what we do.
3
III Teaching and Learning 2010-2015
There are three priorities in the Teaching and Learning section of the 2010-2015 Corporate Plan to reflect major changes in our
external environment. These are: student satisfaction (as measured by the National Student Satisfaction Survey and our own
biennial survey); completion rates (as defined and measured by HEFCE); and the achievement of a Positive Destination, including
graduate-level jobs, by our graduates (as measured by the Destination of Leavers from Higher Education (DLHE) survey).
1. Student Satisfaction
Aims:
1.
We aim to improve students’ satisfaction by empowering them as participants in a community of learning where staff and
students work together to learn, create, solve problems and research. That community also includes external practising
professionals, employers, and alumni.
2.
Teaching is designed to inspire and engage students in their chosen course through a range of techniques which encourage
lively, interactive learning, and by drawing on relevant research and professional practice. Excellence in classroom teaching
will be enriched by appropriate use of virtual environments, technology and specialist facilities.
We will measure how effective our teaching is by: using feedback questionnaires at the mid-point of modules; by the evidence
from course reviews; and by the results of our biennial student satisfaction survey where we will seek to achieve straight A
Grades for the quality of teaching on all courses in 2012 and 2014. Targets for improvement, where appropriate, will be agreed at
individual, course team, and Departmental levels.
4
2. Student Success and Completion
Aims:
We aim to improve the learning environment to maximise student achievement and completion.
This requires that:
1.
Course and module information, timetables, assessment tasks & deadlines, and course administration are simple to
understand and student-focused.
2.
The academic infrastructure which supports excellence in classroom teaching and learning works well and is effective from
a student perspective.
3.
Communication systems to and from students work well.
4.
Academic and pastoral support systems are well designed and appropriate.
5.
Staff: student ratios and direct contact time are appropriate.
6.
Assessment is proportionate and well designed, is returned to students within the agreed timescale, and contains feedback
that identifies both strengths and weaknesses of the student’s work.
7.Rapid feedback systems from students are used to understand and respond to their concerns about the quality of teaching,
course administration, and/or academic support.
We will measure how effective our information, communications and support mechanisms are by: using questionnaires and
other feedback methods; and the results of our biennial student satisfaction survey where we will seek to achieve A Grades on
these elements of the learning experience in all courses by 2014. Targets for improvement, where appropriate, will be agreed at
individual, course team, and Departmental levels.
We aim to provide the appropriate physical infrastructure and facilities that will engender a sense of community, including the new
Students’ Building due to open in 2011, and the Engineering & Computing Building, due to open in 2012.
5
3. Graduate-level Jobs, Careers and Further Study
Aims:
We aim to assist students in achieving their further study, career or self-employment aspirations. To this end, our curriculum will
be employment-related, making use of research activities, real or ‘live’ projects (sourced from employers or professional practice),
placements and work experience as appropriate.
This means that:
1.
All courses will provide learning experiences that prepare graduates to proceed to Masters or Doctoral study as appropriate,
or to postgraduate professional training.
2.
All courses are designed to develop and assess the generic graduate capabilities and skills that employers are seeking,
including enterprise and entrepreneurship, an international outlook and understanding of global issues, communication
skills, team working and IT fluency. The Add+vantage Scheme has a major role to play here for undergraduate students.
3.
All UK undergraduate students have at least one international experience through a course project, or through an
Add+vantage module, or through visits, placements and exchanges during their period of study.
4.
All postgraduate students have the opportunity to take our Global Leaders Programme.
5.
Where appropriate, courses are designed in conjunction with, and accredited by, employers or professional bodies to
develop the specialist knowledge and advanced skills required for (post)graduate level employment in that field. This
includes the development of multi-disciplinary courses that address emerging or changing sector needs.
6.
Personal Tutors and Course teams take responsibility for the career destinations of their final year students, supported by
the central Careers Service and Faculty/School employment units.
We will measure how effective we have been in enabling our students to obtain places for further study/training, or graduate-level
employment, by using the annual DLHE survey results. The target will be to achieve 80% of graduates achieving graduate level
jobs or progression to postgraduate study by 2015. Targets for improvement, where needed, will be agreed at course team and
Department levels.
6
Summary
In summary, and taking all three sets of aims into consideration, our courses will be designed so that students:
1.Reach high academic, professional, vocational or creative practice standards.
2.
Are challenged to think for themselves, assess evidence, test assumptions, frame and solve problems.
3.
Are introduced to the latest research in their subject and its methodologies, and acquire research skills themselves – all at
an appropriate level.
4.Gain from the global community of which Coventry University is a part, and have the opportunity to engage with
international issues and comparative perspectives through their study and learning experiences.
5.Develop a sense of professional responsibility and social citizenship including an ability to engage with ethical issues in a
well-informed manner.
6.
Become enterprising and entrepreneurial graduates, contributing to innovation, creativity and productivity in the organisation
or community of practice which they join.
7.Develop the leadership capabilities, communication competencies, and generic skills that employers of graduates are
looking for.
8.
Obtain rewarding and interesting careers.
Summary Metrics to be used to assess our progress against our Teaching and
Learning Aims:
•
Students rate their overall satisfaction with the quality of their course in the 2014/15 National Student Survey (NSS) and the
2015 internal biennial survey above 85% with no individual element or subject being rated below 70%.
•
The qualification completion rate for the University is 95% in the 2014/15 Higher Education Statistical Agency return.
•
By 2015, 80% of our undergraduates will take up the opportunity of a period of work experience, internship or placement
related to their course or their future career intentions, and all will have an international experience through their programme
of study.
•
Positive Destination to be at least 80% by 2015 as measured by the DHLE survey.
•
The staff to student ratio (SSR) to be in the top quartile for a post ‘92 university throughout the period as measured in the
Times League Table.
7
IV Applied Research 2010-2015
The Research that we undertake is primarily:
•
Applied in nature and based on excellence in discipline-based research, pedagogical research, or knowledge transfer
including CPD activity.
•
Intended to deliver beneficial impact to the economy or society in the short to medium term. In addition, in each of our
Schools and Faculties there will be at least one major project focused on a longer term ‘grand challenge’ that society faces
today such as low carbon solutions, an ageing population, sustainable environments, human security, or social inequalities.
•
Conducted with, or for, an external organisation or a consortium of public or private sector partners.
•
Focused on problems which require multidisciplinary perspectives and often a team-based approach.
Our Applied Research encompasses:
•
Individual, Group and Institute research programmes.
•
National and international funded projects.
•
User-led R&D.
•
All forms of knowledge exploitation including patents, licensing deals, company spin-outs, joint ventures.
•
Consultancies and the provision of authoritative and independent advice.
•
Provision of specialist facilities and related services to external organisations.
•
Bespoke courses/CPD for individuals and for corporate clients for the purpose of knowledge transfer and advanced skills development.
Coventry University’s Health Design & Technology Institute
8
Aims for Applied Research 2010-2015:
1.
To undertake public and privately funded applied research regionally, nationally and internationally to generate new
knowledge, and to apply and disseminate it effectively. Our Applied Research will have contemporary relevance and will
contribute to economic wealth and social well being.
2.
To deliver excellent research, recognised as such within the Research Excellence Framework (REF), which establishes and
maintains our academic authority. Each Unit of Assessment submitted to have 60% of outputs judged as ‘world leading’ or
‘internationally excellent’ in the next REF.
3.
To increase staff capability and capacity in Applied Research further, including nurturing cross-disciplinary teams.
4.
To address selected “Grand Challenges” through the development of partnerships with organisations in the voluntary, public
and private sectors.
5.
To align and integrate the work of the CUE project divisions, Applied Research Institutes and Applied Research groupings in
Faculties and Schools. To enable this, our current Institutes will be aligned to the “Grand Challenges” and will provide a point
of focus for the development of multi-disciplinary communities of researchers in each of these fields.
6.
To expand and further enhance the Technology Park. This will bring together physically those researchers addressing the
“Grand Challenges”, and provide the shared facilities required to stimulate the development of the wider multi-disciplinary
research community. We will engage key stakeholders, including the City Council and regional bodies, as well as Private
Sector partners, in addressing areas of shared interest such as the low carbon agenda.
7.
To explore web-based collaborative tools and applications, to understand the likely future scale of co-production and co-creation of knowledge, and the way we visualise results. We are interested in developing, with others, innovative models of research communities particularly in the social sciences, humanities and arts, and in “Open Access” channels to our findings.
8.
To ensure our Applied Research appropriately enriches the teaching and professional development that our students
receive, and underpins the CPD and employer-based training that we offer.
Metrics to assess progress on our Applied Research agenda 2010-2015:
•
£48 million applied research income by 2013 rising to £60M by 2015 (Coventry University Group figure).
•
To be in the top 10 of the post 1992 universities in the next REF.
•
90% of academic staff to be applied research active by 2012.
•
Academic staff spend 20% of time on AR by 2012 and 30%-40% by 2015.
•
By 2015 25% of applied research income to be private-sector led, including CPD income.
Applied Research Income
70
60
£M
50
40
30
20
10
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
9
V The Global University
By aspiring to be a ‘global’ university we mean that:
10
•
We conduct research that is judged to be world-leading or internationally excellent through the peer review process and the REF.
•
We conduct research into global problems drawing on international sources of funding e.g. the EU.
•
We have active partnerships with universities and colleges in all continents through which we pursue joint research and
teaching programmes, student and staff mobility, dual and double degrees and pathway programmes. We seek out external
funding opportunities to further this agenda.
•
We work with global companies on joint research and development agendas.
•
We use our global connections to benefit our local communities, city and region.
•
All of our students have the opportunity to acquire a new language or deepen competence in an existing second language
alongside increased cultural proficiency and knowledge of global issues.
•
We offer our UK students a range of mobility opportunities to study, do a project, or gain work experience abroad so that
they are better equipped to be global leaders and employees of the future. Similarly, we offer our international students the
opportunity to have work experience in the UK.
•
Our courses draw on material and case studies sourced globally and encourage the examination of issues from different
cultural, economic and socio-political perspectives.
•
We recruit students from all over the world and encourage the formation of social and professional networks across national
boundaries which continue among our alumni.
•
We exploit digital communication and collaborative technologies to bring students and staff together across different
countries to participate in shared seminars, undertake joint research projects and learn together through taught modules.
•
We disseminate our knowledge and expertise globally using digital and virtual means as well as the traditional forms of
academic publication, knowledge exchange and transfer.
Aims:
1.
To develop more multi-touch, deep, international partnerships where our joint activity includes a wide range of shared
activities. We will do this by setting up an Academic Partnership Unit. This unit will support the development of new and existing collaborative relationships, coordinate the development and delivery of programmes and oversee quality management.
2.
To increase international student numbers at Coventry, and to develop the London Campus as planned.
3.
To ensure that every course contains a substantive international element that requires students: to acquire a comparative
perspective; or to engage with globally important issues; or to conduct joint projects with peers in another university
overseas mediated via digital technology.
4.
To increase opportunities for UK students to undertake an international fieldtrip or study visit, and/or a study or work
placement abroad. Similarly to find and offer work experience opportunities in the UK to our international students.
5.
To give greater priority in supporting Applied Research to projects with international/global companies or with overseas
partners including HEIs, governments and NGOs.
6.
To enhance the IT infrastructure to enable the many tools for academic collaboration so that it is easy and reliable to share
and discuss research data, to run trans-national seminars, to set up student-to-student projects etc.
Metrics to assess progress in becoming a ‘global’ university by 2015:
•
Income from course delivery overseas at £7.5 million p.a. by 2015.
•
By 2015 all UK students to have an international experience of some kind in their programme of study – either through joint
projects with students in other countries mediated by ICT, or through study visits, work placements etc.
•
By 2015, all overseas students to be offered work-related experience of some form in the UK – through internships,
placements or work-related projects.
•
By 2015 all courses to evidence a substantive and definable international component – for example, an international
literature review, overseas case studies and/or analysis of global issues and perspectives.
•Global Leaders Programme taken by a minimum of 15% of postgraduate students by 2012 rising to at least 33% by 2015.
•
3127 international students on the Coventry Campus by 2012/13, rising further to 3576 by 2015/16. 1674 international
students on the London campus by 2015.
•
I-graduate Survey to show steady improvement in international student satisfaction year-on-year on key questions.
International CU Students studying in the UK
6000
5000
4000
Total
3000
Coventry
London
2000
1000
0
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
11
VI Being a Sustainable University
Our approach to being a sustainable university covers six areas:
•
Securing financial sustainability.
•
Investment in the development of our staff.
•
Continuous improvement of our processes.
•
Environmental sustainability.
•
Building lifetime relationships with our Alumni.
•
Management of strategic investment programmes.
For each of these we have agreed strategic Aims and Metrics which are set out below.
1. Securing Financial Sustainability
Aims:
12
1.
To achieve income growth and surplus in line with the Financial Plan for the period as set out below, understanding that the
external economic and political environment may require changes to this Financial Plan during 2010-2015.
2.
To increase the diversity of income generating sources in both teaching and applied research.
3.
To ensure that we achieve a financially sound balance across our portfolio of courses and that we generate a sufficient
surplus to allow for re-investment in, and improvement of, our students’ academic experience.
4.
To manage the performance of the Group Subsidiaries (CUE, ACUA, London Campus) to meet or exceed targets, including
surplus generation, as stated within their business plans.
5.
To ensure planned levels of Return on Investment are achieved for all major development projects and programmes.
6.
To invest in staffing and physical infrastructure sufficiently to deliver the aims of the Corporate Plan.
7.
To maintain effective relations with all funders and the confidence of our financial stakeholders.
8.
To undertake robust management of critical operating risks.
Metrics to assess progress against Aims:
•
Income growth to have reached £243m by the end of 2014/2015 and annual surpluses to be 3% or as agreed with funders.
•
Achieve student number targets each year as set out in the Table below.
•
Applied Research to account for 20% of income by 2014/2015.
•
Income from non-HEFCE sources to increase by 10% over the period of the Plan.
•
Financial performance of all undergraduate and postgraduate programmes to achieve surplus or at least break-even
respectively by 2012/13.
•
Subsidiary Companies (ACUA, CUE and CULC) to achieve expected targets and surpluses throughout the Plan period.
•Return on Investment achieved as expected for major investments in staffing, assets (e.g. new buildings) or new activities/programmes.
•
Sufficient liquidity to meet cash needs as they arise for operations and investment opportunities.
Income Generation (Group)
260
250
240
£M
230
220
210
200
190
2010/11
2011/12
2012/13
2013/14
2014/15
2015/16
Total Planned Student Numbers, FTE’s
2010/11
2011/12
2012/13
2013/14
Undergraduate
11,915
12,210
12,398
12,256
Postgraduate
960
1,025
1,052
1,070
International Coventry University
2,888
3,057
3,127
3,180
International Coventry University
London Campus
390
730
1,067
1,356
Employer Engagement Programme
2,155
3,155
3,155
3,155
Total
18,308
20,177
20,799
21,017
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2. Investment in the Development of our Staff
Aims:
1.
To improve the quality of teaching and learning, the level of student satisfaction with their academic experience, and
increase the amount of Applied Research that we do successfully.
2.
To set up a staff development programme that helps staff to respond to the challenges and opportunities of working as a
Global University.
3.
To deliver the aims of our Single Equality Scheme including the objectives which promote progression and success for a
diverse staff and student body.
4.
To enable staff to embrace and optimise the potential of advances in technology.
5.
To develop the knowledge and skills of our staff so that they feel confident working in multi-disciplinary or multi-professional
teams, and can develop rewarding external partnerships.
6.
To provide leadership development and management training that aligns the delivery of University strategy with the release
of talent and potential of individuals and teams.
Metrics to assess progress in achieving our Aims:
•
Student satisfaction with the quality of teaching and course management rises as set out under the Teaching and Learning
metrics. Student satisfaction with other aspects of their experience at Coventry is maintained at the high levels achieved in
2009 internal student satisfaction survey.
•
90% of academic staff and 33% of senior Professional Services staff are actively and successfully engaged in Applied Research.
•
By 2015, 66% of academic staff to have experience, through their teaching or applied research, of successful engagement
with at least one overseas partner.
•
Steady increase in staff performance levels, capabilities and skills as measured through the DPR indices.
•
Overall level of staff satisfaction as measured in our biennial staff survey to rise to 86% by the 2016 survey.
Staff Satisfaction
87%
86%
85%
84%
83%
82%
14
2010
2012
2014
2016
3. Environment
Aims:
1.
To be a leading university in our environmental and carbon reduction performance.
2.
To ensure environmental issues, energy conservation and carbon reduction are a driving force in the University’s Estates
strategy and are supported by staff and student engagement.
3.
To develop a coherent campus-wide space strategy to inform resource usage.
4.
To work in partnership with relevant organisations to act and impact on global environmental issues.
5.
To achieve improvements in staff and student satisfaction with the University’s environmental performance.
Metrics to measure progress in achieving these Aims:
•
To be in the ‘first class’ division of the People and Planet Green League by 2015.
•
To achieve 35% reduction to 9,500 tonnes in carbon footprint by 2015.
•
To have achieved 80% recycling/reuse rate by 2015.
•
BREEAM ratings of ‘Excellent’ achieved for university-owned, new buildings.
•
To achieve 10% improvement in space utilisation from 8.7 m2 to 7.8m2 per FTE by 2015.
•
Staff and student satisfaction ratings with our environment strategy at 85% (Grade A ratings) by 2014 and 2015 respectively,
as measured in internal, biennial satisfaction surveys.
Carbon Reduction
14
Tons (000’s)
13
12
11
10
9
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
15
4. Continuous Improvement of our Processes
Aims:
1.
To design and maintain effective key functions and processes that add value, are cost effective, timely and are fit for
purpose. This will include, where appropriate, standardisation and simplification of our current systems and processes.
2.
To establish a set of benchmarks for key processes and improve performance against them through regular reviews.
3.
To establish and embed continuous improvement in processes at University, Faculty/School and Service levels.
4.
To enhance our processes for capturing and implementing improvement ideas from staff.
5.
To improve procurement and contract management to effect savings and improve the quality of service delivered.
Metrics to measure progress in achieving these Aims:
•
To be in the Upper Quartile versus benchmark external organisations in 5 core processes throughout the Plan period: HR, Finance, Registry, IT, Estates.
•
5% year on year reduction in number of formal complaints made about processes from students, business customers, and staff.
•Good practice case studies evidencing successful implementation of staff suggestions disseminated across campus each year.
•Reduction in procurement as a % of total costs, from 34% to 31% by 2015.
•
16
Staff satisfaction ratings with processes increase in each biennial satisfaction survey through the Plan period.
5. Building lifetime relationships with our Alumni
Aims:
1.
To strengthen the existing networks/communities/friendships associated with Coventry University.
2.
To offer services and support to our alumni to maintain their continued relationships and involvement with us.
3.
To inspire alumni to maintain contact and develop their engagement with the University.
4.
To identify relevant opportunities for our alumni to become actively involved in ways that benefit the University or its wider community.
Overall Engagement
Alumni Numbers
% of Alumni rated “Engaged” as measured through Raiser’s Edge
75000
7%
70000
6%
65000
5%
60000
4%
55000
3%
50000
2%
45000
1%
40000
2010/11
2011/12
2012/13
2013/14
2014/15
0%
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
6. Strategic investment Projects or Programmes (defined as being £500k+)
Measured on whether they achieved the time, cost, and quality standards as defined in their Project Plans, and the Return on
Investment as set out in their Business Cases. For the period 2010-2015 this includes the Coventry University London Base, the
new Students’ Building, and the new Engineering and Computing Building.
Metrics to assess progress in achieving these Aims:
•
Increase in number of actively engaged alumni (both in actual numbers and as a % of the database), with engagement
measured through a scoring system (KARMA).
•
Number of alumni with live contacts on our database increases to 70,000 by 2015.
•
Faculties to be working with 500 alumni supporters each by 2015, across advisory groups and committees, offers of work
placements, live projects, employment opportunities, direct input into courses, and mentoring students.
•
1,500 alumni to be donating to the Annual Fund (Phoenix Foundation) by 2015.
•
Philanthropic giving to meet annual targets set.
17
VII Key Performance Indicators: the 2015 Test
1. Our position in the sector as set out in the Times League Table
Our KPI here is to be in the 60s range by summer 2012 and in the top five post-1992 English universities by the summer
of 2016.
This will be achieved by:
•
National Student Survey satisfaction rating to be 80% by 2012 (with no individual component below 70%), rising to 85% by 2015.
•
Positive Destination to be at 80% by 2015 as measured by the DLHE survey.
•
Completion rate (as defined by HEFCE) for the University to be no worse than 95% by the end of 2012 and sustained at that
level through the rest of the Plan period.
2. Financial Sustainability of the University
The KPIs here are:
•Yearly operating surplus to be 3% or as agreed with our funders if higher.
•Reduction in procurement as % of total costs from 34% to 31% by 2015.
•
Current ratio of Assets to Liabilities throughout the period to be not less than 1.5 to 1.
•
35% carbon reduction achieved by July 2015.
3. Income growth and diversification
The KPIs here are:
•
Income growth to £243m by end 2014/15 and in line with the Financial Plan throughout the period.
•
Income from Applied Research in the Coventry University Group to rise to £48 million by 2013 and to £60M by 2015.
4. Being a ‘global’ university
The KPIs here are:
•
International student numbers at 5,250 by 2015, including the London Campus.
•
By the start of the academic year 2015/16 every UK undergraduate student will be guaranteed at least one international
experience as part of their programme of study, and 33% of postgraduates will be taking the Global Leaders Programme
alongside their Masters or Doctoral course.
•
Income from course delivery overseas to be £7.5m p.a. by 2015.
5. Staff development, achievements and satisfaction
Measured by:
•Groups submitted to the REF have 60% of their output graded as ‘internationally excellent’ or ‘world class’.
18
•
90% of academic staff to be contributing to the Applied Research income generation targets by 2012.
•
Improved student satisfaction with quality of teaching, assessment and course organisation measured through the NSS.
•
Staff satisfaction level as measured by our biennial Staff Satisfaction Survey to be 86% by 2016 survey.
Coventry University London Campus
19
Stakeholder Analysis
20
Success as
measured against
KPIs
Key Stakeholders
Needs/Wants
Source
Initiatives/Actions
Students Parents
Alumni
• A valued degree –
leading to further
study or graduate level
employment.
• A good, caring, safe
student experience,
with quality
accommodation
and facilities. High
standards of teaching
and academic support.
• A University to be
proud of, so that we
retain involvement.
• Student Surveys:
• Focus groups.
• Consultative
Committees.
• Recruitment/
Development Office
contacts.
• Alumni.
• Add+vantage
programme and
increased work
experience/
placements/
internships.
• New Student Building.
• Focus on student
satisfaction,
completion and
employment.
• Student numbers.
• Completion %.
• League tables position.
• Student satisfaction %.
• Positive Destination %.
• Alumni numbers and %
involvement.
• £ fund-raised.
Employers
Businesses
• Employable students
with right skills and
capabilities.
• Partnership working.
• CPD.
• Research with
beneficial, measurable
impact on their
organisation.
• Focus groups.
• Business Development
Manager reports.
• Board of Governors.
• National reports.
• Pedagogic
developments, eg
Activity Led Learning.
• Add+Vantage
programme.
• Global Leaders
Programme.
• Increased Applied
Research (AR).
• ACUA.
• Increased CPD.
• Growth in AR/CPD
income.
• Graduate-level
employment %.
• Work experience
targets met.
• Employer Engagement
FTE numbers met.
Schools Colleges
• Good quality relevant
courses/degrees.
• Successful students.
• Close links and
partnership.
• Focus groups.
• Recruitment contacts
through RAO.
• Phoenix Partnership
programme.
• Student numbers.
• Completion %.
• League tables ranking.
• Positive Destination %.
• Student satisfaction %.
HE Funders (eg
HEFCE, NHS)
• Meeting the public
agenda with new
thinking coupled with
solutions and skills.
• A cost-effective
University that is flexing
to meet government
priorities.
• Regular meetings,
conferences etc.
• White Papers.
• Consultation/policy
documents.
• New or revised courses
that meet skills and
knowledge priorities
in line with national
policies.
• Institutes.
• Employer Engagement
Programme.
• New Engineering
building.
• Turnover/income
growth %.
• Investment %.
• Number of policyrelated pilot
programmes.
Applied Research
funders
• As for HE funders
but emphasis on
innovation, new
thinking and solutions.
• Close relationships with
users of research.
• CUE.
• BDMs.
• Principal Investigators.
• RCUK.
• TSB.
• Applied research policy.
• New Institutes and
ARGs.
• HEIF4 plans.
• Corporate Partnership
Unit.
• Turnover/income
growth %.
• Growth in AR income.
• Profile on partnership
development
‘staircase’.
Success as
measured against
KPIs
Key Stakeholders
Needs/Wants
Source
Initiatives/Actions
Professional
Bodies/Agencies
• A progressive
University, effectively
run, with high
standards of outcome
alongside practicefocused innovation in
the curriculum.
• Regular meetings and
conferences.
• Reports/Policy papers.
• PSB visits.
• As for HE funders
with demonstration
of dissemination of
innovative practice.
• Externally funded
projects focused on
practice development.
• QAA and PSB
accreditation reports.
• Coverage of
innovations in
academic and
professional press.
• Representation on PSB
senior bodies.
• Income from projects.
HE Partners, home
and abroad
• A respected University
adding value and
meeting expectations
on developing joint
activity.
• Partners direct.
• International student
satisfaction survey.
• British Council, UKTI.
• International strategy.
• New bilateral
agreements.
• AR or pedagogic
networks and
associations.
• UKIERI and PMI2
engagement.
• Number of ‘live’ multitouch agreements.
• Student progression
from partners.
• Staff and student
exchanges.
• Number of joint AR and
curriculum projects.
Staff
• Solutions to issues
identified through
surveys and other
means.
• A successful, financially
sound and wellmanaged University
with good, long-term
prospects.
• Successful career
development.
• Staff Satisfaction
Survey.
• Focus groups.
• Biennial satisfaction
surveys.
• Pay and Reward
Scheme and DPR
appraisal system.
• Leadership
development
programme.
• Estates Strategy and
related investment.
• Staff satisfaction %.
• Staff retention levels.
• Staff promotion within
and to posts outside
the University.
• Estates strategy
implementation
milestones.
Suppliers of goods
and services
• Clear briefs and
efficient, IT-enabled
processes.
• Opportunity to develop
deeper/broader
relationships with the
University.
• Supplier interface.
• SMART processes and
procedures.
• Procurement policies.
• Procurement savings.
• Number of strategic
partnerships.
City and its
communities
• A successful flourishing
university, raising the
profile of the city,
bringing business/
employment to the city,
and its economy.
• City Council contacts
and Coventry City
Partnership.
• Joint profile-raising.
• Support for City
initiatives.
• Masterplans.
• Investment in Estates
development and land
acquisition.
• Joint applied research
programmes.
• Joint engagement in
cultural events and
programmes.
• £ Estates investment.
• Student numbers.
• New jobs created.
• New businesses
started/attracted, and
SMEs assisted.
• Funding secured for
joint initiatives and
research projects/
programmes.
21
External Environment: PEST Analysis
Political
Economic
22
Planned actions and
initiatives
Factor
Impact on University
• Government continues ban
on growth in UK full-time
undergraduate numbers as student
support costs become too high.
• No opportunity to bid for ASNs.
• ELQ rules remain.
• No fee increases in medium term.
• Secure EEP ASNs and drive further
growth in this direction.
• Switch marketing and recruitment
effort to PG and international
students.
• More income needed from AR
activities.
• Drive to improve skills and workbased training remains but is
subdued in recession in private
sector and cuts in public sector.
• Demand for employer-based, offsite delivery less certain.
• Opportunities for increased CPD
activity may be harder to convert.
• ACUA and faculties/schools
prioritising CPD.
• HEIF4 priority to improve CPD
offering.
• New Government is more
interventionist.
• Reduced focus on widening
participation; FE favoured for
vocational HE delivery.
• STEM subjects prioritised to
detriment of others.
• Regulation increases.
• Reduced numbers of FT
undergraduates if quality judged
poor.
• Raise entry grades and less reliance
on Clearing.
• Experiment with new modes of
delivery.
• Focus on new criteria for “quality”.
• Trans-national HE growing in
importance; new private providers
of HE establishing in UK and
globally.
• Increased competition for
international students.
• Need to establish better
partnerships for overseas delivery.
• Opportunity for joint ventures with
new private sector providers.
• International strategy and action
plan.
• Improved strategic alliances with
overseas partners.
• JV with Cambridge Education
Group.
• London Campus.
• Major economic downturn through
2009/2010 and much slower
growth until probably 2017/18 than
previously anticipated.
• All Government funding for public
sector reduced 2010/11 – 2013/14.
• Budget cuts severely threatening
unit of resource for HEIs; next CSR
settlement likely to increase cuts
further.
• Less public sector funding for
research.
• RDAs disappear and charitable
foundations will have less money
for capital or revenue projects.
• Close attention to budgeting with
stricter controls on expenditure.
• Requirements for lean processing
and efficiency gains increase.
• Drive to diversify income sources
strengthened.
• Management systems and
information improved.
• Slower growth of global knowledge
economy creating reduced demand
for knowledge workers.
• Reduced demand for graduates in
job market at least in short term.
• Faculties and Careers Service
introduce additional schemes
to help final year students find
appropriate jobs.
• More work experience and
internships sought.
• New sectors emerging requiring
multi-disciplinary knowledge base,
e.g. IT + healthcare.
• Employer demand for graduates
from multi-disciplinary courses at
UG and PG levels.
• Review curriculum regularly and
benchmark against competitors.
• Introduce PG multi-disciplinary
courses where market demand
strong and shift UG numbers
appropriately.
Social
Technological
Planned actions and
initiatives
Factor
Impact on University
• Increased fee level following Browne
review changes pattern of demand
for HE.
• More students study from home.
More of a “market” created.
• FE provides more HE programmes
to detriment of Post-92 universities.
• Secure market position with
appropriate fee levels.
• Review student accommodation
plans.
• Develop high quality distinctive
niche in market.
• Develop further our local
partnerships with FE colleges.
• Increase in % of older people in the
population.
• New demands for AR in social care
and health fields.
• Upward pressure on pension
contributions.
• Health Design and Technology
Institute programme of work.
• New programmes and AR activity in
Faculty of Health and Life Sciences.
• Active budgeting for increased
employer pension contributions.
• Increasing diversity and mobility of
society.
• Need to review appropriateness
of curriculum and quality of overall
University experience.
• Need to prepare graduates for
global careers.
• Internationalisation strategy.
• Add+vantage programme to
enhance employability.
• Leonardo/Erasmus work experience
scheme.
• Global Leaders programme
established.
• Web-based comms. and social
networking defining current and
future students.
• Demand for web-based
pedagogies, communities of
learning, and online student social
groups.
• Peer-to-peer projects across
partnerships for students.
• New research tools for staff
pursuing research agendas in social
sciences and humanities.
• JISC-funded development
programmes including electronic
repository for learning objects.
• New courses using blended and
online delivery.
• Key part of internationalisation
agenda.
• Staff training programme.
• Open Source approach to research
outputs.
• E-connectivity 24/7 and growing
use of internet for retail, financial
and personal services.
• Increased demand for access
to University information and
services on 24/7 basis; self-service
functionality; efficient and ‘SMART’
processes.
• Opportunities to outsource or
establish shared services growing.
• New website exploiting Web 2.0
interactivity.
• New portals for students and staff.
• Investigation of selected, “shared
services” opportunities and
outsourcing.
• Environmental and sustainability
agendas rising in importance.
Energy costs rising.
• Carbon Bond required from 2011.
• Environmental and carbon reduction
strategies required.
• Energy use and cost management
required.
• Opportunities for AR related to low
carbon and environmental agenda
increasing rapidly.
• New buildings need to be BREEAM
‘excellent’ rating.
• Environmental low carbon and
energy management plans as part
of overarching Estates Strategy.
• Investment in environmental
technologies for new buildings.
• Plans for new AR groups and new
appointments in selected areas of
sustainability and environmental
agendas.
23
Internal Environment: SWOT Analysis
Supporting evidence
Impact (so what)
Planned initiative
(how will build on this)
Strong reputation with
stakeholders: students,
funders (e.g. HEFCE) and
Government (e.g. UKTI;
DoH)
• National Student Survey.
• International student survey;
University’s own survey;
QAA and PSB reports; Major
government contracts/
projects.
• Good strike rate on future
development bids.
• Word-of-mouth
recommendations build
increased student numbers
and AR projects.
• Higher national profile in
Whitehall and Westminster.
• Continued active use of
positives in marketing/profile
raising strategy.
• Transfer of best practice to
other areas.
• Use to drive growth and
diversification in student
recruitment.
Financial stability and
management
• Annual accounts.
• HEFCE Audit findings and
rating.
• Cash reserves.
• Ability to invest in innovation
and support areas of growth.
• Large bank loan at acceptable
rates of interest.
• Provision of match to secure
external funding.
• Investment of own funds in
support services and facilities
to support growth plans.
• Joint development
programmes with external
funders to secure Estates
Strategy.
Rising home and
international student
demand and recruitment
• HESA returns.
• UCAS applications.
• International applications.
• Provides growth and surplus
for investment.
• Investment in
internationalisation.
• London Campus.
• Growth of postgraduate
provision.
CUE and Technology
Park
• Surplus generation in Project
divisions; asset value of Park
increasing; investment by
external 3rd parties.
• Opportunity for greater
synergy and joint activity with
University.
• Exploitation of regional,
national and international
tenders for businesssupporting services.
• Further land bank acquisition
for the Park.
• Agree and implement
masterplan.
• Drive synergy around “Grand
Challenges”.
Cultural and linguistic
diversity of staff/
students/City
• Student statistics.
• Staff statistics.
• City statistics.
• Able to develop from
a positive base to
internationalisation of the
University.
• Attractiveness of Coventry as
place to study.
• Internationalisation of
curriculum and student
experience in institution.
• Increased partnerships
outside UK.
• Joint promotions with
Coventry City.
Increasing amount
and quality of applied
research
• Increasing income from AR
and good “strike rate” on
bids.
• Funding from high quality
funders, e.g. TSB, Research
Councils.
• Increased income and
diversity of income sources.
• Higher profile with business
and peers.
• Six AR “Grand Challenges” to
be prioritised.
• Greater synergy between
Institutes and AR Groups.
Key
Strength
24
Supporting evidence
Impact (so what)
Planned initiative
(how will build on this)
League table position
• Current standing in tables.
• Direct negative impact on
recruitment, home and
abroad.
• Negative profile when seeking
major contracts/projects.
• Continued targeted actions
to raise standing on all
metrics but especially student
satisfaction completion, and
graduate employment.
Student retention,
satisfaction and graduate
employment on some
courses
• HESA data and benchmark
data from NSS and DLHE.
• Negative impact on
reputation.
• Limits ability to bid for any
ASNs in those areas.
• Puts income and staff jobs at
risk if Government removes
student numbers in these
courses.
• Major improvement
programme launched with
clear targets and incentives
strengthened.
• Student numbers moved out
of poorly performing courses
into high performing courses.
Poor adaptability of
processes to changes in
demand. Unnecessary
bureaucracy
• Staff satisfaction data.
• Staff frustration at timewasting activities.
• Difficulty in securing lean
processes throughout the
organisation.
• Undue costs.
• Poor reputation on efficient
delivery.
• Major lean processing initiative
to continue.
• Investment in IT infrastructure
and new applications.
Tightly constrained city
centre site. Old buildings
not meeting current
requirements for energy
and space efficiency
• Campus site plans.
• New buildings hard to fit in.
• Little flexibility for decant
when refurbishing.
• Below expectation for space
and energy performance.
• More space than needed but
poor quality/ill designed for
current purposes.
• Land acquisition policy being
pursued in conjunction with
City Council.
• Estates strategy to be
updated, to include decant
space, improved energy
performance and greater
space efficiency.
Key
Weakness
25
Validation (link to
environment, strengths
or weaknesses)
Planned initiative
(how can we mitigate)
Government and HEFCE
commitment to employerbased HE
• Leitch Report. Regional
Economic Strategy.
• HEFCE invitation to bid for
ASNs and development
funding.
• Bids to HEFCE to extend
Employer Engagement
programme through ACUA
Ltd.
• Greater focus on CPD.
• Increased student population.
• Reduced dependence on
Block Grant.
• Surplus generation.
Increased international
recruitment to Coventry;
delivery of programmes
overseas
• Success of competitors.
• Market analysis and forecasts.
• Establish representative offices
overseas.
• New, multi-touch international
Partnerships with joint AR and
mobility programmes.
• Internationalisation agenda on
campus.
• Academic Partnership Unit
formed.
• Increased student numbers at
Coventry, and London, and
through delivery overseas.
• Increased research income
from international sources.
• Greater resilience in student
numbers.
Use of subsidiary
companies to drive
diversification and
innovation
• Record of achievements to
date.
• Establish companies where
business case warrants.
• Link with key partner
organisations.
• Innovations to be
mainstreamed in University.
• Profits covenanted to
University.
• Sphere of influence extended
in UK and internationally.
Growth in number of
SMEs in regional/national
economy
• Business start-up and SME
statistics from City, Region and
nationally.
• Work with regional and other
organisations to deliver
affordable/sustainable
business-support services.
• Expand Project Divisions in
CUE and links to SMEs in
Faculties.
• Increased business customers
and surplus generation.
• Improved profile in business
world and new AR
opportunities exploited.
Sites available for new
build and low long-term
interest rates
• Advertised purchase
opportunities.
• Borrowing deals struck with
other HEIs by the major banks.
• Estates strategy and
Masterplan developed
with investment and land
acquisition priorities.
• Major bank loan secured.
• Meet expansion pressures.
• Improve student and staff
satisfaction with campus and
facilities.
• Aid AR growth.
• Grow the TechPark to a
financially more viable size.
Framework 7 and
other EU programmes.
Technology Strategy
Board programmes
• Invitations to tender requiring
collaboration with industry or
across several organisations.
• Resource commitment to bid
preparation and staff training.
• Investment of time with major
partners to develop strategic
alliances.
• Collaboration with UK and
overseas partner institutions
on funding bids.
• Improved strike rate, followon contracts, more research
outputs and increased
research income.
• Stronger partnerships.
• Reduced risk of failure in
competitive funding regimes.
Likely net benefits
Opportunity
26
Validation (link to
environment, strengths
or weaknesses)
Planned initiative
(how can we mitigate)
Likely net benefits
Threat
Decline in 18 year old
cohort in UK and EU
• National and EU demographic
data.
• Improve competitiveness in
relevant markets and diversify
into employer-based training,
and overseas delivery.
• Able to sustain student
numbers and financial
projections including
repayment of interest and
capital from bank loan.
Reduction in commissions
from funders e.g. NHS
and SFA
• Contract renegotiation
demands.
• Build, maintain and strengthen
contacts with (new)
commissioning bodies.
• Apply expertise to open up
new markets at home and
abroad.
• Maintenance of student
numbers and associated
income through diversification.
Unit of resource reduced
and UG full-time numbers
capped by HEFCE
• Financial difficulties facing
Government and low priority of
HE post election.
• Review profile of teaching staff
to protect SSRs.
• Increase recruitment of
postgraduate, EEP and
international students.
• Bear down on procurement
costs and bad debt.
• Able to sustain staff and
student satisfaction at target
level.
• Able to sustain surplus for
investment.
Lack of investment in
facilities and IT to match
rising expectations
• Student satisfaction data.
• Social policy analysis.
• Bank loan to support
construction of new buildings.
• Continued investment in IT
infrastructure.
• Improvement in staff and
student satisfaction.
• Buildings and facilities fit for
purpose and for growth.
Cost increases from
external bodies exceed
capacity to absorb
• Notice given of pension cost
rises in all schemes and N.I.
% rise.
• Energy price forecasts.
• Inflationary pressures increase
wages bill.
• VAT increases.
• Increase pro-active effort to
reduce cost creep.
• Efficiency drive on large
procurement items.
• Energy-saving strategy
and investment in relevant
technologies.
• Use Group structure more
effectively.
• Able to sustain resource levels
to maintain staff and student
satisfaction rates, SSRs, and
financial returns.
Competition for overseas
students reduces volume,
fee rates or return
• Private sector players entering
market in UK.
• Recruitment activity and
expansion plans of other
international universities.
• Cost of acquisition rises.
• Invest in strategic partnerships.
• Continued addition of new
markets and new products
to offset inevitable erosion of
current markets and products.
• Academic Partnership Unit.
• Continued growth through
international strategy;
satisfaction improved for
international students.
• Surplus from joint projects.
Government policy of
more selective funding of
teaching and research
• Current policy debates.
• Past approach to reduced
funding for HE.
• Focus on improved outcomes
in key areas, e.g. STEM.
• Movement of student numbers
internally to optimise position.
• REF strategy.
• Able to maintain volume
of teaching and research
portfolio; able to fund quality of
infrastructure.
Banking sector changes
terms in response to own
pressures and HE sector
rating
• Performance of banking
sector.
• HE sector credit ratings.
• Focus on investor relations.
• Continue to review full range
of sources of finance for
university and subsidiary
activities.
• Maintain focus on meeting
bank covenants.
• Keep costs of capital at
current levels.
• Continue to secure finance for
growth and investment.
27
Coventry University
Priory Street
Coventry
CV1 5FB
Telephone 024 7688 7688
www.coventry.ac.uk