As an ecumenical Christian university Liverpool Hope believes that every student should become a member of the collegium. That is every student becomes part of a community of scholars; a community made up of experienced academics, support staff and the student body. The concept of community and continuity alongside the academic endeavour is then at the heart of all activity within the University. Fundamental to this is the development of relationships, between tutor and student, between tutor and tutor and between both tutor and student with members of the support teams.
The conversation took place within the context of the philosophy of Learning and Teaching developed at Liverpool Hope over recent years. This has embraced and directed a radical change to an integrated year-long undergraduate curriculum, the consequent re-definition of the roles of lectures, seminars and tutorials in the student experience, the deliberate inclusion of staff research in the curriculum and the tailoring of assessment to meet the requirements of the new curriculum.
Liverpool Hope remains committed to enabling all its students to benefit from a sound University education that is research-informed. At undergraduate level, expectations are set high encompassing as broad an education as possible based firmly in core disciplines and fields. For postgraduate degrees, expectations are of advanced research and study in both theoretical and applied fields of enquiry. Since the beginning of its founding colleges 170 years ago, the University has consistently created educational opportunity for all. The formation of students in the University is made possible through high quality educational experiences. While the selection arrangements for admission are rigorous, there is a willingness to encourage all who have the ability and capacity to benefit from an education at this university
The University has a standard set of enhancement drivers including the monitoring and review of a range of relevant data and consequent use of learning and teaching days for dissemination of good practice, the careful targeting of resources to enhance physical space and upgrade equipment, the care that is taken to employ staff who are able to demonstrate at interview how their research can directly enhance the curriculum, continual review of library spending even in a tough financial climate and the careful attention paid to the student voice. The introduction and development of communities of practice which now form a key part of the enhancement of Learning and Teaching at Hope was also initiated from the University conversation on the request from staff that they needed space to have discussions with their colleagues on Learning and Teaching related matters.
The university also has a standard set of quality assurance mechanisms including the monitoring and sharing of external examiners reports, the annual departmental review and enhancement process, the validation process for new courses, the five yearly departmental review process and the responsibility of Faculty Boards to maintain an overview of their provision at all times.