The Ten Principles

The ten principles form a scaffold which supports the development of learning and teaching within Hope with a view to enhancing the experience of both students and staff. The ten principles also form a substrate which nurtures the activities of the learning community and supports the development of good practice within a context designed to ensure the quality of learning and teaching within the institution. The intention is then that all Learning and Teaching related activity and the student experience associated with that activity is covered by aspects of those ten principles. The underpinning philosophy and the structural elements of the university then act to support L & T activity and student experience, both theoretically and in practical ways.

 

Principle (Click on links below for timelines of activity) Underpinning Expectations Principle-related Projects (click on links below for details)
Principle 1 - Learning in small groups which allows the development of academic potential and fosters relationships with members of staff.
  • Students will be provided with the space to discuss and reflect on new knowledge in small groups.
  • Tutors will recognise that students are in the early stages of their academic career and both parties will work together to understand the distance between their own knowledge.
  • Student confidence will be nurtured through reassurance and encouragement, with the goal of creating high quality scholars.
  • Students should feel empowered by their learning experience.
  • Students will be encouraged to take ownership of their own learning and will aim to be confident autonomous learners.
  • Students should feel connected to tutors and other students through their groups of ten and other communities.
  • Tutors and students will endeavour to get to know and understand one another, using their relationship to create a personalised learning experience.
  • Students will be encouraged to develop resilience to academic challenge.
 
Principle 2 - A coherent curriculum supported by well-designed assessments and appropriate feedback.
  • Students will be introduced to new knowledge through a coherent and integrated curriculum.
  • The curriculum will be high quality, adhering to national subject benchmarks as appropriate.
  • Assessment should support and develop rather than merely measure student learning.
  • Students will be introduced to, and encouraged to produce academically rigorous work.
  • Tutors will be passionate about their subject and will encourage the same in their students.
  • Students will be given clear, high-quality feedback in a timely fashion.
  • Students will be encouraged to use and understand their feedback through clearly established student and tutor dialogue.
Creation of a new collaborative Assessment Enhancement Strategy 
Principle 3 - Signposting of a clear route for personal development and employability.
  • The university will set students on the path towards personal and scholarly development.
  • Students will be encouraged to make the best of all opportunities presented to them; attending and actively collaborating in all learning events.
  • Students will be creative and entrepreneurial, using their knowledge and skills to solve problems and develop themselves for the future.
  • Students will be provided with the opportunity to develop a set of transferable skills which will make them employable and productive members of society.
  • Students should be able to show that their new found skills are strong enough to be useful to society and transferable to the workplace.
  • Students will be provided with the time and space to develop academically and personally.
  • Students should strive for their personal goals.  and realise what they will have to provide for themselves and what they can expect from the university.
  • Students will learn how to manage their time and organise themselves and their learning.
  • Students will be strong communicators, taking opportunities to share knowledge and learn from one another.
  • Students will aim to be critical thinkers.
 
Principle 4 - A curriculum informed and influenced by current research. 
  • Teaching will be research informed and influenced by relevant and up-to-date research in the tutor’s respective fields. 
  • All students and tutors should be part of a discipline specific, research inspired, academic community of practice, dedicated to sharing interests and developing knowledge.
  • Students will recognise that academic study need not be directly linked to employment, but that academic study can be used to compete in a constantly evolving job market.
  • Students and tutors will aim to understand and be mindful of the complex relationship between knowledge, research and employment.
  • Students will be supported in their transition into the academic environment and on towards postgraduate study.
  • Students and staff will conduct all of their work ethically, adhering to university ethical research guidelines.
  • Both students and tutors will aim to contribute to the Hope academic community.
  • Students will be empowered to contribute to social change and staff will support them to be change agents.
 
Principle 5 - Well-organised learning opportunities underpinned by a network of pastoral and academic support. 
  • Tutors and students will recognise that development and growth take time. 
  • Students will have access to a range of support services, including librarians and careers advice.
  • Students will aim to support one another in their learning and staff will facilitate this where possible.
  • Students will understand what they will have to provide for themselves and what they can expect from the university.
 
Principle 6 - Developments and changes to Learning and Teaching made after listening to the student body.
  • Students will communicate through meaningful and developmental dialogue. 
  • The student voice will be valued highly and where possible the university will be responsive to student needs;
  • Students will understand what they will have to provide for themselves and what they can expect from the university;
  • Both students and staff should feel part of the Hope community, which is built on meaningful relationships and mutual respect.
 Full review of the Service and Leadership Award (SALA)
Principle 7 - Teaching delivered by staff using good and innovative practice and informed by a range of development opportunities.
  • Tutors will be innovative in their teaching and learning, incorporating best practices from global education contexts.
  • Tutors and students will use the VLE in a consistent and coherent manner and where possible extend and enhance learning beyond the classroom.
  • Tutors will aim to use technology where it is appropriate and will endeavour to promote digital literacy in both students and their peers.
  • Tutors will aim, where possible, to provide active and engaging learning opportunities in which students are co-creators of knowledge.
  • Tutors will aim to be reflexive and creative, providing students with interesting and novel learning experiences.
  • Staff and students will be mindful of varying levels of technical proficiency and will aim to develop their technological skills where possible.
  • Students will have access to quality learning resources when they need them.
 
Principle 8 - Learning opportunities developed through regular reflection by subject and support teams. 
  • Students and staff will be encouraged to be reflective, aware and ethical individuals;
  • Students will endeavour to make the best of all opportunities presented to them; attending and actively collaborating in all learning events;
  • Students will aim to be supportive and caring members of society, helping others where possible;
  • Students will be empowered to contribute to social change. 
 
Principle 9 - Learning opportunities developed with recognition of diversity within the student body. 
  • We will recognise that all students are from a diverse range of backgrounds, capabilities and learning experiences. 
  • The development of the curriculum will recognise the needs of Part-time and distance learners.
  • International students will feel welcomed and be provided with the necessary support to adjust to language and cultural differences in both academic and personal contexts.
  • Students and staff will be part of the Hope community, building meaningful relationships and mutual respect.
  • Student information and data will be managed effectively and stored safely.
Introduction of specific academic and social support for international students 
Principle 10 - Learning opportunities delivered in a high quality physical, virtual and social learning environment. 
  • Students will have access to quality learning resources.
  • Students will have a range of different experiences - learning in and outside of the ‘classroom’.
  • We would like students to reflect a sense of belonging - Hope as a home for students;
  • Systems will be in place to facilitate and mediate the Hope community, allowing clear lines of communication between students and staff.
Enhancement of library study spaces and the support available within them