The document outlines plans to create a new world-class, not-for-profit and independent university in Herefordshire. It envisions establishing four schools focused on STEM fields to initially enroll 2,500-5,000 students from the UK and abroad. The university aims to deliver globally employable graduates through mandatory work and life skills modules coupled with work experience. It plans an initial fundraising target of £2-3 million in seed funding with £35-50 million sought over 3-4 years. Next steps include establishing foundations, hiring leadership, developing facilities, and enrolling the first students planned for 2016.
6. We have begun a journey . . .
To develop and deliver globally employable
undergraduates
To support the economic needs of
Herefordshire for the remainder of the 21st
century
To build a new type of university that blends
the best traditions of teaching and learning
with the power of technology – fit for the 21st
century
7. Like all good journeys . . .
We’ve begun at home –
‒ Listening to the voices of the next generation
‒ Speaking to over 100 Herefordians
• Business
• Education
• Government
• Potential Partners
‒Learning from experts in higher education
8. Asking . . .
What is the history of H.E. in Herefordshire?
How could a university contribute?
What would it bring?
Who could help and how?
Would this be good for Herefordshire?
What is the right way forward?
How do we get started?
9. We’ve learned a lot . . .
H.E. technology and innovations are exploding
The H.E. world has been shaken
Herefordshire is disproportionately ready
There is universal agreement on the value and
potential impact of an additional, well-
designed, unique higher education institution
offering world class instruction, based in
Herefordshire – and built from scratch
10. What we envision . . .
Building on a platform consisting of:
• Close collaboration with the existing £30+million
further and higher education economy of the
county
• Close relationships with the county’s existing
businesses, Enterprise Zone & LEP
• Purposeful, win/win integration with the broader
economic development of the county
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11. What we envision . . .
Creation of a niche “liberal sciences” university
An eventual student body of 2,500 – 5,000
Pupils from UK and abroad
All age groups
Initially, as a university college, awarding degrees
from a “Russell Group” or globally equivalent
institution(s) and seeking Royal Charter degree
awarding status in three to seven years
2
12. What we envision . . .
An initially small, but internationally
recognized Board of Trustees
Surrounded by a broad, highly diverse
advisory group with specialties supporting the
project
The group to initially head a non-profit entity
with a 2-3 year mandate of retaining the initial
executive leadership team, completing the
design, and funding the university
3
13. What we envision . . .
• Four schools of undergraduate education in:
Applied Mathematics
Civil & Mechanical Engineering
Information Technology
4
Natural Sciences
14. What we envision . . .
• Four schools of undergraduate education in:
Applied Mathematics
Civil & Mechanical Engineering
Information Technology
4
Natural Sciences
Sciences Technology Engineering Mathematics
Biochemistry
Chemistry
Physics
Biology
Earth Sciences
Computing
Electronics
Telecoms
New Media
Artificial Intelligence
Aerospace
Biomechanical
Environmental
Water & Coastal
Structural
Materials
Manufacturing
Nanotechnology
Robotics
Transportation
For:
Engineering
Science
Business
Computing
Modelling
15. What we envision . . .
Course content building on and integrating
with the local and regional economy
Lines of study linked globally, yet individually
customizable (in terms of time-line and
content) – student by student – through the
use of new educational technology (MOOCs)
5
16. What we envision . . .
A mandatory work preparedness
“cross-curriculum”
• Modern languages (Chinese, coding, etc.)
• Communicating effectively
• Managing yourself
• Working in teams
• Working in organizations
Coupled with significant, tailored work
experience in local or national businesses and
institutions
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18. What we envision . . .
Resident & visiting faculty recruited globally
Functioning as curators – harvesting and
blending the best of traditional teaching,
practical experience, and new educational
technology
With strong emphasis on teaching and
learning
Rewarded for teaching using concepts from
the John Lewis model of co-ownership
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19. What we envision . . .
Facilities focusing on the local economy
throughout the County
– Classrooms: Primarily repurposing existing city,
market town and county infrastructure
– Library: A public/private project
– Student Accommodation: Inward investment
– Administration: Existing infrastructure and asset
transfer
– Research: In collaboration with industry
sponsorship
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20. What we envision . . .
Funding
– £2-£3 million seed corn funding in 2014
– £35-£50 million in financing over 3-4 years
– Integrating resources from social capital market,
private individual investment, public sector asset
transfers, and industry sponsorship
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23. About the Leadership Trust...
An independent charity, that provides impactful leadership development
for individuals and across all levels within organisations through:
• Coaching
• Organisation Specific
• Accredited Open Courses
• Leadership Reviews
• Board and Team Facilitation
• Personal 360 Leadership Audit
Working with over 47,000 people from 60 countries
26. Key modules for
global
employability Module 1:
Managing
Yourself
Students begin to have a
much clearer understanding
of themselves, how they are
perceived by others, their
values and needs, and their
direction of travel into the
world of work.
Learning Outcomes:
Greater awareness of themselves,
impact on others, values and needs.
Direction of travel into the world of work
2
27. Key modules for
global
employability Module 2:
Working in
teams
Learning outcomes:
Students have clearer
Understanding of teams and their
dynamics, and are more able to become
an effective team member and leader
3
28. Key modules for
global
employability Module 3:
Working in
organisations
Learning Outcomes:
Students gain deeper understanding
of the world of work and organisations:
Learn to become an effective and
successful organisational citizen.
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29. What will a university do for
Herefordshire?
Panel chaired by Richard Heatly with:
Jonathan Godfrey, Principal, Hereford Vith Form College
Ian Peake, Principal Herefordshire College of Technology
Sheila Tallon, Principal RNCB
Gaynor Lewis; Karen Usher.
30. Cllr Tony Johnson
Leader Herefordshire Council
Bill Jackson
Chairman
Herefordshire Enterprise Zone
https://vimeo.com/69843485
31. Ange Grunsell,
Lecturer in Education for Sustainability,
London South Bank University
reports on her conversations with many of
Herefordshire’s secondary school heads
https://vimeo.com/69847050
34. Next Steps…
Rest of 2013
• Form as a charity the New University Foundation, identify chair & trustees,
• Raise first tranche of seed capital,
• Develop and release full university plan
• Announce details of 2014 pre-U summer school
2014
• Open University office in Hereford
• Secure £1-£3 m seed capital, start to raise £30-40m for University Foundation
• Conduct search for Vice Chancellor
• Form as a charity the New University Teaching Trust, identify chair & trustees,
• Hold first pre-U summer school
2015
• Recruit senior faculty & staff, establish initial university facilities,
• Determine year for teaching to begin,
• Marketing to attract first students - if September 2016,
• Hold second pre-U summer school
35. Next Steps…
2014
• Open University office in Hereford
• Secure £1-£3 m seed capital, start to raise £30-40m for University Foundation
• Conduct search for Vice Chancellor
• Form as a charity the New University Teaching Trust, identify chair & trustees,
• Hold first pre-U summer school
2015
• Recruit senior faculty & staff, establish initial university facilities,
• Determine year for teaching to begin,
• Marketing to attract first students - if September 2016,
• Hold second pre-U summer school
2016
• Recruit additional faculty & staff, complete university facilities,
• Complete fundraising
• Admit first students in September 2016,
• Hold third pre-U summer school
37. Waves of change are now
hitting the Universities.
What are the models for survival?
Professor Terence Kealey
Vice Chancellor,
University of Buckingham.
38. Questions & Closing Summary
Richard Heatly
Principal, Hereford College of Arts
Delighted to be a part of the NUH as Passionate about the developing good leadership skills at an early stage
An indepen. Charity est 38 yrs ago - to support the dev of leadership skills and capabilities with 3rd sector – such as malawi project and UK schools Impactful leadership dev – based on research to ensure the learning is embedded and actually makes a differenceBy melding the intellectual journey with an emotional journey – to ensure the learning is embedded
Doesn’t every graduate already have these?! – not according to CBI survey with employersin 2011: (and includes application of numeracy and IT)45% felt dissatisfied with grad level of awareness of customers and business 25% grads low ability to self manage20% grads with low team working skills and no approach to solving problemsBuilding on this is – conflict resolution within team working Feedback from org such as: PWC, National Grid, ABF, - all share horror stories – even now re: intake of grads with:= poor attitude – using mobile on selection dayTurning up in trainers Not able to write a business sense think they’ll be CEO in 2 years think the org owes them a living – no flex on location, tasks etc High performing School leavers have a better attitude - and are requested by Depts in place of Grad’sGen Y syndrome with existing line mgers in org’s
Building on this is: The New Uni Herefordshire will: Equip graduates who leave to be globally employable: with a strong knowledge around their domain expertise of their degree with the unique added value of being aware of what the world of full time employment means Become that newly appoint graduate in org – on fast track to mgt roleBe an individual contributor / team memberor continue with their educationM’ging self: But with a positive attitude, more awareness of how they react under pressure, the impact they have on others, Working in teams: how to handle relying on others to achieve a task - conflict resolution when at work, study or personal life: real projects – working with employers to bring the fresh thinking and creativity that grads have – to support employers in tackling wicked problems and sharing their enhanced IT skills Working in org’s: achieving valuable outputs form work placements in final year All of which will build confidence, awareness, presentation skills – written, verbal – (chemistry grad who had never made a presentation) The Learning Process Across the degree programme we propose a blend of: Two three-day experiential learning residential courses (in Modules 1 and 2)One day workshops on themes proposed in the Module outlines below (Modules 1-3)Speakers from the world of work (Modules 1-3)Completion of a learning journal (Modules 1-3)Work placement that is supported by learning from all three modules.Work-based mentoring during their work placement (Module 3)
appropriate to start this journey by exploring and better understanding oneselfWhat are their values, help them to better understand who they are, what they want to be - their career aspirationsReviewing their image and personal impact As well as How to manage themselves, build confidence and a positive attitude and resilience All vital attributes to building work ready graduates and better organisational citizens
An under-grads experience thus far will be driving towards individual performance and learning as opposed to operating in a team – when team members don’t do what they said they’d do Understanding different roles in a team and the under grads role within the team dynamic Opportunity – for them to lead a team to complete a task under real work environment pressures – eg the objective and timescales keep changing!Understand the diversity within teams and be equipped to with itFrustration of under grads in South coast Uni – asked to undertake a task as a group and could not understand why team members didn’t show up for agreed mtgs or complete their actions in time – ended in tears...
An element that many graduates going into the workplace are completely unaware of – is how org’s tick – what makes them work and how do you operate within a defined structureThis module would sit alongside the work placement and be based on academic models but more importantly on the practical element – of the reality of being in an organisation The different org’al cultures, how communications happen, how its structured, how are decisions made So the opportunity to learn about it – experience it and reflect on that experience – with a Business mentor to guide them thruThus ensuring a real unique aspect to the New Uni Herefordshire degrees – graduates who are work ready and able to contribute positively from day 1