College of Dentistry, Health Sciences

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College of Dentistry, Health Sciences Medicine

• The Case for a Division of Education a
  Managers perspective

Peter Meredith Finance Resources Manager
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Education in DHM College in 2008

• Nine undergraduate programmes
• 31 course years
• gt 300 modules
• 4,182 students
• Home/EU 3,916 Overseas 266
• Undergraduate 3,245 PG(T) 607 PG(R) 330

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Education in DHM College Context 2008 - 2013

• Competing in the marketplace
• Tuition fees
• Possible oversupply of doctors, dentists,
  physiotherapists
• Tender to HEFCE or NHS, or both!
• Importance of SHA
• NHS Foundation Trusts - issues
• New professions, opportunities
• Need to be flexible, respond to changes in demand
• Strategy for PG(T), CPD, PDC
• Effective marketing, brand image etc
• Achieve the highest educational standards
• Recognise students as customers

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An Education Plan for the College

• Deliver an excellent teaching experience for all
  our students, as evidenced by
• Applications high volume quality (especially
  after tuition fee cap comes off)
• Low attrition, good degree scores
• High satisfaction rating in NSS SSS
• Produce health professionals to meet the needs of
  NHS
• Ensuring our students have a sustained
  competitive edge in getting jobs in limited
  supply
• Outstanding international reputation
• Peer reviewed Educational Research

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Role of funding bodies

• HEFCE (via University Centre)
• SHA
• Medical SIFT
• Dental SIFT
• PA placement funds
• NMET funding
• MADEL funding

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Delivering the Plan - 1

• Create a structure which can cope with the volume
  complexity (range of teaching methods, reliance
  on NHS teaching, fitness to practice, etc) of
  undergraduate teaching
• Effective management of large cohorts on MBChB
• Maintain highest educational standards
• Joined up thinking, and management of clinical
  placements, use of staff, facilities, curriculum
  development etc

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Delivering the Plan - 2

• Present co-ordinated range of healthcare courses
  (doctor, dentist, PA, nurse, physiotherapist etc)
• Integrated strategy with NHS Trusts
• Strong relationship with SHA
• Motivate teachers
• Maximise potential of SIFT (Medical Dental)
• Raise profile of teaching for staff and students
• Create strong brand identity for our courses
• Allow the research based PAUs to concentrate on
  research excellence and delivering teaching not
  managing it
• To achieve this, create an Education Division
  (Eddi)

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Role of Eddi

• To manage all undergraduate programmes
• To deliver specific elements of the courses
• To foster and develop original research into
  education
• To manage NHS teaching in a constructive and
  effective manner, maintaining good relations with
  our NHS partners
• Strong relationship with SHA
• Quality Assurance

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Management methodology - 1

• Heads of PAUs would be accountable to Eddi for
  delivery of teaching
• Eddi will engage in proactive workforce planning,
  in discussion with Heads of PAUs
• Eddi will define standards, learning outcomes etc
• Eddi will have resource to pay for teaching
  (fund staff FTEs)
• Eddi will ensure optimal use of staff time and
  resources

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Accountability and resource flow
Eddi
PAU
PAU
PAU
PAU
PAU
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Management methodology - 2

• Eddi would line manage (on full or part time
  basis)
• Course leaders
• Year leads (where applicable)
• Module co-ordinators
• Clinical Sub Deans in NHS Trusts
• Admissions tutors teams
• MSEU, Ed Tech team, etc
• Interactive Skills Unit
• Associate Deans (eg NHS Liaison, CPD/PG(T) etc)
• Senior education managers (eg Head of Student
  Development Welfare)
• Quality Assessment team

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Conclusion

• Great challenges ahead, but.
• Huge opportunities as well
• So.
• Set ourselves up to maximise our potential
• Achieve high reputation by delivering a well
  managed, market led, portfolio of courses
• Strong enough to compete and thrive in future