Presentation at EURO 2013 (European Operational Research Conference) held in Rome in July 2013. Content focuses on the development and implementation of an online study skills resource using soft systems methodology as preparation for the formal student learning experience.

1. © University of South Wales
Supporting learner achievement
through OR approaches
Dr Jo Smedley
Director,
Centre for Excellence in Learning &
Teaching (City & Caerleon Campuses)
Email: jo.smedley@southwales.ac.uk
July 2013

2. Overview
Learners, while appropriately qualified for course entry,
can encounter challenges with their learning skills,
particularly during their first weeks of study. Co-curricular
learning, accessible through a mix of traditional and
modern technological delivery approaches, provides
additional learning alongside the formal delivery. Using
OR soft systems approaches, improved quality outcomes
are evident with improved formal achievement and
enhanced abilities to apply learning to real-life situations.
Case study examples include academic and professional
applications from the UK and Europe.
© University of South Wales
Supporting learner achievement
through OR approaches

3. Structure
• Background
• Establishing systems
• Systems development
• Outcomes
• Lessons Learned
© University of South Wales
Supporting learner achievement
through OR approaches

4. © University of South Wales
Background
Entry level skills
• Qualifications
• Learning skills
• Academic language
• “Managing Knowledge”
• “Managing Prof. Prac”
Retention & Success
• Learning Analytics
• Course factors
• Learning style and mode
Employability
• Skills development
• Confidence

5. © University of South Wales
Systems Development
Organisation Staff Students
Organisation
Staff Students

6. © University of South Wales
Entry Level Skills:
Project Background
Action Plan
Smedley, EURO, 2012
Map
Model
• Market research
• Gap Analysis
• Interface design and development
• Students as co-creators/producers
Project funded by University of Wales Teaching Fellowship 2011

7. • Staff 49 (M 13; F 34)
• Staff in a more mature age group more likely
to direct the student to what they believed the
student required rather than going through the
process of diagnosis of underlying need.
• Staff within the lower age brackets more likely to
spend more time attempting to diagnose the
underlying issues and then ask the student to
discover their own solutions using resources as
supporting materials  more likely to foster the
learning of transferrable skills.
© University of South Wales
Market Research (Staff)

8. • Students198 (M 81; F 116)
Skills
• Academic writing 808/198 = 4.08 mean average
• Time management 834/198 = 4.21
• Referencing 778/198 =3.92
• Note taking 724/198 = 3.65
• Understanding Feedback 816/198 = 4.12
Access
• Electronic= 91
• Paper=53
• Face to face =2
• Electronic & paper=42/Electronic & face to face= 3/Paper &face to face=1
• All =3/Decline=3
© University of South Wales
Market Research (Students)

9. © University of South Wales

10. © University of South Wales

11. • Implementation
• University of Wales network
• Learning Development in Higher Education(LDHEN)
• Analytics
• Take-up
• Retention and success
• Acknowledgement
• University of Wales Teaching Fellowship Funding 2011
© University of South Wales
Moving Forward

12. Email: jo.smedley@southwales.ac.uk
Skype: jo_smedley
Website: http:/www.southwales.ac.uk
© University of South Wales
Questions