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RMDrillHall: Ian Collins & Irene Barranco Garcia Partnerships to Develop Partnerships
This document discusses partnerships between universities and other organizations for collaborative academic programs. It provides examples from the University of the West of England (UWE) Bristol and the University of Greenwich. At UWE Bristol, around 7,000 students (20% of total) are enrolled in partnership programs. The traditional approach involved faculty librarians supporting individual partnerships, but in reality partnerships involve many more stakeholders across the university and partner organizations. At the University of Greenwich, around 12,000 students (50% of total) are enrolled through partnerships. Previously, a single partnerships librarian supported students directly, but now the library is involved from the start in reviewing new programs. Funding models like franchising and hybrid programs determine
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RMDrillHall: Ian Collins & Irene Barranco Garcia Partnerships to Develop Partnerships
- 1. Partnerships to Develop Partnerships: Supporting CollaborativeProvision Presentation by Ian Collins Irene Barranco Garcia
- 2. Why us? • Ourroles seem to be different from other library staff supporting collaborative provision. • We identified a mutual interest in the way we approach our roles. • Our roles are largely about communication and getting things to happen.
- 3. What are collaborative provisionpartnerships? ‘Collaborative provision denotes educational provision leading to an award of an awarding provider delivered and/or supported and/or assessed through an arrangement with a partner organisation (UK or international)’ – Higher Education Statistics Agency (HESA) What are our library focuses within this? • collections/access to online resources • academic skills to succeed and inevitably the broader ‘student experience’.
- 4. Context: UWE Bristol •Around 7k students - 20% of total students. • Aspiration is for 10k by 2020. • Traditional Faculty Librarian/team approach to faculty engagement. • Partnerships run as closely as possible to other programmes (approval and management) • Are partnerships the exception or business as usual?
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- 7. Learning • Partnerships areeveryone’s business -whether they know this or not. • Significant variance between programmes/partners/faculties. • People are important and the right people are paramount (same old) questions arose: • Who do I need to work with to have impact? (right person) • What am I trying to achieve? (right message) • How to go about this? (right way to communicate)
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- 9. Context: Greenwich • Around12k students are Partner Students - 50% of total students. • In the past: Traditional Partnership Librarian to support students at Partner Institutions. Librarian would support students directly with access issues. She wasn’t involved in decision making and would find out about Partnership when students made contact asking for help. • Currently: Library Services needs to countersign Request for Programme/Partnership. We are keep in the loop from the very beginning. This allow us to raise concerns about access to resources.
- 10. Funding Mode • Franchised •University rolls out programme and content. • Students in our HESA returns therefore out students so they can access resources • QA • Partner keeps funding, the University only act as Quality Assurance Agent • Partner deliver their own content and programmes. • Hybrid: Franchise - QA • Partner keeps funding. • University rolls out content and programmes. • Students belong to the partner but the University owns the programme
- 11. My role atthe University of Greenwich 1. Adviser, Raising awareness of issues regarding resources according to funding model 2. What are the key strengths of the role: COMMUNICATION Inward, Outward, upward, downward: Communication with Library Colleagues Communication with Senior Management in Departments developing partnerships Communication with academic colleagues/link tutors to help them support students Communication with Library Staff at Partner Colleges: Best allies since they have understanding of resources, terms and conditions and access issues for authorised users.
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- 14. Learning • Accepting complexityand working with(in) this. • Developing effective communication and clarity of message. • Seeing partner librarian helping develop developing institutional understanding. • Importance of relationship management.
- 15. Next Steps forus 1. Research 2. Our role: i. What remit do you have within your institution ii. What are the key qualities in the role: ̶ Communication ̶ Strategic Thinking ̶ Negotiation skills iii. What staff development it is needed in your role outside the traditional Librarian Skills/Knowledge