Ecosystem and Stakeholders
Ecosystem GLOBAL ENVIRONMENT: MEGATRENDS
MARKET /ARENA
STAKEHOLDERS
ECOSYSTEM 2022
Lifetime Associations
Business & Industry
Technological Change
Private Training orgs
Staff Business & Industry
Work & Life Balance
Regulatory Bodies
Demographic Change Brexit
Sociotechnical
Community Networks
Political Parties
Students, Parents & Guardians
Trade Unions
International Policy Change LAs & Schools
Hybrid Working
EU Erasmus Partners
Alumni
School Pupils & Teachers
Immigration & Population Change
MOOCS
Pandemic Climate Change
EU Partners FES Facilities Mgt
Glasgow Colleges Scottish Colleges & Universities Awarding Bodies
Scottish & UK
Government Ministers
SFC
SDS
Stakeholder Map Stakeholder Analysis
Key strategic priorities
1 To be an inspirational place of learning
2 Enable learners to excel and fulfill their potential
3 To live our values
4 Value partner
5 Deliver excellence
6 Efficient, effective, innovative, vigilant
7 LT financial stability / Diversity of income, sustainable development
Stakeholders'
group
% weight Category/Type Needs and expectations Key results
Customers 30.00
Students FE / HE FT PT -
international/ senior phase
/ community
Clear information, advice & guidance
Positive, high-quality learning experience, including coherent pathways from
school to post-school and into work
pastoral care, mental health & wellbeing support
Updated info on courses/options
Examination/assessment success
Enrolments
Satisfaction
Outcomes - completion
Progression and destinations
Wellbeing
Business / industry /
skills sectors - local
international
Tailored provision
Industry-recognised credentials
Speed and agility
Two-way engagement on skills needs and delivery timeframe/capabilities
Clarity on costs
Satisfaction
Volume of training delivered
Number of partnership agreements /
status and value of partnerships
Responsiveness - SLA targets
Parent / Guardian Info on further learning, careers and course options
Student finance & support details
Info on further learning, careers and course options
Student finance & support details
Info on further learning, careers and course options
Student finance & support details
Satisfaction
Outcomes
Progression and destination
Wellbeing
Stakeholders Analysis
RESULTS
CATEGORY/TYPE
STAKEHOLDER GROUPS
STAKEHOLDER
ANALYSIS
Enrolments
Students FE / HE FT PT -
international/senior phase/community
Business/industry/skills sectors
- local international
Community partners
/ ESOL / Trade Union
Glasgow Learning
Quarter
Strategic
Suppliers
Foundation / Student Association
/ NUS / Alumni
Managed Suppliers
Tactical/Transactional
Suppliers
People
Society
Support Staff
Parent / Guardian
Business & Governing Stakeholders
Teaching Staff
Partners & Suppliers
Management
Seasonal / back /
associate trainers
Board members /
Student Association
Awarding bodies - 19
GCRB - Funding bodies
UKVI/LA - Halls of residence/Trade Unions/
Employers Association/Quality assurance -
HMIe QAA/OSCAR/Audit Scotland / Auditors
Local residents / neighbourhood
& environmental footprint /
Interest groups
Customers
Satisfaction Outcomes - completion
Progression and destinations
Wellbeing
Volume of training delivered
Number of partnership
agreements / status and value
of partnerships
Responsiveness - SLA
targets
TQFE / CPD / Professional
development
Sickness & Wellbeing
Representation and involvement
Effeciency and effectiveness
Indicators in staff
resource utilisation
Activity
Budget Vs Spend
Diversity
Participation
Outcomes for Student body
Compliance Non conformities
Performance targets
Legislative compliance
Volume and nature of
engagement / provision
Compliance with
Procurement
Regulations and
the Sustainable
Procurement Duty
KPI's
Delivery of key
objectives and
outcomes
Partnership working
Shared benefits
and successes
Shared innovation
Honestly and
trust High
transactional,
low value
purchases
Minimal
management
Educational
Partners
DEEPLIST
10 11
STRATEGIC SURVEILLANCE DEEEPLISTS
With an ageing population comes new and rising demands
for retraining, reskilling, and re-energising. City of Glasgow
College will prioritise individual transition and transformation,
into and through employment, through personalised learning.
Over the period of the Plan there will be longer lifetime
learning and working opportunities, and the College will look
to enhance expertise with new vocational adult learning
approaches and curriculum, from pre-employment microcredentials to accelerated
degrees. College planning will be
informed by close monitoring of national demographics across
all age groups including the emerging population of younger
people.
The College will act on challenges and opportunities in
relation to the "triple A" impact of age, automation and
artificial intelligence, alongside changes in the Scottish
economy and the skills needs of learners, business, and
industry. This will affect the volume, type and structure of
post-16 education.
We will address the risks to labour supply as identified in the
Scottish Government's Future Skills Action Plan (2019) and
strengthen individual and community resilience to the new
"post-work" - "post-Covid" environment.
The College will be guided by research into Covid crisis
impact across sectors in key College specialist areas.
There will be unevenness of impact sectorally, regionally,
and over time, with the threat of long-term "scarring".
Young people and disadvantaged groups will be particularly
at risk. We will support the re-shaping of the economy,
boosting productivity and economic activity, and
prioritising key economic sectors.
The needs of industry will vary over the period of this plan,
between regions and by areas of economic activity. We
will prioritise and target acute industry requirements
such as: Retail, Food, Hospitality, Tourism, Care (Health,
Community, Child, and Elderly) Construction, Creative
Industries, Manufacturing, Maritime, and STEM.
In a time of structural change in the labour market, we will
support increased automation in line with industry needs,
and the emergence of new industries such as sustainable
energy, and digital/data - making innovation useful.
In the period of the post-Covid shock and following Brexit,
the College will lead the required elasticity of response,
providing an economic anchor role, following the approach
proposed in the Cumberford-Little Report. This will include
the development of SMEs /micro-businesses in a new
economic landscape, improving and recovering labour
productivity and GDP, via up-skilling and re-skilling.
We will target current and emerging skills shortages/skills
gaps in a changing landscape, leading and supporting areabased economic clusters
driven by private/public sector
partnerships and networks, and collaborative development
of learning with industry.
In response to labour market structural shifts and
increased turnover and change we will support increased
automation, supporting and enhancing an innovation
pipeline - making innovation useful.
We will further underpin the expansion, and possible
evolution, of the Flexible Workforce Development Fund
(FWDF) with new approaches including online delivery.
As ever, we remain conscious of the need to demonstrate
the impact of our activity. In the economic sphere, the
work we have undertaken with the Fraser of Allander
Institute at Strathclyde University tells us much about the
broad-reaching contribution of the College to the Scottish
economy. In particular, we are heartened by the conclusion
that, as a result of the College's activities, Scotland's
economy will be £6 billion better off in present value terms
over the long term, equating to some £56,000 per graduate.
ECONOMIC
Through efficiency and planned change we will address the
impact of the climate emergency on industry and society.
Our aim is to support sustainable productivity and clean
industry via a developed curriculum, including support for
renewable energy and industrial biotechnology.
The College will implement a green action plan, including
a renewed travel policy, with direct impact on our
environmental footprint. We will seek to influence as an
environmentally responsible civic lead organisation. The
travel policy will consider safety concerns as a priority. City
of Glasgow College will be an ethical consumer with a (net)
zero carbon emissions target in the short-term.
ENVIRONMENTAL
There are embedded inequalities to be addressed in the postCovid
world - social, educational and employment outcomes
- for which socio-economic exclusion will be challenged by
supporting Inclusive economic regrowth.
Our strategic approach will be to challenge positively poverty
and structural disadvantage, championing fairness, dignity,
and respect, protecting diversity, and optimizing the strengths
of all stakeholders.
We will hold as a guiding principle our moral obligations as a
civic anchor to respect, protect, fulfill, and enhance human
rights.
The College will enhance supported employment through Fair
Start Scotland.
Recognising our broader ethical responsibilities, City
of Glasgow College will extend its influence to current
and potential partners, nationally and internationally, in
pursuance of its values.
ETHICAL
DEMOGRAPHIC
The political position of Scotland will be influenced by
significant relationship shifts as a consequence of Covid-19,
Brexit, and the Scottish Independence debate. The College's
strategy will prioritise the following
• Alignment with policy and the need for more learning
partnerships
• Supporting a renewed Economic Action Plan and National
Performance Framework
• Demonstrating clear Return on Investment by the
College to Government
The College will take a lead role in working with Government
and its agencies, and with other senior stakeholders in
influencing and leading policy and political thinking,
particularly in the reform of Scotland's tertiary learning
system following the 2020 review.
POLITICAL
Stakeholder Map
GROWTH AND
DEVELOPMENT
Priority 3
To live our values, value
our people, and innovate in
partnership
Priority 4
To be a valued partner of
the city region, supporting
the national economy, and
the international learning
community
FINANCE
Priority 7
To maintain our
long-term financial
stability
Priority 8
To secure diversity of
income and sustainable
development
Priority 5
To deliver excellence in
performance
Priority 6
To be efficient, effective,
innovative, and vigilant PERFORMANCE
AND PROCESSES
STUDENTS
Priority 1
To be an inspirational
place of learning
Priority 2
To enable individuals to
excel and realise their full
potential
STRATEGIC MAP
Strategic Aims
1.1 Ensure that the student experience of the College is
inspirational.
1.2 Foster excellence, digital innovation, and creativity in
learning, teaching and assessment.
1.3 Equip students with the knowledge, skills and experiences
to flourish and continue to learn in an ever-changing and
complex world.
1.4 Be an industry partner of choice, providing employment
and career change opportunities.
2.1 Deliver sector leading student attainment for recognised
qualifications.
2.2 Realise sector leading levels of student satisfaction with
Learning and Teaching and the overall student experience.
2.3 Provide access and progression opportunities for all,
through a broad, industry relevant curriculum for work
and advanced study.
2.4 Overcome digital poverty barriers as a technology inclusive
college.
2.5 Encourage and support student involvement and a sense
of ownership in all aspects of the student experience.
Strategic Aims
5.1 Achieve and retain national and international recognition
standards of excellence and innovation.
5.2 Ensure a student-first culture is maintained and that
service level agreements across all College services
facilitate higher levels of customer satisfaction.
5.3 Ensure the achievement of globally recognised bench
marks for College processes.
6.1 Achieve optimum standards for infrastructure
management efficiency, sustainability, and innovation.
6.2 Encourage innovative, adaptable, and enterprising ways
of working, to achieve high levels of effectiveness,
efficiency, and governance.
6.3 Improve workflow efficiency via a "digital first"
strategy and intelligent process automation.
6.4 Fully exploit available data insights to meet strategic
needs and identify future strategic opportunities.
Strategic Aims
3.1 Support collaborative long-term resource planning and
talent management to meet strategic needs, inclusive
of a strong, visible, empowered, and inspirational
leadership team.
3.2 Develop an environment that enables and supports world
class employee health and wellbeing.
3.3 Promote a culture where all staff fully engage in the
College Purpose, Values and Behaviours.
3.4 Establish systems that develop, recognise and reward
service delivery and achievement.
3.5 Advance Fairness, Opportunity, and Respect for all.
4.1 Through innovation, and data insights, encourage
collaborative working both internally and externally to
the benefit of the College and wider society.
4.2 Enhance employability through curriculum development,
and investments in "state of the art" industry-standard
facilities.
4.3 Develop and support national centres of excellence.
4.4 Develop and support the College's international
partnerships.
4.5 Achieve the highest supportive standards in occupational
Health and Safety, providing benchmark working
environments.
Strategic Aims
7.1 Achieve an annual balanced financial operating position
within a rolling three-year period.
7.2 Ensure the College continues to maintain a sustainable
liquidity position.
7.3 Deliver SFC Credit and ROA targets and objectives
7.4 Deliver efficiency improvements and optimize teaching
delivery resources.
8.1 Expand international and commercial activity to achieve
income targets, maximizing new markets and
opportunities.
8.2 Renew and develop the College's world-class campus
to support recovery and growth, innovation, and
emerging opportunities.
8.3 Ensure business continuity and value for money.
National
Performance
Framework
nationalperformance.gov.scot
Supporting the National outcomes:
Fair Work & Business
Education
Children
Health
Human Rights
Communities
Culture
Poverty
International
Environment
Economy
GLASGOW
COLLEGE
REGION
Regional
Outcome
Agreement
21st
CENTURY
COLLEGE:
A New
Purpose
Inclusive
Cumberford-
Little Report:
One Tertiary
System
Diversity of Access
Addressing Disadvantage
Childcare
STEM
Senior Phase
Work Placement
Student Attainment
Articulation
Agile
Collaborative
Inclusive
Responsive
Effective
Delivering for the Region
Delivering for the Tertiary Sector
22 23