Management Document - EFQM Application 2016

Contents
Section 1 Overview/Context
Section 2 Key Information
Section 3 Role Model - Good Practices
Section 4 Enabler Map
Section 5 Results
Appendices

2 City of Glasgow College EFQM 2016

 Section 1

Overview

In September 2010 the College landscape

in Scotland changed dramatically when City
of Glasgow College was formed following
the pathfinder merger of three legacy
Colleges, Central College Glasgow, Glasgow
Metropolitan College and Glasgow College of
Nautical Studies.
The merger of these Colleges was
successfully realised via a number of merger
implementation groups made up of experts
from each of the legacy colleges working
together on allocated themes. A Merger
Proposal Document detailed the rationale
for the merger and in 2012 the merger was
reviewed by the Scottish Funding Council and
judged to be a success. It was recognised as a
blueprint for further mergers in the sector.
When merged, City of Glasgow College was
Scotlands newest and largest college, and
as a result the College and its graduates had,
and still have, a considerable and wide-ranging
economic, social, and cultural influence. Over
30,000 students enrol each year, of which
around 10,000 study on full-time further and
higher education courses.
The College currently occupies 11 sites across
Glasgow. These are in the process of being
replaced by two major landmark campuses.
The first of these, Riverside Campus, was
opened in August 2015 on the south bank of
the River Clyde. And in Glasgows developing
Learning Quarter in the City Centre, City of
Glasgow College will launch one of the largest
vocational college campuses anywhere in
Europe when in August 2016 it will open its
City Campus.

As other colleges around the country move towards a system of regional working
including a number of other possible mergers to create a sector that delivers the
best possible benefits for both students and employers, other institutions could learn
a lot from the Glasgow model. This merger was well planned, closely consulted on
and has created tangible benefits for all involved.
Education Secretary Michael Russell
 City of Glasgow College has capitalised on its scale to deliver the benefits outlined
in its merger plan for students, employers and staff. Glasgow can be proud of the
way in which the college has positioned itself at the heart of the citys economic
development.
Education Secretary Michael Russell
This initiative creates the opportunity for major innovative
changes in education and training provision in Glasgow,
planned to enhance the already extensive range of
options available to a wider population of individuals and
organisations. Post-merger and with the planned move
into new College buildings imminent, the leadership and
management of academic departments was restructured
to form six Academic Faculties under the direction of six
Faculty Directors supported by empowered Curriculum
Heads.
Critical in the change was the appointment of six
Curriculum Heads for Industry Academies in the Faculties
whose role is to build commercial relationships with
partners in a variety of business sectors. The primary
aim of the Academies is, through employer engagement,
to guide the development of relevant employability skills
for the Colleges students. This represents a tangible
support mechanism for the delivery of the Colleges vision
in line with declared strategic priorities. The College also
provides services for businesses, including professional
and bespoke training courses, delivered directly by the
College Faculties through their Commercial Hubs and
through the Colleges Corporate Development unit, City
Enterprises.
4 City of Glasgow College EFQM 2016
The educational structure of Scotland, like other
home countries in the UK, works in a strictly regulated
environment. Further education therefore works within
the stated objectives of the Scottish Government, which
takes account of educational and economic priorities.
Funding by the Government is tied to meeting specific
requirements concerning course provision. All Colleges
with FE & HE provision are subject to four yearly external
review by Education Scotland, and annual engagement
visits.
In January 2016 the College had its first full 4 yearly
External Review by Her Majestys Inspectorate of
Education (known in Scotland as Education Scotland).
This organisation, charged with reporting on the quality
of education in Scotland, recorded a strongly positive
review.
The report authors identified that the College is effective
in its activities and performance reflected the Colleges
commitment to prioritising quality and student focus over
a continuing period of significant change.
City of Glasgow College has
in place effective arrangements
to maintain and enhance the
quality of its provision and
outcomes for learners and other
stakeholders. This judgement
means that in relation to quality
assurance and enhancement
the college is led well, has
sufficiently robust arrangements
to address any identified minor
weaknesses and is likely to
continue to improve the quality
of its services for learners and
other stakeholders.
Education Scotland
 Section 2

Key Information

City of Glasgow College EFQM 2016 5

 Operating Environment Challenges and Strategy
The Colleges operating environment is mapped by
Scottish Government policy - principally the Scottish
Governments Post-16 Education (Scotland) Act 2013,
Strategic Priorities
which outlines changes to the governance arrangements We have set out seven Strategic Priorities in the current
for the College sector in Scotland. This means that in Strategic Plan 2013-17:
the context of Glasgow, colleges which had previously
been competitors are now co-operating within a Regional The Colleges strategic priorities are set out within a quadrant of four themes:
environment. The objective of this approach is to broaden
the scope and quality of Further and Higher Education (FE Theme STUDENTS
& HE) in each Region.
One important approach that has developed as a Priority 1
Engage and inspire all our students with world-class
consequence of this change is the implementation learning and teaching
of a system of Regional Outcome Agreements (ROA)
which encompasses the education and training needs Priority 2
of regional communities in Scotland. As a result, City Maximise student attainment and employability by
enabling individuals to achieve their full potential
of Glasgow College plays a major role in fulfilling both
Regional and National priorities in delivering targeted
education and training outcomes. Theme GROWTH AND DEVELOPMENT
As the largest college in the Glasgow Region, City of
Priority 3
Glasgow College is the lead partner in the realignment of Develop our staff, embed our values, promote further
FE and HE course provision and qualifications in the city. culture change, and extend our reputation
Centres of national specialism in this Region, including
approval as a STEM (Science, Technology, Engineering Priority 4
Position the College as a prominent partner in support
& Mathematics) Assured centre, are being led by of Glasgow City Region and the national economy
the College. This initiative will increase the number of
students progressing from further to higher education
study, industry partnership and direct entry to the Theme PROCESSES AND PERFORMANCE

workplace.
Priority 5
The College is a major employer in Glasgow and as such With a high performance focus, be the best we can be
in the way we operate and work together
the salaries paid to its employees contribute around
53m annually to the local/national economy. The Priority 6
Colleges Annual Turnover is 75m (2015/16) and, as Achieve maximum effectiveness and efficiency through
a public sector organisation, funding of approximately innovative practices and continuous improvement and
remain vigilant of our corporate risks
61% comes from the Scottish Funding Council (SFC). A
further 32% of income comes from fees and education
contracts that are secured commercially. The majority Theme FINANCE
of the remaining 7% of income is generated from
student accommodation, specific project funding and Priority 7
partnerships. Maintain our long-term financial stability

The financial performance of City of Glasgow College

since its creation has been exceptional. As with all public
sector organisations in the UK the College operates
under significant annual reductions in its public funding
grant. This means in real terms a 29% reduction over the
five year period since 2010. At the same time one of its
The Board of Management (BoM) and SMT revised the
strategic goals (Priority 7) has been to maintain its long-
strategic themes in academic year 2015/16 to include an
term financial stability.
8th theme around generation of income.
During the period 2010-2015, the College was able to
achieve efficiency savings of 8.6m per year with no
loss of services to its customers. The diversity of its Challenges and Positioning
portfolio and the agility of its leadership to capitalise In the Strategic Plan, the College has highlighted the
on opportunities allowed the College to grow its strategic context, and the opportunities and challenges
commercial and overseas income to 29m in 2015/16. that the College faces. One important development is the
The College markets and sells its services and products implementation of the Scottish Governments Post-16
to a wide range of overseas customers. This includes Education (Scotland) Act 2013, which outlines changes
developments and partnerships with maritime colleges to the governance arrangements for the College sector in
in Angola, Pakistan and India and the development of Scotland.
curriculum and assessment provision in Malta.

6 City of Glasgow College EFQM 2016

 Domestically, present and future markets are mapped
by Scottish Government policy to align the qualification
portfolio across the Glasgow Region. Where appropriate,
centres of national specialisms will be developed to
increase the number of students progressing from further
to higher education study.
There are other challenges too, and the BoM has
considered these systematically, addressing the
implications and the impact on the Colleges strategic
positioning.
To facilitate analysis of the environment within which
the College currently operates, the BoM undertook a
structured STEEPLE analysis, set out in the College
Strategic Plan. The acronym categorises the impact of
Social, Technological, Economic, Ethical, Political, Legal,
and Environmental factors. In brief these are:
Social: In recognising the historical challenges faced by
Glasgow in addressing issues of social mobility, economic
and social deprivation, and educational participation
and attainment, the College emphatically states its
commitment to supporting the Regional Outcome
Agreement in widening access to education and training,
and maximising potential, via its Learning and Teaching
Strategy.
Technological: Existing strong links with industry are seen
as a high priority, and maintaining and developing these
are seen as being of primary importance in ensuring a
vibrant, developing curriculum at the leading edge of
current and future technology trends.
Economic: Funding cuts in recent years have impacted
greatly upon the college sector, as well as the industries
it supports. However several current and potential growth
areas are emerging, city-wide and nationally, and CGC
has committed to supporting these industries to promote
sustainable growth. The College continues to develop
Industry Academies promoting commercial understanding
in the College.
Ethical: The College has made considerable efforts to
promote its values and behaviours to staff and other
City of Glasgow College EFQM 2016
stakeholders. While emphasising the organisations
people perspective, the College highlights the
expectation of high standards of behaviour and
governance, to be exemplified by BoM members and
senior staff alike.
Political: In acknowledging the changing political
landscape, the College confirms its support of the
Glasgow Regional Outcome Agreement, and the
governments commitment to young people and
employability, delivering the Learning and Teaching
Strategy in alignment with stakeholders.
Legal: As well as affirming its role as a regional partner
under the Post-16 legislation, the College recognises
the requirements and challenges of other legislation,
such as the Equality Act 2010, Health and Safety, the
safeguarding of vulnerable groups, and the challenges
presented by the Office for National Statistics (ONS)
reclassification of colleges as public bodies.
In particular the College adheres to key legislation
covered in:-
Education (Scotland) Act 1980
Further and Higher Education (Scotland) Acts 1992
and 2005
Environmental: A range of commitments is made by
the College to meet and exceed compliance with
environmental regulations, including an operational Green
Travel Plan.
As part of its commitment to the environment and
sustainability, the College is supporting Glasgows bid to
become the first UK city to be awarded the prestigious
title of European Green Capital.
From local priorities such as recycling of food and
other waste (see chart 8b 9) to more strategic initiatives
including the application of the BREEAM standard (the
worlds foremost environmental assessment method and
rating system for sustainable building design) applying in
its new campus, City of Glasgow College is completely
supportive of its host Citys aims.
7

Strategic Objectives
The Colleges Strategic Objectives are guided by the
principles embedded in Our Purpose and Our Way.
These are clearly set out in the revised Strategic Plan
2013-17. This Plan drives operational delivery via the
Planning Framework and provides a mechanism for
securing the achievement of the Strategic Objectives.
The method adopted for the meaningful communication
of the Strategic Objectives has been a cascading
Balanced Scorecard approach supported by area specific
Operational Plans.
Planning, Delivery and Review
Cycle
The College Annual Planning Cycle (see below) follows an
academic year sequence. The key stages of the planning
cycle include the Board of Management/Executive
Leadership Team (ELT)/Senior Management Team (SMT)
review of the strategic landscape or context and the
Strategic Plan development to include Strategic Priorities
and Aims.
8 City of Glasgow College EFQM 2016
Whilst following an academic year sequence, it is
subject to timing adjustment for example, following the
reclassification of Colleges as public bodies by the ONS
and the Glasgow Colleges Regional Board (GCRB)
Planning Cycle. The key stages of the planning cycle
remain:
Board of Management/Senior Management Team
review of the strategic landscape or context
Strategic Plan development with Level 1 Strategic
Priorities and Level 2 Aims
Management of Strategic Plan delivery via Operational
Planning
Evaluative review of progress against operational
targets is managed through a series of scheduled
Quality and Performance Reviews
Strategic Review of previous session and Annual
Report
The 5-year Strategic Plan is linked to operational delivery
via the Planning Framework providing a mechanism for
monitoring and managing the delivery of strategy. This is
communicated to all staff and stakeholders.

Markets, Offerings and
Customers
Stakeholders: Students
We provide a variety of courses and cater for more than
30,000 customers per year, a third of whom are full-time
students. Many are permanently resident in Glasgow,
although a significant number of students from other
parts of Scotland often travel daily to the College or
choose to move and temporarily live in Glasgow to join
some specialist courses. We attract customers from
different socio-economic backgrounds.
Amongst curriculum offerings are courses funded by the
Scottish Funding Council (SFC): these are predominantly
full-time programmes. The Colleges student profile is
diverse and where necessary curriculum offerings are
adapted to specific needs. The College is proud to serve
customers of over 100 different nationalities. Our portfolio
of courses is influenced by the ROA and is reviewed
annually. The College offers a wide range of courses in
over 40 vocational disciplines.
The Scottish Government has identified that some young
people (aged 16-19 yrs) who are not in employment,
education or training need additional support into
employment. The College has developed specialist
short courses with partners to support and increase
the life chances for many of these customers. Many of
the young people who have engaged in these courses
have gone on to secure full-time employment, including
apprenticeships, in the Glasgow Region.
At the entry level we offer FE courses that typically
attract young students (age 16-19 yrs). Many of these
students have few academic qualifications and aspire
to secure vocational skills and academic qualifications
in many different disciplines. Our HE provision attracts
school leavers with appropriate qualifications and offers
a progression route for FE students. This approach
has provided opportunities, for example in Food and
Hospitality training (including local volunteer options in
community facilities) and in Community Sport (including
placements in primary schools to supplement health
initiatives and support the active lifestyles of people with
disabilities).
Leisure courses such as portraiture, beauty therapy and
information technology are provided for students of all
ages who wish to develop skills in such areas. These are
typically available to students on Saturday mornings or
weekday evenings.
Stakeholders: The Students Association
The Management structure in the College includes
student representatives at Board level and in operational
activities. The Student Association (CitySA) is supported
by a Student Engagement team who exist to develop the
critical links between its principal customers, students,
and the key decision makers in the College.
City of Glasgow College EFQM 2016
The College funds CitySA, whose remit includes the aim
to secure a class representative for every class group
studying in the College. Class Reps communicate
customer feedback through Course Action and
Development Meetings, Finger on the Pulse and
less formally through regular contact with CitySA and
Student Engagement staff. Class Representatives also
act as a conduit through which event and curriculum
information can be passed directly to students. Some
Class Representatives also participate on the Colleges
Academic Board.
Stakeholders: Corporate/Commercial Customers
For commercial customers, often large employers with
particular staff training needs, bespoke courses of
advanced standing are developed and delivered. Many
employees of these organisations study part-time and
pay tuition fees. Typically these are adult learners seeking
to develop their academic, vocational and professional
qualifications.
In addition the College undertakes educational contracts,
delivering courses on behalf of universities or secondary
schools. An extensive range of courses is offered for
international students some of whom study the first year
of a course in their home country, before completing the
course at the College. Many other students attend short
courses in the College on a UKVI visitor visa.
Stakeholders: Staff
To deliver a positive customer experience the College
employs approximately 1,200 people. Of these some 650
are in teaching roles, the majority of whom are permanent
staff. This number is supplemented as required with
part-time and temporary staff recruited on short-term
contracts. Around 550 people are employed in support
and management roles in Estates and IT Infrastructure,
Finance, Human Resources, Student Services,
Commercial, Administration and Marketing.
Staff working in Teaching and Support operations, direct
their efforts to inspiring students aiming to Get a Job,
Keep a Job, Get a Better Job.
The College provides an enabling environment for all
students to develop to their full potential. Using City
Learning, the College stimulates creative and innovative
learning and teaching to redefine the student college
experience.
Staff from the College support government quality
initiatives by engaging as Qualification Verifiers with the
Scottish Qualification Authority (SQA) and Associate
Assessors with Education Scotland in each case
undertaking reviews of standards at other colleges. The
College succeeded in a medium term mission to secure
the Investors in People (IIP) award (Silver) in 2015 with the
aim of achieving the IIP Gold Standard in 2016/17.
9
 Stakeholders: Local Community
The College has developed its relationships with its local
community partners. It was recognised that during the
period of demolition of old buildings and construction
of the new campus sites those activities would have an
impact on the Colleges near neighbours. The College
engaged with the local community groups and schools
in the urban localities of Townhead (City) and Gorbals
(Riverside) primarily to ensure that activities did not
impact negatively on these communities. In addition the
College, through its Community Benefits programme
associated with the construction project, provided work
opportunities and practical community support. Safety
awareness information was delivered to children in the
local community schools.
The neighbouring communities adjacent to the Colleges
Riverside and City Campus sites were an important
consideration in the design of the buildings and wider
campus footprint. To deliver the new buildings to the
specification needed and to blend in with the local
infrastructure the College contributed 20m (25m) of the
total development budget of 228m (280m) to achieve
an aesthetically pleasing and publically accessible estate.
Stakeholders: Key Partners
As the College is primarily a publicly funded institution
the Scottish Government and its agencies are key
partners and provide direction, guidance and support for
operations at the College. Government priorities include
ambitious aims for post-16 education and the College
has aligned its strategies and operations to this key
Government agenda.
A principal agency, the Scottish Funding Council, has
been instrumental in implementing the Governments
agenda to create a regional delivery model across
Scotland for post-16 education. For the College this has
resulted in the establishment of the ROA with its two
partner colleges in Glasgow. The ROA sets key targets for
education of students in Glasgow.
10
The College works closely with its awarding body
partners, principally the SQA, to develop courses for
its students. For many part-time students the College
partners with representative industry bodies which
cover professional and technical disciplines including
Procurement (CIPS), Accounting (AAT), Marine (MCA),
Human Resources (CIPD), Marketing (CIM), Construction
(CITB) and Management (CMI).
The College delivers undergraduate programmes through
strategic partnerships with Scottish Universities. The
College has established advanced entry arrangements
where it has satisfied its partner universities that its
students have secured appropriate learning experiences.
In other circumstances the College delivers complete
undergraduate programmes in association with its partner
universities.
At a strategic level the College is a full member of
Glasgow Chamber of Commerce and values its role
as the lead education member able to react quickly to
the needs of other member organisations. The College
proactively supports Chamber initiatives through the
creation of flexible learning opportunities for its partners
and their employees. This relationship at a strategic level
has led to the development of local and vocationally
specific stakeholder engagement through the Colleges
Industry Academy network.
Stakeholders: Suppliers
Amongst its many suppliers of products and services the
most high profile of the Colleges suppliers is the new
campus planning/design/construction contractor GLQ
(Glasgow Learning Quarter) a joint venture company
set up specifically to deliver the new campus sites at
Riverside and City.
We purchase a range of equipment for learning and
teaching to enable us to deliver high quality services to
our students from suppliers such as Capita, Dynistics and
Microsoft. In addition when purchasing large value items
we ask potential suppliers to tender.
City of Glasgow College EFQM 2016
 Management Structure and Activities
City of Glasgow College is led by an Executive Leadership Team (ELT) of six and a Senior Management Team (SMT) of
eight members. Appendix 2.

Michelle Watt

Martin Taylor
Marion McNab
Diversity,
Equalities &
Inclusion Manager
Lee Ballantyne

Nicola Crawford

Operationally the student experience is coordinated
through a structure of forty four Curriculum Heads and
twenty two Service Managers. Each Faculty Director is
responsible for a group of Curriculum areas. Curriculum
Heads manage teams of teachers sharing common areas
of expertise. Each member of teaching staff is therefore
part of a managed structure. Each Service Manager
similarly coordinates teams of staff to fulfill core support
functions.
College Governance is undertaken through a Board of
Management with eighteen members. This includes
Leaders from the business community (Public and
Private Sectors and Charities), the College Principal, two
College students and two College staff. Its activities are
supported by the College Secretary and it undertakes its
duties through six sub-Committees (Audit; Learning &
Teaching; Development; Finance & Physical Resources;
Performance; Remuneration & Nominations; Students;
Staff & Equalities).
College Management Meetings
The current meetings structure is:
Executive Leadership Team (fortnightly)
Senior Management Team (fortnightly)
Depute Principal Performance & Development with
Faculty Directors & others (weekly)
Faculty Directors with their Curriculum Heads (at least
monthly)
Faculty and Support Area Teams (at least monthly)

City of Glasgow College EFQM 2016 11

 Review Approach - Performance
The College organises, manages and improves its
performance through key mechanisms including an all
staff individual Performance Review (once per academic
year) when each member of staff within the College has
an opportunity to have an annual personal development
review with their line manager.
At Faculty and support function level, evaluative review
of progress against operational targets is managed
through a series of scheduled Performance Review
meeting events. These are carried out twice per year
with the option of a third review applied under specific
circumstances. For support functions this is carried out
once per year. Each review scrutinises performance
against Performance Indicators, assesses variance
against targets and agrees remedial actions to address
any gaps. Targets for the following academic year are
discussed and established in this forum.
The agenda for the Performance Review events is also
informed through Course Action and Development
Meeting (CADM) output. CADMs are the primary forum
for discussion over issues directly impacting on student
learning.
To assess the effectiveness of operations, students
are invited to respond to questionnaires issued up to
three times per academic year. The responses from
these surveys guide any changes and improvements
to operations. On the occasions that the College
provides commercial courses for organisations those
completing the programmes are invited to comment
upon their learning experience and offer suggestions for
improvement.
Communication and Engagement
Communication is valued in the College and the Principal
leads by example with a regular newsletter which is
delivered to all staff in multi-media form (video recorded,
sent by e-mail, available in printed format and via the
College intranet). Communication Facilitators have been
especially useful in supporting the communication of
information ahead of the sequenced move activities into
new college buildings.
The College has developed the City brand concept
to encourage the development of a cohesive internal
marketing strategy. For example, ONE CITY, a multi
stakeholder event and all staff development platform
promotes the strategic intent and cultural alignment of
the College through staff engagement. It encourages
reciprocal knowledge sharing, learning transfer and
sharing of best practice to strengthen partner relations
and increase engagement. With a focus on the 4
themes of Innovation and Enterprise, Employment
and Engagement, Health and Wellbeing, Leadership
and Change it has been informed from previous event
reviews, staff surveys, market priorities and strategic
themes.
The College has extended the development of the
brand further by creating City Learning, a teaching and
learning format which encourages staff to appraise
the effectiveness of their teaching against key learning
criteria. And all staff are actively encouraged to engage
and contribute to College and community activities and
these events are communicated in multi-media formats.

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12 City of Glasgow College EFQM 2016

 Section 3

Role Model-Good Practices

City of Glasgow College EFQM 2016 13

 The impact of the ROA has contributed to driving
the need for higher levels of student success on all
courses. We focus on national and local employment
priorities and opportunities. These influence social and
economic drivers in the delivery of all our programmes
and permeate our Strategic Plan and Learning and
Teaching Strategy. Three key themes have been
established to drive achievement of these strategies.
They are: Developing a Commercially Sustainable Future;
Enhancing the Customer Experience and Opportunity;
Partnerships for Growth and Innovation. Within this
framework, we have established several Role Model
Practices which are exemplars of best practice. We
describe these below.
Good Practice 1 - Developing City Brand Loyalty:
The Student Customer Journey
City of Glasgow College is acknowledged as a
benchmark for the support provided to students on their
journey to success students are our key customers.
In Scotland students apply for post school education
places in December and start their programmes of study
in the following August. In academic year 2013/14 we
identified that we had students that accepted course
places in the College. They then either did not appear or
left after the first few weeks. This was having a negative
impact on our performance and retention of students.
To address this, our Student Services Team launched
in June 2014 a number of pre-entry activities using the
theme Keeping Warm. This innovative development, the
first of its kind in Scotland, was the direct result of creative
thinking of the Student Services Team. This has served
the core purpose of adding value for our customers
and enables them to achieve results far beyond their
expectations. The activities created by the Team aimed
to:-
Engage earlier and continuously with new applicants
Build early brand affiliation
Deal with any potential questions earlier
Enable prospective class groups to meet and get to we competed with all other Universities and Colleges in
know each other prior to enrolment, using social media Scotland.
to encourage applicants to interact
With the introduction of the pre-entry activities, keeping and using agile thinking this has been introduced ahead
student loyalty from January to August, our conversion
rate improved by 7% and our Early Withdrawal from
further education is now sector leading. We had targeted
our activities at courses aimed at students from areas
of multiple deprivation. We saw it was key to focus on
these courses as this is part of our Regional Outcome
Agreement (ROA) and added value to our key customer
group.
We launched these new activities using existing students
as ambassadors. This provided the opportunity for our
Student Ambassadors to develop new skills around
mentoring, hospitality, public speaking and events
organising. We also found an unexpected benefit in that
our Student Ambassadors when they returned to College
became more involved as class representatives.
14
We have recognised the vital role that support services
play in helping students to access, sustain and
successfully complete their chosen programme. In line
with the college-wide focus on improving the student
experience, support services took collective ownership of
their role in supporting students to succeed. In response
to high rates of student withdrawal and low numbers
of students successfully completing their programme,
support staff undertook a co-ordinated performance
review of student support services using an equality
impact assessment tool. All aspects of the student
journey were systematically reviewed, taking into account
student and staff views and using detailed analysis of
admissions and recruitment data.
The student journey, from the point of application to
programme completion, was reviewed and changes
implemented at every stage. These include improved
admissions arrangements and focussed advice and
guidance to assist with finance and access to services for
students with additional needs. The Student Engagement
Team developed and delivered a range of helpful
workshops to improve retention and attainment. These
workshops were arranged in close partnership between
support staff and teaching Faculties and were designed
to meet the needs of individual student groups. As a
result of this focussed and co-ordinated approach and
the can do student-centred approach taken by support
staff, the number of students who apply and go on to
enrol has increased, student withdrawals have reduced
and attainment has improved significantly.
We were awarded the College Development Network
Gold Marketing Award 2015 for Customer Experience
for the Keeping Warm programme. Judges noted The
judges thought the project had strong, varied and
comprehensive aims, the activities encouraged the
initiation of student interaction, there was clear evidence
of improved retention rates amongst those targeted
and the costs were low. In addition we won the Herald
newspaper Higher Education award in July 2015 where
In terms of developing our organisational capability
of a sustained student services programme for which we
have already received praise and plaudits from an early
stage of development. Our development of the Student
Services portfolio was noted as sector leading by our
national inspection agency Education Scotland.
Good Practice 2 - Worldskills
City of Glasgow College has established a WorldSkills
academy as a platform to celebrate vocational skills
and inspire students to achieve. The academy provides
students with opportunities to develop work-relevant
experiential skills at each stage of their student journey.
Students work with experienced trainers and coaches
to learn and develop high quality vocational skills. In
addition, and they compete with fellow learners from
all over the world. They experience on-going exposure
to excellence and strive to develop as students and as
City of Glasgow College EFQM 2016
 skilled vocational practitioners. Our people have aligned Our aim in working with Worldskills is simple. It is to
the curriculum to WorldSkills standards which meet the transform the skills development of our students and
needs of employers industrial practices. On-going and enhance skills in Scotlands largest city. We want to
systematic consultation with industry ensures that the provide an opportunity to enable:
standards and resulting competitions are consistent with every young person to be a successful learner, a
current global best practice and technology. The use of confident individual, a responsible citizen and an
WorldSkills standards help us to keep subject curriculum effective contributor (Scottish Government, 2004)
vocationally current and in line with employers needs and
a world where people can achieve the workplace skills
expectations.
they need to prosper and find fulfilment (Developing
The Times Educational Supplement (TES), the main Scotlands Young Workforce, 2013)
educational journal in the United Kingdom, stated:
Students have identified that the World Skills programme
Contests such as WorldSkills lead to enhanced is a brilliant opportunity to push myself and grow [as a
aspirations and self-esteem .opportunities to use skills chef] with amazing on-going feedback on my work which
competitions within further education colleges on a day- helped me prepare better and feel more confident .
to-day basisraise the self-esteem and confidence of new skills. Our people have identified my teaching has
students and vocational teachers. become more focused practically.
City of Glasgow College has been using WorldSkills, the We have deployed the concepts of Worldskills in a range
Olympic Games of skills, as a mechanism to develop of practical programmes of study. For our students
students and staff. We have won at regional, national and pursuing valuable practical skills such as Patisserie,
international levels competing with the best in the world. Beauty, Construction, Computing and Photography
We have used this skills competition to benchmark our this is of particular value because it confirms the high
students practice on the world stage and to enhance standards they are achieving as they benchmark their
their employability. In addition this has developed the practice. We believe this is greater than simply sustaining
currency of our staffs skills. The College came 1st out of outstanding results. This is about adding value to our
134 United Kingdom Colleges, Universities, Employer and customers skills. (Outcomes are shown in Criterion 9b).
Training Academy entrants in November 2015 for a range
of vocational areas.

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City of Glasgow College EFQM 2016 15

 Good Practice 3 - Industry Academies by the Scottish Government, Scottish Funding Council
Enshrined within the Regional Outcome Agreement (ROA) and Colleges Development Network. We are seen as
is the commitment for our students to Get a Job, Keep the benchmark for college practice with employers.
a Job, Get a Better Job. We have created an approach In addition we were awarded Gold for Employer
focused on Industry Academies. This began during Engagement Award: Creating a Workforce for the 21st
the summer of 2013 when we started with a pilot of 3 Century.
Industry Academies Supply Chain, Engineering and Our national inspection organisation Education Scotland
Nautical. This initiative focussed on: identified our Industry Academies as sector leading
Developing organisational capability to meet the practice and noted:-
customers needs through the ROA City of Glasgow College has introduced an innovative
Recognising the need to continuously improve our approach to working with employers which supports
customer results overall learners to develop employability well.
Enabling employers to secure staff with the skills Our achievements to date are:
required to enhance their workforce Placed 3,677 students on work experience
Enabling an economically sustainable future for the 1,932 students in work placement
region and to drive innovation in approaches to Secured 245 guaranteed job interviews for students
learning
Delivered 55 Industry Led Projects
Meeting Scottish Government requirements in creating
Created 47 work based learning programmes
a more valuable approach to programme development
and innovation Placed 40 members of staff in Industrial placements
Increasing the percentage of students achieving a Engaged 18 members of Staff in European activity
vocational or work based qualification adding Engaged 162 external speakers
significant value to their employment prospects 204 school pupils engaged in vocational activity in
Cookery, Finance, Law, Procurement, Creative
We have found that the IAs have contributed to delivering
Industries, Creative Digital Media, Health Care,
successful student outcomes, (see 9b), and have:
Hairdressing, Hospitality, Construction, Engineering,
Addressed gender imbalance in construction and Hospitality, Sport, Enterprise and Entrepreneurship,
engineering Employability
Contributed to the Science Technology Engineering Modern Apprenticeships in Hairdressing, Procurement,
and Mathematics (STEM) regional strategy Information Technology, Community Arts (Creative &
Provided apprenticeships Cultural), Digital Media (Creative & Cultural)
Provided employment and recruitment opportunities Foundation Apprenticeships in Engineering and
We have presented our work at conferences offered Financial Services

16 City of Glasgow College EFQM 2016

 Good Practice 4 - City Learning
There are two key drivers for a new pedagogical
approach: estates development embracing the concept
of every space is a space for learning and the need to
support staff development to enhance the classroom/
workshop experience for all customers of the College.
The overarching aim is to enhance the quality, relevance
and validity of the Colleges offerings.
Other drivers for change include developments in
pedagogy addressing project-based Learning by
Development and the recommendations found in the EU
report The Future of Learning. This report promotes
more personalisation, collaboration and informalisation
of learning. Further, Scotlands innovative Curriculum
for Excellence includes contextualised essential skills
development, a focus on personal development and
individual contribution to society. These are the key
drivers that have contributed to the development of City
Learning, a recognised Role Model Practice. We have
sought to develop our organisational capability and
College leaders have created their vision and inspired
teaching staff with new and creative approaches. The
success of City Learning equally owes much of its
success to the talent of people.
City Learning continues to move on at a pace and is
having a clear and positive impact across the college
(Education Scotland Annual Engagement Visit Report
May 2015)
In early discussions with the development of our
supercampus we set ourselves the objective of taking
learning and teaching into the middle of the 21st Century.
We developed an initiative New Campus New Learning
model which set the objective of using a new and
innovative approach to classroom development, learning
environment and ICT enabled approaches. As this
progressed and creative academic minds focussed on
City of Glasgow College EFQM 2016
the near future this developed to become City Learning.
City Learning is focused on the delivery of Scotlands
Curriculum for Excellence and is about active rather
than passive learning. We aim to develop our successful
students with skills for employment and progression.
There is a focus on blended learning and the deployment
of project based interdisciplinary working. Through City
Learning our students and teaching staff are closely
engaged with employers in developing skills hard and
soft for future growth. At the very core of our thinking
is our commitment to Equality, Diversity and Inclusion
(ED&I). We believe that we have created the formula for
learning and teaching in the future.
Our overall aim in the introduction of City Learning is to
provide our students with relevant education to ensure
that they succeed. We have also used City Learning as
a driver for improvement for a more engaging classroom
based experience that we provide to our students. This
approach is designed to promote increased retention and
success and we can evidence this based on the results
we have achieved with our students over the last 3 years.
We have showcased City Learning and our approach to
Education Scotland, the definitive judge of pedagogical
practice. It has been further endorsed and published
to the education sector by Education Scotland within a
Subject Aspect report.
Through the development of appropriate project-based
learning (City Learning), industry partners work closely
with college staff to deliver vocationally specific learning
opportunities through high quality work experience within
up-to-date work environments. Learners benefit from
direct access to employers, helping them to develop skills
for work and awareness of the world of work. They build
confidence and improve problem-solving skills through
collaborative learning on real projects.
17
 Good Practice 5 - Delivering Change in Glasgow:
Creating a Path for Scotlands Colleges
Delivering major change, even in a region thirsting for
change, is difficult. The challenges begin with neutralising
the views of vested interest, avoiding people alienation
and providing excellence to secure objectives. Achieving
this requires a clear vision, the integrity to ensure that the
leadership role is motivated by the best interest of the
community and demonstrating an inspirational approach
to major change. Few managers can deliver these
qualities but an effective leadership team sometimes can.
It is a commonly held view that leaders should always
have a Plan C, because Plan A may go wrong and Plan B
may not work. In the case of a merger of 3 colleges, each
complex and occupying some of the same territory, there
is little choice for the students who are the key customers
but to make Plan A work. The merger proposal which
created City of Glasgow College was only the first step in
a complex process in which the vesting day was the first
easy step of a deeply complicated and hard won process.
Setting and communicating clear direction and a strategic
focus was the foundation of driving the merger. It was our
18
leaders, showing commitment to the vision and providing
inspiration to our people who have delivered this. This
required an extraordinary commitment of time and energy
to deliver.
It was vital to understand the culture of 3 groups of staff
with differing strategic objectives. Within this context the
shape of further education in Scotland was changing and
City of Glasgow College was the blueprint for the Scottish
Governments plans. It was important that our leaders
demonstrated the 7 principles of public life in acting with
integrity in the implementation of the merger. This was
central to delivering change within the College leaders
development of a clear and unifying mission, vision and
values. This supported the development of a strategic
plan which in its turn took the College into a role model
performance which may be seen in the growth figures
shown by our outstanding performance in 9b.
The key drivers for the merger were academic and
economic, recognising the significant academic benefits
for students and the opportunity to contribute to the
economic regeneration of Glasgow that this merger
presented. The aim of our leadership team was to create
City of Glasgow College EFQM 2016
 integrated centres of excellence which would make
a significant contribution to the economic and skills
development of the city.
Our leadership team is actively engaged in leading the
direction of the Glasgow Region in line with the national
demands of the Scottish Government. Leaders in the
College have been active in ensuring that the College
Strategic Plan integrates well with the Regional Plan.
The impact of one of the largest colleges in Europe
looking forward to develop a new pedagogy and
maintaining a high degree of accountability to
stakeholders and society has meant the College has
become an essential element in the refocus of a great
city.
Our results demonstrate our effectiveness and the way
in which we meet the needs of our customers, and our
stakeholders. We have delivered:
HE F/T student success up 10% to 76%
FE F/T student success up 16% to 72%
From 14th placing in Scotlands Colleges to 2nd in groups demonstrate how effectively this has been
2014-15
From 7th to 1st in UK Worldskills league table
Pioneering, sector-leading partnerships with industry
Student Satisfaction 93%
Healthy Working Lives Gold Award
ISO 9001:2008 standard
UK Customer Service Excellence
5-Star Recognised for Excellence: high band scores days lost through absence: we are now performing better
for Leadership, Customer Results, Partnerships and than the CIPD mean for the public sector.
Resources
The Executive Leaders regularly speak at conferences
and professional meetings to provide information and
share learning about the merger process, implementation
City of Glasgow College EFQM 2016
and new ways in a large scale college. To achieve this
we have significantly developed the capability of our
organisation to deliver consistently high and sustainable
results. The documentation of the merger process is
available not just to Colleges in Scotland, but is available
to any reader in the British Library. As a pathfinder merger
for Scotland, the impact of our college has been of
great importance in meeting objectives of the Scottish
Government.
Good Practice 6 - Our Purpose: Let Learning Flourish
The College thrives on the energy created by focused
improvement. The first year after merger was one of
business as usual whilst senior staff appointments
were confirmed by academic year 2011/12. At the
beginning of that academic year all of the planning was in
place to provide stability and consistent support for our
students. We are confident, on the basis of our evidence
that we have more than succeeded in our objectives.
A consistent approach to new ways of learning and
teaching has paid dividends. The response of our student
achieved (Criteria 6a & 6b).
Realignment of our people was difficult against a
backdrop of reduced government funding in education.
People perceptions show that while much has been
achieved there is still progress to be made. A review of
the training and people demographics in the College
shows how much has been achieved in a short time.
We are particularly pleased with the reduction of working
Every one of our results is a society result. To enable
our students to develop in the way they do in an
environment that they demonstrably enjoy is clearly what
our community wants. We have created the basis for
employment skills that benefits the economy of Glasgow
19
 region and the nation. We are meeting and exceeding the
needs and demands of our government and are repaying
their investment in eye catching new premises.
In addition our results show that our students are
delivering in the community and we are meeting the
demands of employers. We are working to minimise
our environmental footprint and the change to our new
technology rich premises in 2016 is part of this.
If we are proud of anything it is the fact that students from
areas of multiple deprivation (SIMD) now succeed as well
as those students who have fewer social and economic
barriers.
The main source of income for any college is the funding
received from the Scottish Funding Council. We work
in a regulated and exacting environment where we are
required to justify that we use public funds to deliver
success. We have demonstrated this and continue to
20
perform at the highest level as we are financially carefully
managed. To be truly successful, a college needs to raise
funds from the commercial sector by selling education
and training services. Our financial outturn information
demonstrates how effectively we are achieving this
(Criteria 9a1 and 9a2).
We have exceeded our achievement aims and expect
to be able to maintain these results for the foreseeable
future. We have achieved strong performance in all areas
in spite of paying part of the costs of the new campus.
Criterion 9b demonstrates statistically our success for
further and higher education students. We have exceeded
our targets in all areas. This is not because our targets are
easy but because our people are talented and skilled and
work hard to satisfy the students.
City of Glasgow College EFQM 2016
 Section 4

Enabler Map

ENABLER 1 : LEADERSHIP

Developing
Creating a Organisational
Sustainable Capability
Future

1. Leading
Change
in College Leading
Education with Vision,
Sustaining
2. Defining Inspiration
Outstanding
6. Progress & Delivering & Integrity
Results
Pathway Excellence
for All

LEADERSHIP

5. Serving 3.Cooperative
Student Stakeholder
Succeeding Partnerships Harnessing
Needs
through the Creativity &
Talent of Innovation
4. Relevant
People
Learning
Models

Managing
with Agility
Adding Value
for Customers

City of Glasgow College EFQM 2016 21


Criterion 1 : Leadership
Leadership: What Matters to Us
Our leaders at all levels understand our common purpose
and inspire their teams to deliver continuous improvement
for our customers. The Scottish Government has
promoted a regional focus in Further Education with
employability as a key target. Our College Principal and
Depute Principal are actively involved in the leadership
of the regional college network and contribute to
shaping the agenda for change. The output from these
networks is used to influence our strategic direction whilst
maintaining alignment with other key College objectives.
Our Executive Leadership Team (ELT) has developed
a strategic framework around a balanced scorecard
approach. The output from the last round of Board of
Management and SMT planning was to refresh the
College mission and vision by introducing the concept
of Our Purpose and Our Way. The strategic themes and
priorities in the College provide a structure for resource
prioritisation around Our Purpose (Let Learning Flourish)
and Our Way (Inspiration |Excellence|Innovation).
Performance measures are clear, appropriately
communicated and understood, to support agile
response and resource allocation to effect change.
Let Learning Flourish
Our Way...
Inspiration >Excellence >Innovation
22
Leadership at all levels has the needs of customers at
the centre of priorities. Leaders have used links with
local and national industry to ensure that industry needs
shape what and how we teach. Devolved authority,
through our Industry Academies, is aligned to securing
timely change. This helps to lead flexible approaches
designed to ensure our students secure employment in
their vocational sector. Our eight strategic priorities are
targeted and delivered through cascading operational
plans and innovative approaches deployed to achieve
improvements in results.
We have developed Our Purpose and are pioneering
new ways of learning through engagement with our
people. At all levels we develop inspiring and engaging
learning environments. This led to the establishment of
short term change work streams, designed to secure
innovation, creativity, ideas and collective knowledge to
drive improvement.
Our Student Services teams support student progress in
achieving learning aims by creating a Place of Belonging
for all students. This is shaped through the maintenance
of a progress pathway that starts before students even
apply and is led by role models who guide our approach
with full regard to Fairness, Opportunity and Respect.
Our Purpose...
City of Glasgow College EFQM 2016
Objective Description Evidence and Owner
1a1: To lead and live We developed our Vision, Mission and Values statements as part of our merger in Strategic Plan
the Colleges core 2010. Each year the Vision, Mission and Values have been revisited as part of our ED&I Statement
purpose embracing strategic planning cycle. In late 2015 the Mission and Vision were replaced by Our Behaviours
fairness, opportunity Purpose Let Learning Flourish and Our Way Inspiration, Excellence, Innovation. L&T Strategy
and respect for all We believe that these embracing statements are more memorable for all our
stakeholders through stakeholders and secure our future direction. Principal
Our Purpose.

1a2: To champion the We have invested resources in raising the profile of the College through leadership Industry Academies
Colleges Purpose of local, national and international educational initiatives. We have champions at all ROA
through actions and leadership levels each with a focus on specific support and learning initiatives. Our STEM Assured
behaviours Our Way. management team has matured and benefitted from a programme of leadership skills World Skills
development and have cascaded their learning in their teams. Expected leadership
actions and behaviours are communicated and reinforced at all Managers Meetings. Principal

1a3: To communicate We introduced a system of cascading Balanced Scorecards derived from the Strategic Plan Operational
to and unite our staff Colleges Strategic Plan. Leaders throughout the College own and support our aims Plans
behind the Colleges expressed in the Strategic Plan. In Support and Faculty teams operational plans and Performance Reviews
direction and sustain targets are developed. The Strategic Plan is set for 4 years but is reviewed annually.
a shared leadership Operational plans and targets are evaluated annually by managers. A performance Principal
culture and behaviours review against operational plans and key targets is led by the Depute Principal. Depute Principal

1b1: Leaders define We use our results to define our high level KPIs as part of our strategic plan which Strategic Plan
and use a balanced set are agreed by our Board. We review our results annually to monitor progress against ROA
of results our strategic plan and the ROA. Our results are focused on our customers and key
stakeholders. We publish our results to our stakeholders on our website. Our Board of Executive Leadership
Management and SMT planning session have driven improvement from our analysis of Team
our results.

1b2: To understand We refined our management structure since our merger and we provided a Management Restructure
and develop the leadership programme to develop our people in line with the aspirations of the
underlying capabilities Mission, Vision and Values. The management structure continues to be refined Executive Director of
of the College annually by the Board and ELT to ensure that it matches fast moving priorities. People & Culture

1b3: Leaders evaluate All our Managers report on progress against KPIs through the annual self-evaluation Performance Reviews
the set of results and operational planning of their areas of responsibility. Twice a year, Performance
achieved to improve Reviews consider the main outputs and performance of each Faculty or Service in a 9b
future performance holistic, focussed and systematic way. We have refined our review process to ensure
that we continue to provide benefit for our stakeholders.

1b4: We develop The College Performance Dashboard and Enquirer provide live data and regular and Performance Dashboard
secure information bespoke reports on the Colleges performance. All our people have access to these Enquirer
on which to base systems through their desktop.
decisions Performance information is kept under regular review to support the management of Head of Performance
Faculties and Services.

1b5: Assessment and We undertake a systematic approach to risk management as part of our Board and Risk Register
mitigation of high level SMT planning process. We provide regular reports on risk associated with students,
risks processes, finance, growth and development, to ensure risks are identified and Board of Management
addressed. We review and produce an annual audit schedule, which assesses key
risks to ensure that we are developing effective ways to manage them.

1c1: We understand, We are represented on key decision making stakeholder groups internationally, Strategic Plan
anticipate and nationally and regionally. We use this representation as part of our planning process
respond to the needs to refine and develop our strategy for the future. Management Team
and expectations We keep our representation and membership under review for effectiveness and
of stakeholders in relevance.
the College, region,
nationally and abroad

1c2: We aim to create We use our Industry Academy model to develop partnerships with a wide range Annual Report
partnerships with of agencies and other providers. We have created a range of partnerships such as
organisations which Newlands Junior College, University of the West of Scotland, NHS Education for Senior Management Team
share our values and Scotland, Glasgow Caledonian University, Scottish Qualification Authority, Clyde
ethics Marine etc. Partnerships are kept under review each year for effectiveness and
relevance by the Senior Management Team to our strategic plan.

City of Glasgow College EFQM 2016 23

Objective Description Evidence and Owner
1c3: Our accountability We make our Annual Review and Performance information available on our website Annual Report
to all stakeholders and interested parties. Our performance is fully reviewed by
Education Scotland (for the Scottish Funding Council) through a four yearly Review Principal
cycle and the report is nationally published, together with the Colleges response Depute Principal
to any action points. In addition have an Annual Engagement visit with Education
Scotland between main inspections to discuss our improvement actions.

1c4: We encourage Our Student Engagement Policy ensures that our students are encouraged to Student Engagement Policy
our students to participate in activities which support their wider achievement including volunteering, Community Benefits
participate in activities charity events and competitions. We review our engagement each year to ensure that
that contribute to a activities are relevant to our aims. We encourage our staff to participate through our Head of Student
wider society Community Benefits programme which has led to over 60 activities that impact on our Development
community. Our Community Benefits programme is kept under review by the ELT. VP New Campus

1d1: Leaders actively Our people adopt a customer-first approach to innovation in curriculum products, Corporate Development
encourage innovative learning and teaching processes and external marketing. The deployment of the Strategy
practice. Corporate Development Strategy with our Industry Academies model provides
opportunities for our people and students from across the College to contribute to
their development. This approach is kept under review by our Board Development
Committee and by Performance Review. It is evaluated through our self-evaluation
process. We recently refined our vision to Our Way in order to emphasise
innovation as part of our leadership culture.

1d2: Managing with Our leaders emphasis is for a culture of excellence in all that we do as further reinforced Strategic Plan
agility by Our Way. Our key partnerships help to ensure that we are able to respond quickly
and effectively in a period of sustained and significant change. Our International focus Executive Leadership
includes the development of partnerships with institutions throughout the world. Team
A major public building programme for College provision has given the opportunity for
a new pedagogical model City Learning. The Senior Management Team has been
refined to ensure that the desired offer is delivered to the student. Refinement of the
Corporate Development Strategy took place in 2014.

1d3: We support our We support our people by sharing with them changes in the external and internal Leadership Programme
people environments. We actively engage them in developing the Colleges response to
these. Our Leaders are supported by a Leadership Academy to help them achieve
this. We use our annual PDR process to align individual targets with our objectives.
We have further refined our approach to supporting our people with the introduction
of a coaching programme. In 2015/16 this development is being trialled with the
SMT.

1d4: Valuing our Staff successes and achievements are celebrated through Connected and our People Plan
people website. We have introduced long service awards which recognised the contribution
our people make to our students. The Principals weekly bulletin recognises Executive Director of
individual contribution to our success. People

1d5: We support the We use our Industry Academy and City Learning models to generate new ideas and Industry Academy Model
generation of new ways of thinking. This has led to the development of industry led projects which have City Learning Model
ideas provided benefit for our students and in addition led to cross Faculty projects. The One City
annual OneCity All staff event provides opportunities for staff to showcase new and
innovative approaches to learning and teaching to their peers and external partners.
We review the OneCity event each year to ensure that it matches our objective and
that it is developing our people in line with our objectives.

1d6: We promote We have an embedded and proactive approach to promote and advance ED&I Equality Outcomes
and encourage equal and provide dedicated resources to take this forward. We have a detailed Equality Framework
opportunities and Outcomes Framework and Equality Outcomes Progress Plan which we review each Equality Outcomes Plan
diversity year. Equality Mainstreaming
The ED&I team, supported by a cross-college working group, monitor progress Report
against the action plan and anticipate compliance with changes in ED&I legislation.
We have refined our approach by using the Investors in Diversity framework to Executive Director for
benchmark our practice. People

24 City of Glasgow College EFQM 2016

Objective Description Evidence and Owner
1e1: Responsive We anticipate and are able to respond to the impact of proposed external changes SMT minutes
decision making as identified through our stakeholder engagement. We identify how best to
respond to rapid change in our sector as part of our ELT meeting schedule. Our
representation at key external meetings and events is kept under review to ensure
that the College is using its expertise to maximum effect. We annually review our
plans with our Board and SMT to ensure that we are responding appropriately to
external changes.

1e2: We consider Our CSR Charter sets out our commitments with respect to this. We have signed CSR Charter
People, Planet and to Zero Waste Scotland as part of our commitment and have targeted increased
Profit recycling.
We have achieved an excellent BREEAM rating for the design and procurement for
the first phase of the new campus and expect to achieve this for phase 2 in August
2016.
Our approaches with regards to environmental issues are kept under review. This has
resulted in changes in procurement of services.

1e3: Engage all We have a well established planning cycle, which is used for all major change Strategic Plan
relevant stakeholders activities and involves consultation with relevant stakeholders and final sign-off by the
in future planning Board of Management. Board of Management
The planning processes are subject to annual review and refinement. Executive Leadership
Team

1e4: Effectively We manage change by identifying project leads as is demonstrated by our Academic Academic Board
manage change Board projects. These have been subsumed into our Blueprint for the Future. It is
through structured expected that this will provide direction to a series of projects which are designed Blueprint for the Future
project management to refine and improve our learning and teaching e.g. a digital academy and teaching
and focussed academy. Depute Principal
improvement

1e5: We generate and We use a number of approaches such as Celebrations of Excellence, Performance Education Scotland
prioritise creative ideas Reviews, City Learning and One City to include an opportunity for curriculum teams
to share examples of excellent practice. One City
We annually review our Performance Review process and One City event.
The development of the New Campus has included an opportunity to bid for City Learning
Community Benefits projects and Educational Development projects.

1e6: We give space for Faculties are empowered to develop and innovate ideas within their curriculum. This Faculty Developments
directed creativity has led to developments such as Meet the Guru which changed the way in which
resources were allocated to students. We have used our Academic Board to test Academic Board
and refine 3 large scale projects to benefit our learning and teaching. Funding can be
made available through the submission and agreement of a business case subject to
resources. Our Curriculum Managers have autonomy to adjust timetables to suit the
needs of our students. We use our CADM and Self Evaluation process to review and
refine the approaches taken.

City of Glasgow College EFQM 2016 25


Criterion 2 : Strategy
Strategy: What Matters to Us
Our four Strategic Themes provide a structure through
which we deliver results; these are: Students; Growth
and Development; Processes and Performance;
Finance.
These, in a Balanced Scorecard framework, are
cascaded, developed and supported by operational
planning throughout the College. External analysis of
economic, social, technological and legal aspects helps
guide our strategic planning and five years after merger,
in late 2015, our Board of Management and our Senior
Management team redefined our mission as Our Purpose
and our vision as Our Way.
Our Board of Management, including the Finance and
Physical Resources sub-committee and the Performance,
Remuneration and Nominations sub-committee, play an
active role in monitoring the financial performance of the
College. They scrutinise financial projections to ensure
that the College achieves its aims whilst monitoring long
term financial stability against key sector performance
indicators.
We have maintained a prudent approach to finance
in response to the challenging economic conditions
and the financial impact resulting from reduced SFC
grant funding. This has ensured that, while continued
investment is made in the current estate and in
26
educational resources for the benefit of existing students,
we have allocated large-scale investment to campus
development in the City and at Riverside Campus.
Our Leadership team communicates throughout the
organisation using language, systems and processes
aimed at delegating ownership and responsibility for the
achievement of some of the key customer results aims.
Operational Plans outline the objectives, targets and
performance indicators in a structured and consistent
way that demonstrates alignment of operations with
strategy. Our senior people in Faculties and in Support
teams ensure they have the appropriate resources in
place, to deliver on the strategic aims.
Regular curriculum review assesses appropriateness,
effectiveness and continuing relevance of the courses
we offer and includes two holistic internal Performance
Reviews of each Faculty. The outcomes of these inform
future curriculum developments, resource action planning
and the removal of any programmes that no longer meet
stakeholder needs.
From 2015 our support departments were included in
the Performance Review process. This highlights the
increasing importance of their role in delivering excellent
services for our customers.
We compare our results against relevant benchmarks
both national and international and determine action to
address the outcomes of comparison. We utilise KPIs in
the process with clear reference to a focus on stakeholder
value.
City of Glasgow College EFQM 2016
Objective Description Evidence and Owner
2a1: Gather The Principal and members of the ELT gather stakeholder needs and expectations Strategic Plan
stakeholder needs through their membership of key regional and national boards and committees in ROA
and expectations order to understand the current and future environment.
to support strategic Our managers are active in key professional groups related to their functional or
planning and predict curriculum area. Current information and requirements are gathered by the relevant Principal & College
change functional departments of the college. We actively engage with our students and Secretary
staff to identify what they require from us.
We have a whole College planning cycle which means that we review each year to
and take account of environmental change. We have recently refined our strategic
priorities as a result of our Board and SMT planning events.

2a2: Understand We complete an annual STEEPLE analysis to scrutinise how the environment may Strategic Plan
external indicators impact on us and to refine the strategic plan. Corporate Development
which impact on us We have well established links with local authorities; community planning partnerships; Strategy
Skills Councils; Chamber of Commerce; awarding bodies and sector specific Industry Academies
organisations.
Our use of employer and economic forums enables sector intelligence to be gathered College Secretary
on employment patterns, needs and emerging trends. We review external indicators
each year to ensure we have a whole College planning cycle which means that we
review each year to and take account of environmental change.

2a3: We anticipate We are working with Scottish Government on the regional strategy for Scotlands Strategic Plan
the impact of future colleges. We use external intelligence and work with our partner colleges to develop ROA
external change a Regional Outcome Agreement (ROA) to meet the needs of Glasgow region, this
is refined on an annual basis. Within our college strategic plan we set our strategic Depute Principal
aims in support of the ROA. We have used this to identify future and model future
changes. We use this to refine our planning and approaches to achieve our
objectives.

2b1: We analyse We use our Performance Review Meetings to analyse our trends and capabilities to Performance Review
performance trends to ensure that we meet our key business objectives. Our people produce annual self- Academic Cycle
achieve our goals evaluation and operational plans and balanced score cards which define activities to Planning
achieve our goals. We refine this process each academic year to ensure it meets our
needs as part of the planning cycle. This has led to our improved college performance
over the last 3 years.

2b2: We analyse SMT scrutinise the performance of all of our partners to ensure that they Corporate Development
data and information complement our aims. This has led to the development of strategic partnerships Strategy
regarding existing and which help us achieve our aims and those of the ROA e.g. STEM assured. We
potential partners review our partnerships to ensure they continue to be relevant to our goals as part of 9a
the Corporate Development Strategy.

2b3: We examine new We introduced our City Learning pedagogical model. This model provides City Learning
technology and models approaches to learning and teaching to ensure that we provide students with the MyCity
to understand how it skills to get a job, keep a job and get a better job. We evaluate technology to 6a
impacts us support learning and teaching. This has led to developments in our Virtual Learning 9b
Environments e.g. structured use of tablet technology and our performance data
Dashboard. We continually seek to refine our use of technology to meet students
needs and achieve strategic objectives.

2b4: We compare We compare our performance to colleges nationally and regionally. We review this Celebrations of Excellence
our performance with information annually and use it to identify actions to develop our performance. We 2d2
relevant benchmarks also benchmark our performance with EFQM companies and award winners. We 9a
have had a 2 way exchange with EFQM award winners from England and colleges in
the Basque country.
We share good practice with other colleges and have a number of instances of
Celebrations of Excellence published by Education Scotland.

2c1: We create and We agree KPIs annually, based on our Level 1 Balanced Score Card (BSC). Our KPIs Strategic Plan and
maintain a strategy to ensure that targets are set which achieve Our Way and Our Purpose. We develop Operational Planning
achieve Our Way and strategies, such as the Learning and Teaching Strategy, which inform operational L & T Strategy
Our Purpose planning and ensure that we achieve our aims. We review our Strategies and Plans
on an annual basis as part of our planning cycle which has led to improvement. College Secretary and
SMT

City of Glasgow College EFQM 2016 27

Objective Description Evidence and Owner
2c2: We integrate Our Strategic Plan demands that we set a priority on long term financial sustainability Strategic Plan & City
sustainability within against a backdrop of reduced government funding for colleges. This displays a Learning
Our Way and provide commitment to a sustainable future for learning within the Glasgow Region. We
resources to achieve it review this approach each year. Our use of City Learning ensures that we consider College Secretary and
sustainability within the work we do with our students equipping them with the skills SMT
required to be a Responsible Citizen.

2c3: We identify the Our 4-year strategic plan is a rolling plan which is reviewed annually as part of the Planning Process
key results to achieve planning cycle to ensure that we will achieve our goals. We continually monitor 9a
our strategic goals and refine our KPIs as part of the annual strategic planning. Our KPIs are reviewed 9b
annually as part of the planning cycle by our ELT/SMT and Board to ensure that they
meet our goals.

2c4: Adopt effective We complete detailed scenario planning to model the potential impact of strategic risks. Risk Management
mechanisms to Within the planning process we consider risk to our achievement of our strategic goals. Financial Plan Business
manage the strategic Each Self Evaluation and Planning document identifies risk to plans for each Faculties Continuity Plan
risks identified through and Service areas which are reviewed each year. 8a
scenario planning The College has produced a Business Continuity Plan which identifies how to maintain
business as usual when responding to any significant incident that threatens to interrupt
normal operations. This plan is reviewed on an annual basis by the Executive Leadership
Team.

2c5: We understand The College works with the Scottish Government to ensure that we develop Performance Review
our competencies students with the skills to Get a job, Keep a job, Get a better job - to benefit society ROA
which benefit the wider as well as themselves. We keep our curriculum portfolio under review each year 9a
community in which through the Performance Review process and Curriculum planning with our regional
we work partners to ensure alignment with local, national and international priorities.

2d1: We implement Our Strategic Plan 2013-17 identifies the Colleges strategic priorities which are Strategic Plan
our strategies outlined expressed in 4 key themes in the Level 1 balanced score card and then cascaded
in the strategic plan down through management levels. This has the objective of consistency and College Secretary
continuity in all Balanced Scorecards and operational plans to implement our
strategy. The process is subject to annual review by all College Managers which has
led to improvement.
2d2: Establish We set our targets annually on the basis of historic performance, our current Planning Process
challenging targets aspirations and our strategic goals. We take account of external, environmental and 9
based on comparative comparative data to ensure they are sufficiently challenging. We are also able to
data from other review (confidential) performance data from other colleges in Scotland to assist us in ELT & SMT
colleges setting challenging targets.

2d3: We ensure that We receive an annual grant and capital allocation from the SFC. We use a systematic SRP
financial, physical approach to allocating funding to ensure that capital and infrastructure is in place Annual Report
and technological to support our curriculum areas and the maintenance of our estate. We review this 9b
resources are available allocation monthly and annually to ensure that we are able to achieve our aims.
to support our Executive Director of
development Finance

2d4: We achieve the We ensure that all of our strategies and policies have clearly defined measures and Strategic Documents
desired set of strategic outcomes. The measures and outcomes we use are kept under systematic review
results with clearly each year to ensure that we meet regional and national priorities. ELT & SMT
defined cause and
effect relationships

2d5: Set clear goals We are implementing our Corporate Development Strategy through the Industry Corporate Development
for innovation, based Academy model which sets goals for innovative products based on our market Strategy
on an understanding knowledge such as guaranteed interviews and partnerships e.g. Newlands Junior
of the market and College. To further refine our approach to innovation we are implementing NEFs
opportunities. (DP) Investors in Innovation framework within the Industry Academy model. Director of Corporate
Development

28 City of Glasgow College EFQM 2016


Criterion 3 : People
People: What Matters to Us
Our people are aware of and understand the Strategic
aims of the College and how this affects their activities.
Clear and consistent messages are at the heart of our
communication in the College. Briefings from the Principal
are supported by central and local meetings as well as
our intranet Connected. These ensure that all of our
people are aware of, and understand the implications of,
our strategies and targets on their own work activities.
Our rolling five year strategic plan sets out the vision for
leadership and management development. This ensures
that the skills required are current and stakeholder
focussed. Where practical, local teams in the College
have introduced staff development/CPD time to enable
staff to attend regular training and update sessions. We
offer a formal Personal Development Review opportunity
annually to our people during which skills gaps are
discussed and options to enhance personal performance
in role are explored and organised.
People from across the College have contributed to
the development of our culture through the People
and Culture Change work stream that included the
development of our College Behaviours.
We ensure all new teaching staff undertake the
appropriate training and development to become
professionally qualified. They are encouraged to
undertake teaching qualifications as part of their
employment and we offer different modes of study for
staff to achieve this. The training of new teaching staff
has been refined and a blended approach is taking place
City of Glasgow College EFQM 2016
accelerating the rate of qualification of teaching staff. We
offer a wide range of resourced activities to develop our
support staff.
We ensure that our people understand their legal
responsibilities for Equality, Diversity and Inclusiveness.
The development of our approach to Fairness,
Opportunity and Respect has been driven by our people
through debate and contribution of ideas to support the
developing positive culture in the College.
Our people are able to recognise the impact of their
actions on others and are motivated to support and
deliver excellent stakeholder outcomes. We recognise
that increasingly our people are required to deal with
complexity, uncertainty and conflicting priorities. In
response we have focused on combining disciplined
management and leadership skills and tactics with levels
of empathy and the ability to trust the wisdom of personal
intuition. We are confident that our people development
activities enable individuals and teams to confront these
and other challenges. Our people balance competing
demands and needs across multiple stakeholder groups
to deliver World Class learning and teaching and support
outcomes.
Our people value recognition of their efforts and
successes and we aim to publicise and celebrate
those. Our people work to deliver excellent services for
our customers and wider stakeholders and when that
standard is achieved we engage to publicly celebrate
that success. Our Principal utilises his regular briefing to
announce and share such success in the College and our
website carries the same message to a wider external
audience.
29
Objective Description Evidence and Owner
3a1: We put the right We created a structure for our College in 2010 and we have refined this in 2014 to Annual Review Strategic
people with the right ensure that we have the correct people in place to meet our strategic goals. Our Plan
skills in the right place annual strategic planning process takes accounts of the skills required to reaching
to achieve our strategic our goals. 7b
goals We have identified job descriptions and a job evaluation process to define the
competences we require. We have a Personal Development Review (PDR) process
which permits the assessment of our people performance and is completed annually.
This process supports training needs and career development. This approach, which
applies to all staff, is itself regularly reviewed and improved.

3a2: We align our Our people planning is a key part of the overall strategy of the College, and is deployed People Plan
people plans with through the structure and operational processes.
College requirements We have a People Plan which has been refined to ensure it matches our structure and Executive Director HR
processes. This Plan focuses on our 7 key people commitments and is a fundamental
part of bringing our values and behaviours to life and putting them into practice.

3a3: We adapt the We restructured our people in 2014 in consultation with them. We have further New structure changed
staffing structure to refined our structure to ensure achievement of the Colleges curriculum growth plan balance
meet our goals within the ROA. Our structure is reviewed annually as part of the Board and ELT
planning to ensure that we will meet our objectives Executive Director HR

3a4: Involve staff and We engage with our staff and representative groups and provide them with key 7b
representative groups information to gain feedback prior to change. Our people are represented on our Board 7a
in developing and of Management which permits them to participate in our planning.
reviewing change in Executive Director HR
People approaches Our people survey provides opportunities for comment on our approach to people.

Our Culture, Communication and Change workstream has a wide membership from
within our people. The workstream developed our Values into Behaviours for our people.
We have refined our approach to ensure that our values become behaviours by linking
this to digital badges.

3a5: We ensure We ensure that all recruitment provides fairness, opportunity and respect. We Recruitment and selection
fairness and equal have signed up to the Scottish Business Pledge and we recently gained Investors procedures
opportunities in and Leaders in Diversity stage II. In addition our participation in the Scottish
recruiting our people Governments Partnership for Change Initiative further underlining our commitments Executive Director HR
to equality within the recruitment process.

3a6: We use staff We use IiP, Healthy Working Lives Survey and Employee engagement surveys on Surveys
feedback to inform our an annual basis. The output of our people surveys are brought together into an
people strategies and action plan which is monitored by the IiP Steering Group and our SMT. We have 7a
plans introduced staff long service awards and a staff association based on feedback from
our people.

3b1: Our key roles to Our ELT have identified key roles to achieve our growth plans within the ROA which OD Training
achieve our goals have been supported by HR. We use Induction, CPD and Personal Development
Reviews (PDR) to focus on our people to ensure that they develop the skills and to 7b
effectively undertake their roles aligned to our goals. We introduced a leadership and
management development programme to ensure that we have the correct skills and
identified talent to achieve our goals in the future.

3b2: We plan to We have a clearly defined structure with role descriptions for all posts which detail PDR
attract, develop and the responsibilities, skills, knowledge and qualifications required to meet our needs.
retain the talents Our PDR process ensures gaps are identified and addressed. 7d
required to meet our
needs We provide a range of professional development opportunities (including the One Executive Director HR
City All Staff Event) and industry visits to ensure we retain talented people.
We review annually the changing needs of the College and development
programmes including in-house and external teaching qualifications. This has led
to us introducing a coaching programme to develop our senior management team
which is designed to assist them in empowering managers within their Faculties and
Service areas.

3b3: PDR discussions Each Line Manager holds an annual Professional Development Review (PDR) review PDR
and plan for each staff member to ensure that our people develop in line with our strategy and
growth plans. We are refining our PDR process to make it more accessible to our 7b
people and to more closely align with our people values

30 City of Glasgow College EFQM 2016

Objective Description Evidence and Owner
3b4: Developing our Our people assess themselves as part of the PDR review to ensure that they have PDR
people the skills required for their roles. OD Training
We provide opportunities to attend short-focused specialist training and our people
have the opportunity to apply for enhancement of qualifications which enables them 7a
to take high level programmes of study aligned to our needs.
We review our training process on an annual basis to ensure it is in line with our
requirements which has led to improvements.

3b5: Maximising our Our people participate in development programmes, professional meetings and College Development
peoples contribution development events to share good practice. Line managers encourage our people Network
to develop their competences. We have developed a blueprint for our future which
considers how we refine our approach to developing our people. 7a

3c1: Personal and We cascade all objectives from the College Strategy and through the use of BSCs, BSCs
team objectives are operational plans and PDRs to ensure personal and team goals are aligned with our Self-Evaluation and Planning
aligned organisational goals. Our use of annual self-evaluation is a key part of this process to Process
ensure that we meet our objectives.

3c2: We actively We see innovation as one of our key values within the College. We annually identify our Development Strategy
encourage innovative innovative practice and showcase this at our events such as One City. The deployment Values
practice of City Learning in Faculties has provided a framework for teaching staff to innovate and
has led to collaborative and industry led projects which have provided value for students.
We are implementing Investors in Innovation to provide a framework for innovation.

3c3: We encourage Our Line Managers encourage our people to be part of further education Further education networks
our people to be development networks. We are invited to present at key further education events
ambassadors and our people sit on community, regional and national networks. We review our
input to these networks as part of our self-evaluation process.

3c4: Contribution to We participate in the wider community through volunteering activity, corporate Community Benefits
society involvement and fund-raising activities, for example Pedal for Scotland, Bobath Boat Programme
Race, Great Scottish Run and Community Allotments. Our charity work is publicised
to appreciate staff contributions in a variety of media. We have a Community Benefit 8b
Programme which has brought considerable assistance to our local area through
over 60 projects. We annually review our Community Benefits Programme with our
partners.
3d1: Our We have a Communication Policy and Plan which details our way of communicating Communication Policy &
Communication with our people. Plan
We have a published meeting schedule for staff, teams and students and we seek to
refine this each year. 7a
3d2: We enable We use our intranet, Connected, to enable the sharing of our information across the Connected
and encourage the College. Our intranet contains our policies and procedures and serves as a focus Communication Policy &
sharing of information, for our key information. We ensure all our people receive a weekly update and we Plan
knowledge and best monitor the uptake of this.
practices We provide a number of channels to ensure that our staff and students voices are 7a
heard for example our Faculty meeting structure, our Local Negotiating Committee
and Finger on the Pulse. We have refined our communication as part of our
Communication Plan.
We use a number of channels to develop knowledge and share best practice
throughout the organisation.

3d3: Collaboration and We use a number of methods to improve collaboration such as our Industry IA Model
teamwork at City Academy (IA) model and our One City event for all staff. Through good practice One City Event
events, such as One City, we have continued to refine the IA model to ensure that
we deliver the correct products and services to our students. We review approach Faculty Directors
each year as part of the IA self-evaluation process.
3e1: Our employment We use job evaluation to ensure that the remuneration and benefits provided to our Job evaluation
strategies people are appropriate. We seek to provide a work-life balance and healthy and
safe working conditions. All of our people are on salary scales that are published 7a
on the intranet. The College has refined benefits provided to our people including
the introduction of walking groups, gym access and mindfulness sessions. This is 7b
publicised to all staff and our approach is reviewed on a regular basis by our Healthy
Working Lives committee.
3e2: Well-being Our people are able to access a range of well-being services and participate in Healthy Working Lives
development opportunities including the Mindfulness programme, yoga classes and
health and fitness options through City Sport +. 7a
We survey all of our people using a welfare questionnaire to gauge any staff
concerns and add them to our Healthy Working Lives Action plan. This allows us to
refine staff well-being training and opportunities.

City of Glasgow College EFQM 2016 31

Objective Description Evidence and Owner
3e3: We promote Our Organisation Development department developed a set of core college College Behaviours
mutual support, behaviours linked to our values with involvement from students and staff. We are PDR
recognition and care using these values in the work we do with our people and have refined our approach People Plan
amongst all our people by linking them to the PDR process and the People Plan.
We have refined our behaviours through OD workshops with our people. This has 8a
led to us using these workshops to prepare staff for working in our campus in a
more collaborative manner and also fostered greater inter team working within our Head of OD
curriculum.

3e4: Equality, Diversity We mainstream our Equality programmes and have an Equality Outcomes Framework Equality Outcomes
and Inclusion and also an Equality Outcomes Progress Plan which is annually reviewed. We promote Framework
and advance ED&I through a flagship annual Embracing Diversity Competition which Equality Outcomes Progress
engages our people and students. We annually review our approach to ED&I as part Plan
of our response to EDI legislation. All our people are inducted in ED&I at start and
additional online training is offered to all. 8a

We have refined our approach to ED&I by using a series of materials around the theme
of Fairness, Opportunity and Respect. Our people are encouraged to undertake
equalities impact assessments (EQIA) when decision making and diversity, inclusion
and accessibility in learning and teaching and support area materials (CALM).

We have achieved Committed to Investors in Diversity (IID) and are working towards
IID level 2 which demonstrates refinement of our approach to ED&I.

32 City of Glasgow College EFQM 2016


Criterion 4 : Partnerships and
Resources
Partnerships & Resources: What Matters to Us
Partnerships Development is important to deliver on
the Colleges aims and objectives. Partnerships are
developed to ensure the maximum benefit for each
party. New international partnerships have been initiated.
Strategic partnerships have been developed with higher
educational and also with commercial organisations.
Others are more recent and have been developed
through the Regional Outcome Agreement.
Industry Academies are the key interface between the
College and its partners in commerce and industry.
The output from these includes two-way exchange of
intellectual capital, added-value propositions for our
students, mutual commercial benefit and work-ready
students able to contribute to the success of their
employers from an early stage in their employment.
Our business processes include the Colleges well-
established Quality Management System which meets the
ISO9001:2008 standard and is formally reviewed twice
per year. Changes identified to improve performance are
made to operational processes based on the results from
internal audits, external 3rd party review and as a result
of organisational change. We are fully compliant with
financial regulation and manage our resources with care
and effectiveness.
To provide an excellent experience for our students
we manage our investment in estates, equipment and
City of Glasgow College EFQM 2016
technology. We are managing a shift in learning and
teaching towards an Integrated Learning Environment
and central to this is the use of learning technologies.
Associated elements of the learning infrastructure include
timetabling and communications support - all of which
contribute to our plan for Classrooms of the Future. We
have begun the rollout of plans to support the Colleges
curriculum through technology-enabled learning using
online platforms, networks and environments to consult
and collaborate with peers, lecturers, and employers. The
Colleges STEM Assured status was confirmed in 2015.
In order to progress the works on our new super campus
build project with minimal noise, dust and infrastructure
damage, we placed restrictions on vehicle access and
construction times. To ensure the safety of the works we
created a fixed perimeter around each site and installed
condition monitoring equipment to provide environmental
data. Our construction contractor undertook engagement
events with schools and community partners to alert
our neighbours of the potential dangers on the sites. We
used data from our complaints system to highlight public
concerns and worked to resolve them.
Our Performance Dashboard provides live data on key
performance elements of our activities and provides
consistent and comprehensive detail upon which
management decisions are based. This ensures all our
people have access to performance data to support local
decision making, collaboration, best practice sharing and
the Colleges aim for transparency.
33
Objective Description Evidence and Owner
4a1: Our Partners and We work in partnership with other Colleges within Glasgow Region and also national ROA
Suppliers and international private and public sector organisations. We have a number of
agreements in place, which are reviewed annually by our ELT, which identify mutual 8b
benefit and obligations such as Clyde Marine, Glasgow Caledonian University and
University of the West of Scotland.

4a2: Our Partner Our Industry Academy model has provided us with a framework to deepen and refine Industry Academy Model
Relations our partnership working and enhance our teaching and training in the College.
We build sustainable relationships with partners and suppliers such as the Townhead 6
caf project, Clyde Marine and Dynistics. 9

4a3: We develop We use Memoranda of Understanding and Contractual agreements to cover our MoU
partnerships partnership working. We utilise Advanced Procurement for Universities and Colleges APUC
sympathetic to College (APUC) to ensure that our approach to tendering and procurement provides best
values value for money as well as best practice compliance. 6
9

4a4: We use We use our Industry Academy (IA) model to achieve this objective and to develop Industry Academy Model
our expertise to networks to identify potential partnerships. Each IA seeks to develop partnerships which
identify partnership we review each year as part of the Performance Review system. We continue to refine
opportunities this process so that we develop qualifications, products and services which achieve 9a
value.

4a5: We work with our We work within Glasgow Region through the ROA to achieve maximum value for our ROA
partners for mutual stakeholders and community. We use our Industry Academy, Schools Liaison and Industry Academy Model
benefit and enhanced City Learning Models to work together to collaborate. We have used the IA model City Learning Model
value to work with partners such as Newlands Junior College and developed additional Schools Liaison
Schools partnerships within Glasgow and Lanarkshire. We review these partnerships 9a
to ensure that value is being created. We have developed industry led projects
through our City Learning model which has provided additional value such as
student placement and guaranteed job interviews. We review our approach to City
Learning as part of our Self Evaluation process.
4b1: We use our We use a cost centre framework which includes income, expenditure and salaries. Internal Audit Reports
finance to support our We hold monthly budget meetings to ensure that all income and expenditure is 9a
strategy tracked. We report our financial performance annually and report to our Board of
Management on a quarterly basis. Executive Director of
We use external audit to ensure a high level of financial probity - 65 days of internal Finance
audit and 30 days of external audit take place annually, with reports being submitted
to our Board. We refined our approach through our Board and SMT planning days
and as a result added a new strategic priority on Finance.

4b2: We design our Our Board and Senior Management Team plan each year to ensure that we are Planning process
financial planning to financially sustainable. This plan is reviewed by the Board Finance Subcommittee SRP
optimise the use of and it is discussed at SMT. We plan each financial year using our Student Industry Academy Model
resources Recruitment Plan (SRP) to ensure that resources are used to support curriculum 9b
delivery. We review our SRP annually and keep it under review as part of our Executive Director of
Performance Review process. Finance

4b3: We allocate We produce a 4 year strategic plan to ensure appropriate long term resource Planning process
resources for the long allocation. Budgets are set and agreed annually in June by the Board of 9b
term Management (BoM) for the following academic year. The Board meet annually to
review financial plans and this process is cascaded to SMT planning sessions to
ensure strategic priorities are met. This is kept under review by the Board Finance
Subcommittee, quarterly, and SMT.
We plan financial scenarios to identify how we ensure resilience in times of
government cuts and to maximise the return from our Industry Academy Model.

4b4: Financial We are audited each year to ensure that our financial governance is robust. We have BoM Audit Schedule
governance been identified as having a Substantial (this is the highest level) level of assurance.
We review financial processes annually at all levels in the organisation, validated 9b
through the audit process.
We have developed financial policies and procedures based on the Accounting Executive Director of
Standards and the SFC Financial Memorandum. Training is given to staff in the Finance
proper operation of these.

34 City of Glasgow College EFQM 2016

Objective Description Evidence and Owner
4b5: Investment and We have a scheme of delegation and all major investments have to be considered at Procurement
Divestment the appropriate level. A business case is made to support the proposal. SMT
The processes we use have been improved and refined over several years. It
complies with external demands and requirements and is regularly validated by the 9b
BoM and its Finance and Physical Resources Committee.

4c1: Managing We have a significant new estate programme of 450m which is BREEAM compliant. BREEAM
buildings, equipment We are maintaining our existing estate until our new estate is built. As part of our Zero Waste Scotland
and materials efficiently commitment to the environment we have signed to Zero Waste Scotland and we buy Building Management
our electricity from renewable sources.
We use a building management system to review building usage and centrally control 8b
heating, ventilation, water leakage and hot water. 9a

4c2: We optimise the We purchase all building maintenance contracts through APUC to ensure that we APUC
use and effectively obtain best value for the public funding we receive. As part of our migration to our
manage the life cycle new buildings we have identified equipment that is at the end of its lifecycle which 8b
and physical security will be disposed of. This has provided us with the opportunity to introduce new 9b
of our assets, including equipment that support new ways of working associated with our new campus.
building, equipment We have secure entrances and exits to all of our buildings. All our buildings are
and materials alarmed and covered by CCTV.

4c3: Minimise our Our purchasing through APUC ensures procurement of goods and services in such a Procurement
environmental impact manner as to minimise any negative environmental, ethical, economic or social impact, City Learning
and promote positive impacts and change, throughout the whole life cycle and supply Zero Waste Scotland
chain.
We work with our students to educate them through City Learning in developing their 8b
health and wellbeing and understanding of safe and sustainable practices.
We ensure compliance with relevant legislation and optimise the impact of our
operations by recycling materials through our commitment to Zero Waste Scotland.

4c4: We actively Our building programme ensures that Scottish economic and environmental City Learning
advance the economic, considerations are kept to the fore. We are participating with the Scottish Funding Carbon Footprint
environmental and Council to monitor progress in reducing emissions in the Further Education (FE)
social standards within sector.
our sector Our pedagogical model, City Learning, has sustainability at its core which promotes
learning on environmental impact to ensure that our students are responsible citizens
(Curriculum for Excellence).

4d1: We manage a We have a secure in-house approach to ICT. This supports an internal and external Enquirer
technology portfolio e-mail system, access to our internal databases, and facilitates all our work. We Data Dashboard
that supports our have developed an internal Performance Dashboard for use in understanding MyCity
strategy performance. We utilise MyCity for our work with our students. We review usage of
MyCity and refine it to provide the services required by our students. 6a
We use commercial and state of the art technology for the qualifications we offer to 9b
provide support for students to Get a job, Keep a job, Get a better job. We keep
our resources under review within our self-evaluation and planning process. Executive Director
Infrastructure
4d2: We evaluate We have evaluated classrooms of the future in order to evaluate new approaches to Classrooms of the Future
and develop our learning and teaching and the use of technology. We are now implementing these Online Enrolment
technology portfolio approaches in all of our new buildings.
to improve the agility We have refined our course applications to provide an end to end online process. 9b
of processes, projects We have utilised student feedback to further develop this process.
and our College Our IT team engages with users to develop our technology portfolio to develop and
provide maximum benefit for the College and our people.

4d3: Involve staff We engage our people in the development, refinement and evaluation of new Meet the Expert
and students in the technologies such as the Performance Dashboard. We encourage suggestions for Finger on the Pulse
deployment of new improvement to be made online to better meet staff and students needs. 6a
technologies to We also gather student feedback on technologies and refine our approaches 7a
maximise the benefits through the Meet the Expert Forums and Finger on the Pulse.
generated (ED&I/PD)

4d4: We identify and We seek to provide value for money in terms of the technology we offer and the Infrastructure Evaluation
evaluate alternative benefits to the college. Our IT team evaluates new or emerging technology to assess
and emerging their relevance, usefulness and cost-effectiveness in delivering our teaching and 6a
technologies training programmes. We also assess the relevant industry standards to ensure
we are compliant in our approaches. This information informs our regular review of Executive Director of
provision. Infrastructure

City of Glasgow College EFQM 2016 35

Objective Description Evidence and Owner
4d5: We use Devolving our budgets means that our curriculum areas have the opportunity to Infrastructure Evaluation
technology to support purchase appropriate technology to support innovation in learning and teaching.
the culture of creativity Good practice in the use of technologies is shared across the College to promote Executive Director of
and innovation further innovation. The IT team are able to support our peoples creativity and Infrastructure
innovation in the development of bespoke solutions for areas. We review our use of
resources as part of our Self-Evaluation Process.

4e1: Ensure leaders Our Performance Dashboard provides our leaders with real time information and Performance Dashboard
have relevant bespoke reports on the performance of the College. We refine the information
management presented within the Dashboard based on the users role within the College.
information

4e2: We transform We have used our Performance Dashboard since August 2011 at Performance Performance Dashboard
data into information Reviews, SMT and Board meetings to share information. We have refined this
and where relevant into approach to share information on student opinion so that this can be used effectively
knowledge that can be to manage Faculties and Curriculum Areas.
shared and effectively
used
4e3: We engage We use a number of approaches to engage with our stakeholders such as our Class Student Engagement Policy
with stakeholders to Representative System, Industry Forums, Questionnaires and Finger on the Pulse. We Questionnaires
generate ideas and use these mechanisms to generate ideas and innovations. IA Model
innovations We have developed approaches based on whether we are working with internal or Industry Forum
external stakeholders.
We make every effort to work with our stakeholders through our representatives on 6a
Business Network groups, the Scottish Funding Council and local Community groups.

4e4: We provide and We provide access to College systems by means of secure logins and in compliance ICT Analytics
monitor access to with legislation. This means that we are able to provide tailored views of relevant
relevant information information related to the users role within the College. We monitor access Executive Director of
and knowledge for to College systems such as Enquirer and MyCity. We refined our approach to Infrastructure
our people and our performance information to provide timely information, which is secure and aids
external users decision making.

4e5: We establish and We have active representation on College Development Networks (CDN), Awarding CDN
manage learning and Bodies and we provide examples of excellence to be shared with our sector. We ROA
collaboration networks collaborate with our partners in the Glasgow region to develop solution and bring One City
to identify opportunities improvement. IA Model
for creativity, innovation Internally a number of forums exist to share innovation and improvements, the most
and improvement high profile being the One City Event. Head of OD
We also use our Industry Academy Model to provide opportunities for creativity, Head of Business
innovation and improvement. Academies

4e6: We transform We use our Industry Academy Model to transform ideas into practice so that we IA Model
ideas into reality can gain advantage. We monitor our IA activity through a series of meetings and the
within timescales Performance Review process to ensure that we are using appropriate information Director of Corporate
that maximise the to create a college of choice. We review our approach as part of the Board and Development
advantages that can Corporate Development Planning process.
be gained

36 City of Glasgow College EFQM 2016


Criterion 5 : Processes,
Products and Services
Processes, Products and Services:
What Matters to Us
In the College our programme portfolio is dynamic and is
subject to regular review. In each vocational discipline the
significant relationships with industry partners provides
the catalyst for changes that deliver mutual advantage
for students and employers. We provide access
opportunities for all potential students and have built
successful relationships with schools, corporate clients,
universities and awarding bodies to ensure we meet the
expectations and requirements of each partner. Work
placements and the use of Real Work Environments and
simulations are features of our approach to learning and
student engagement and development. This approach
has encouraged our development of City Learning in
the College. This enables us to position our courses in
markets where our expertise is unique.
We have a customer-first approach that is supported by
the deployment of City Learning, an initiative that provides
opportunities for students and staff to focus on building
skills and developing personal awareness. Innovation in
curriculum products, learning and teaching processes
and developing employability skills all reflect our clear aim
to provide a structure for improving opportunities for our
customers. We have invested in an innovative approach
to Employer Engagement through the introduction of
Industry Academies. These are the conduit through which
students can link with industry partners and charities on
work placements, internships and volunteering.
We use a range of mechanisms to identify and embrace
changes in the internal and external environment. These
include stakeholder forums, for example the Merchant
Navy Training Board (MNTB), community forums and staff
and student feedback. This two-way information sharing
on industry sector trends and opportunities supports the
drive for improved performance, innovation and creativity.
These approaches ensure that our students have a
contemporary classroom experience that engages and
encourages student participation.
We have developed a structure of guidance and support
that far exceeds our legal obligations. Students who
need additional support for learning, financial support
and support associated with the learning environment
are specifically catered for in the College. All students
who undertake full-time courses in the College are
offered additional academic support to assist in their
successful completion of programmes of study. We also
have qualified careers guidance staff. For those students
who choose to live away from home and come to study
in the College we provide additional support to secure
accommodation and assist them in settling in one of
Europes largest cities.
Our robust relationships with Universities continue
to develop. This provides a platform for many of our
students to continue their studies in Higher Education.
We encourage students to contribute to wider society
through a range of activities linked to their programmes of
study. This includes opportunities for students to interact
with industry specialists on real-time projects.
Our support services within Student Services and the SET
work in tandem with our teaching areas to ensure that we
are able to help our students realise their potential and
achieve their aims.

Objective Description Evidence and Owner

5a1: Our Process Map We defined the key processes in a map in 2013 as part of the delivery of our Key Process Map
Strategic plan. The map focuses on the key stakeholder groups and takes account 9a
of the teaching and support activities necessary to manage a large and complex
College. The map is an essential part of our approach to achieving our Strategic
Plan.
The process map has gone through several iterations and is subject to continuous
review and refinement.

5a2: Our Process We view our processes as being end to end and recognise that they extend beyond Self-Evaluation Process
Management our boundaries; these processes include student recruitment, articulation and ISO 9001:2008
employment. We use ISO 9001:2008 to keep our processes under review. Our
Industry Academy model means that our curriculum developments often start with
taking into account the views of industry, key stakeholders and the needs of the
economy.
As a customer facing organisation we are consistent in seeking student feedback and
refining processes accordingly. Our self-evaluation process ensures that all processes
are reviewed for effectiveness and improvement on an annual basis to ensure we meet
our stakeholders needs.

5a3: Improving We use a Planning Framework which uses a Process Protocol to ensure that all Planning Framework
Processes policies and procedures are reviewed and refined. Our strategy is deployed in its
core policies or procedures. Our Processes aid our managers to deliver the strategy, College Secretary
and each process is supported by policy or procedure.

38 City of Glasgow College EFQM 2016

 Objective Description Evidence and Owner
5a4: To use PIs and We have measures and targets defined in our Strategic Plan, ROA, SRP, Faculty and Strategic Plan
outcome measures to Service area plans. We report on these targets through a variety of methods to Scottish ROA
support the process Government, GCRB and to our Board. Planning Process
review process Our measures and targets are discussed at Board and SMT planning days and are
cascaded to all our key meetings.
We review our measures and targets annually as part of our planning process. We hold
Performance Reviews for teaching and support areas where we review targets towards
achievement of our strategic aims.

5a5: Improvement Our teaching and support staff visit colleges and organisations nationally and Self-Evaluation
internationally to benchmark so that we can improve our processes. Our teaching Performance Review
and support staff use this to assess processes and evaluate improvement through
self-evaluation.
We review performance of teaching and support areas as part of our Performance
Review system. This assists us in improving our performance in line with our
strategy.

5b1: Development of We use our Industry Academy model to develop new and innovative products IA model
Curriculum Products through the use of Employer and other forums which inform curriculum and product Student Engagement
and Services developments.
We have defined a Student Engagement map which uses Finger on the Pulse,
CADMs, surveys etc. to capture feedback that is then taken account of in the
development of our services and student experience.
These processes are subject to annual review and refinement since 2010.
5b2: Develop our We work with awarding bodies to develop innovative products, including SRP
portfolio for our representation on Qualification Design and Support Teams. IA model
existing and potential
customers We use our Industry Academy model to respond to Scottish government initiatives
to capitalise on areas of expertise within the College, for example the Centre of
Excellence for Supply Chain Management.

The College initiates changes and responds to changing demands on an on-going

basis.

5b3: Management of We review our curriculum portfolio annually as part of our planning process; this Student Recruitment Plan
our product life cycle review forms the Student Recruitment Plan for the next academic year.

We use our Industry Academy model to predict changing need and work with each
awarding body to ensure that we meet requirements of our customers.

5c1: Meet customer We have segmented our customers by market which enables us to target our offer Corporate Development
needs and refine our to their specific requirements. Our offer is marketed through a variety of means, both Strategy
offer to meet specific traditional and online, to meet the needs of different groups.
customer needs Our people work with potential and existing customers to develop an understanding 9b
of their needs and expectations.
Our marketing is kept under review and this leads to changes to meet customer
needs.

5c2: To deliver high We have strong links with key customers to enable it to respond to their needs and Corporate Development
quality responses expectations. Strategy
to the needs and The Corporate Development team provides support to academic areas to help them 9b
expectations of both respond to new opportunities.
existing and potential We have strengthened the Corporate Development team to increase capacity as a
customers result of refining the Corporate Development Strategy in line with our revised strategic
priorities.

5c3: Our Business Our Corporate Development Strategy has a programme of establishing Industry Planning Framework
model Academies these include Supply Chain, Creative Industries and Marine. Each Faculty
has a plan to implement IAs which is kept under review as part of the Planning College Secretary
process.
We have implemented our Learning and Teaching strategy which uses our City
Learning pedagogical model. We review our Learning and Teaching strategy annually
and we review all our Faculties based on the targets set as part of our Performance
Review process.

City of Glasgow College EFQM 2016 39

Objective Description Evidence and Owner
5d1: Our Education We continually seek to improve the learning and teaching experience for all students Learning and Teaching
and training services through the implementation of our Learning and Teaching Strategy. Strategy
We use student feedback from the implementation of our Student Engagement Policy to Student Engagement Policy
improve our offer. 6a
5d2: We ensure a We continually seek to improve the experience of support services for all our Customer Charter
consistent service customers to consistently meet their needs. We hold the Governments Customer 6a
delivery Service Excellence standard and are assessed on its implementation each year.
We have established values to ensure that we deliver a consistent service to our
customers in line with objectives.
5d3: We ensure our Our budget holders are given an annual allocation of capital and training funding to 6a
people have the support delivery of their teams activity. Annual budget planning discussions are held 6b
necessary resources to take account of any significant changes which may impact on the level of budget 9b
and skills to maximise required.
Executive Director of
the customer
Finance
experience
5d4: We compare We performance benchmark with Scottish Colleges and we have participated Benchmarking data
our performance to in external benchmarking with national and European EFQM organisations. Our ISO9001:2008
learn from others subject areas are benchmarked by Education Scotland. We use this information at Customer Service
strengths and identify Performance Review to drive improvement. We also benchmark our performance by Excellence
opportunities for participating in relevant competitions, for example the World Skills programme.
improvement We use external quality standards to validate our own self-assessment.

5e1: We segment We have segmented our customers to a sophisticated level and our people are Strategic Plan
customers in line with able to view this segmentation on our Performance Dashboard which enables
6a
our strategy approaches to be developed to manage relationships.
6b
5e2: We provide day The College has a Guidance policy and supporting procedures which ensure that Guidance Policy and
to day contact and on- students have a clear point of contact. We also provide a Student Services drop-in Procedures
going support to meet option for students to gain additional assistance on a variety of issues.
our students needs The operation of the Guidance policy and procedures are kept under review with
input from students and staff.
5e3: We build and We have a Student Engagement Team which provides a strong link between us and Student Engagement Policy
maintain a dialogue our students in building and maintaining dialogue. To further develop this dialogue Student Assoc. Annual
with customers based we train class representatives so that they are aware of their responsibilities and are Planning
on openness and able to communicate with us effectively. Class Rep training is reviewed annually and Self-Evaluation
transparency changes to it have been made as a result of feedback.
We ensure that our students are represented at the key decision making Board
committees and other forums.
The Student Engagement Team undertakes annual self-evaluation to review and
refine their activities and approaches.

5e4: We continually We use a variety of approaches to seek student views including: CADM
monitor and review the Three annual on-line questionnaires; the CADM process; Finger on the Pulse focus Student Engagement Policy
students perceptions groups and membership of committees and work groups. Surveys
and respond promptly We develop action plans as a result of the feedback and put in place actions to
to any feedback address issues raised. 6a
We have a well-established complaints and feedback procedure which resolves 6b
student issues.
Questionnaires and the CADM process are reviewed annually with input from staff
and students.

40 City of Glasgow College EFQM 2016

 Section 5

Results

City of Glasgow College EFQM 2016 41


Criterion 6 : Customer Results
- Overview
The Colleges Strategic Priorities are focused on delivering
high quality customer results.
Priority 1 is to engage and inspire the Colleges students.
This supports the delivery of Priority 2 - the maximisation
of student attainment.
We take careful account of the resources needed to
deliver the best quality of provision for all our customers.
Staff work with employers and industry groups to ensure
students have opportunities to achieve their full potential.
Many of the Colleges students/customers take part
in courses funded by the Scottish Funding Council.
These are predominately full-time National Qualification
and Higher National programmes. At the entry level
the College offers publicly funded Further Education
(SCQF 4/5/6) courses that typically attract young (age
16-20) students who have few academic qualifications
and aspire to secure vocational skills and academic
qualifications in many different disciplines.
At an advanced level (SCQF level 7 and beyond) the
College attracts students who gain qualifications which
will provide a basis for them to progress into degree level
studies and/or the workplace.
The College gathers information from customers to
secure feedback on the induction and exit processes.
Feedback is gathered on the learning and teaching
process in a variety of ways including questionnaires,
42
through a dedicated student engagement team and
course meetings. Our focus is on the Strategic Plan
aims of securing high quality positive student responses
from questionnaires and in parallel benchmarks against
national educational standards.
Education Scotland
Education Scotland, the Scottish Governments
inspection body for Colleges, expressed confidence in
January 2016 that the College has high quality learning,
learner engagement and a quality culture. As a key
measure of our effectiveness, we have included a table
of their judgements in Criterion 9. In addition Education
Scotland identified a number of good practice areas at
the College which are published for the wider College
sector. The College has developed a Learning and
Teaching Strategy to set out the standards for delivery in
the classroom and the student experience. Central to this
development is the use of City Learning, which has been
introduced throughout the College in all curriculum areas.
Commercial Customers
We have two main groups of commercial customers.
Many are in employment and are adult learners who seek
to develop their professional or vocational qualifications.
They, or their employers, pay tuition fees and study
part-time. These students study on specialist industrial
and commercial courses in such disciplines as Nautical
Studies, HR, Finance, Management and Business
Services.
In addition we support a programme of leisure courses
such as portraiture, beauty therapy and information
technology. These courses are aimed at those who wish
to study on Saturday mornings or in the evenings.
City of Glasgow College EFQM 2016
Criterion 6a : Customer Results - Perception
I would recommend the City of Glasgow I would recommend my course to a friend
College as a place to study - Agreement - Agreement

100 100 COGC %

COGC %

Target 14/15 Target 14/15

80 80 EFQM prize +
EFQM prize +
Award Winner Award Winner

60 60
92% 93% 94% 96% 88% 88% 90% 88%

40 40

20 20

0 0
2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15
Agree Agree Agree Agree Agree Agree Agree Agree

Chart 6a 1 Chart 6a 2
This shows our performance against our target and EFQM Prize and We are happy with our performance against target, however
Award Winners. We have outperformed our target over a sustained recognise that we need to work to improve against EFQM Prize and
period. Award Winners. We have outperformed our target over a sustained
period.

Information about the College and its courses on

I am satisfied with my course - Agreement
the College Website was clear and informative -
Agreement
100 COGC % 100 COGC %
Target 14/15
80 Target 14/15
EFQM prize + 80
Award Winner EFQM prize +
Award Winner
60
60
84.3% 89.9% 90.5% 90.9%
84.3% 89.9% 90.5% 90.9%
40
40

20
20

0
2011-12 2012-13 2013-14 2014-15 0
Agree Agree Agree Agree 2011-12 2012-13 2013-14 2014-15
Agree Agree Agree Agree
Chart 6a 3
We perform well here. Our website has been recognised by our Chart 6a 4
sector and the SFC as sector leading. Our satisfaction is greater than target and above EFQM Prize and
Award Winners.

I am making good progress - Agreement I feel safe at the College - Agreement

100 COGC %
100 COGC %

Target 14/15 Target 14/15

80 EFQM prize +
80 EFQM prize +
Award Winner Award Winner

60 60
92% 91% 92% 90% 94% 95% 97% 97%

40 40

20 20

0 0
2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15
Agree Agree Agree Agree Agree Agree Agree Agree
Chart 6a 5 Chart 6a 6
This demonstrates that our students are clear on what factors will We perform well here and have worked to ensure that our College
contribute to their success in getting a job or leading to further study. environment is safe for our students.

City of Glasgow College EFQM 2016 43

 MyCity has supported me on my course - When requested Student Services have provided
Agreement useful additional assistance and support relevant
to my circumstances - Agreement
100 COGC %

Target 14/15
100 COGC %
80 EFQM prize + Target 14/15
Award Winner 80 EFQM prize +
60 Award Winner
58% 68% 75% 80%
60
73% 86% 87% 87%
40
40
20
20
0
2011-12 2012-13 2013-14 2014-15
Agree Agree Agree Agree 0
2011-12 2012-13 2013-14 2014-15
Agree Agree Agree Agree

Chart 6a 7
We have invested resources to ensure that students have access to
online resources at a time that suits them. Through linking our MyCity
development to City Learning we have improved our results. We are
confident we will maintain our results in this area.
Chart 6a 8
Student services are well resourced to ensure that we provide our
students with the right support at the right time.

44 City of Glasgow College EFQM 2016

 Criterion 6b : Customer Results - Performance Indicators
Maximum Student Enrolments Increase Student Attainment HE
190000 100
COGC % COGC %
185000 Target 2017 Target 2017
80
180000

60
175000
187077 175276 178212 69% 70% 75% 77%

170000 40
170493

165000 20

160000
2011-12 2012-13 2013-14 2014-15 0
2011-12 2012-13 2013-14 2014-15

Chart 6b 1 Chart 6b 2
This is strategic priority 2.1. We seek to ensure that we offer as many This is strategic priority 2.2. We set an ambitious target for Higher
places as funding available. This is a difficult process to match student Education and came within 1% of it in 2014/15.
demand to the places available; however we were within 1.4% of
target in 2014/15. We consistently have more applications than places
available. We are within 1.4% of the Scottish College sector.

Increase Student Attainment FE Student Satisfaction

100 COGC % 100 COGC %

Target 2017 Target 2017

80 80
EFQM prize +
Award Winner
60 60
65% 62% 70% 72% 91% 93% 94% 96%
40 40

20 20

0 0
2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

Chart 6b 3 Chart 6b 4
This is strategic priority 2.2. We set an ambitious target for Further This is strategic priority 2.3 and 1.1. We set ambitious targets for
Education and met it in 2014/15. student satisfaction and exceeded them.

Personal Learning Plan Completion Implementation of Industry Academies

16000 COGC % 30
COGC %
14000 Target 2017
25 Target 2017

12000
20
10000
12862 12328 12936 14991 15
6000
24
4000 10

2000 5
0 2
2011-12 2012-13 2013-14 2014-15 0
2013-14 2014-15

Chart 6b 5 Chart 6b 6
This is strategic priority 2.4. We set challenging targets for support of This is strategic priority 2.5 & 4.3 which is important in how we bring
our students and met them. industry benefit to our students study. The Scottish Government have
recognised this pioneering work.

City of Glasgow College EFQM 2016 45

 Learning & Teaching Satisfaction Successful Progression

100 COGC % 100 COGC %

Target 2017 Target 2017

80 80
EFQM prize + EFQM prize +
Award Winner Award Winner

60 60
89% 86% 91% 94% 95%

40 40

20 20

0 0 2011-12 2012-13 2013-14 2014-15

2011-12 2012-13 2013-14 2014-15

Chart 6b 7 Chart 6b 8
This is strategic priority 1.2. We are comparable with EFQM Prize This is strategic priority 1.4 and a ROA target. We have met the
and Award Winner but have set an ambitious target for 2017. This ROA target for 2014/15. We collect this information one year after a
question was first introduced in academic year 2013/14. student leaves College.

Access to Students fro SIMD Student Participation

100 COGC % 100 COGC %

Target 2017 Target 2017

80 80
EFQM Finalists

60 60
79% 89% 93% 100%

40 75% 79% 81% 40

20 20

0 2011-12 2012-13 2013-14 2014-15 0 2011-12 2012-13 2013-14 2014-15

Chart 6b 9 Chart 6b 10
This is strategic priority 1.5. We recognise we have a duty to raise This is strategic priority 1.6. We ensure our key committees have
students from areas of multiple deprivation through success within student representation so that students can participate in our
the learning process. This is our target and also a ROA target that we decision-making.
met in 2014/15.

Student Executive Elected

100 COGC %

Target 2017
80
EFQM prize +
Award Winner
60
100% 100% 100% 100%

40

20

0 2011-12 2012-13 2013-14 2014-15

Chart 6b 11
This is strategic priority 1.6. We ensure our Student Association
Executive posts are filled so that students can participate in the work
and life of the College.

46 City of Glasgow College EFQM 2016

 Matching the OD service options with our people needs
Criterion 7 : People Results - is enabled through the Colleges Personal Development
Review (PDR) system and procedure which was
Overview streamlined and is being further refined to be on-line and
interactive. Our College behaviours will feature within
the revised PDR process. Our people have access to
City of Glasgow College values the contribution our development opportunities that are widely publicised
people make to enhance and ensure the quality of in order to enhance their skills. We recognise that our
experience that is enjoyed by students and other people are critical to our achievement of Strategic
stakeholders. Key People Indicators are continuously Priorities.
monitored, for example staff turnover and attendance.
Staff satisfaction surveys are the primary guides to our Our people feedback is valued within the College
peoples satisfaction. The Human Resources team works and different approaches including staff surveys have
to ensure that our people have opportunities to engage been utilised to secure comments from our people.
in health and wellbeing initiatives such as Healthy The responses from our people are analysed and
Working Lives, Employee Assistance Programme and communicated to the Board of Management, SMT,
Environmental initiatives such as subsidised gym and the College Managers and staff. The aim of the surveys is to
cycle to work scheme. secure information that can be acted upon to enhance
the quality of services to customers through attention to
Career and personal development opportunities for the needs of staff.
staff are supported in the College with a comprehensive
Organisational Development (OD) programme aligned Our next scheduled people survey will be towards the
to the Colleges Strategic Plan. The OD team publishes end of the academic year 2015/16 prior to the move to
Development Matters, a quarterly newsletter, to inform our new City Campus.
our people of planned development opportunities and
to publicise progress on staff development more widely
amongst stakeholders.

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City of Glasgow College EFQM 2016 47

Criterion 7a People Results - Perception
I have gained new skills and/or qualifications I work to professional standards
while working at the College - Agreement
100 COGC % 100 COGC %

Target 2014/15 Target 2014/15

80 80
EFQM prize + EFQM prize +
Award Winner Award Winner
60 60
76% 79% 78% 81% 95% 96% 92% 96%

40 40

20 20

0 2011-12 2012-13 2013-14 2014-15 0 2011-12 2012-13 2013-14 2014-15

Chart 7a 1 Chart 7a 2
We aim to ensure that our people have the skills to complete their Our Teaching and Support staff take great pride in their contribution
job and develop skills to provide industry relevant skills to students to to the success of the College and our students. We believe we are
Get a Job, Keep a Job and Get a Better Job the benchmark.

I treat student and other customers needs I attend a team meeting 3 or more
as a priority - Agreement times a year - Agreement
100 COGC % 100 COGC %

Target 2014/15 Target 2014/15

80 80
EFQM prize + EFQM prize +
Award Winner Award Winner
60 60
82% 83% 82% 96% 77% 86% 83% 77%

40 40

20 20

0 2011-12 2012-13 2013-14 2014-15 0 2011-12 2012-13 2013-14 2014-15

Chart 7a 3 Chart 7a 4
Customers are seen as a priority in line with our Purpose. We use a number of different methods to communicate including
team meetings.

I am familiar with the College Health & Safety City of Glasgow College is committed to
Policy and Procedures - Agreement advancing Equality, Diversity & Inclusion - Agreement
100 COGC % 100 COGC %
Target 2014/15 Target 2014/15
80 80
EFQM prize +
Award Winner
60 60
87% 85% 88% 96% 84% 87% 84% 86%
40 40

20 20

0 2011-12 2012-13 2013-14 2014-15 0 2011-12 2012-13 2013-14 2014-15

Chart 7a 5 Chart 7a 6
We aim to ensure that our people work in a safe and healthy This is strategic priority 3.6. This is part of our College values and
environment. we complete significant work with our people in advancing Equality,
Diversity and Inclusion. We have been leaders within our sector in this
area, at present we may be the benchmark.

48 City of Glasgow College EFQM 2016

 I know what is expected of I have had the appropriate training to
me at work - Agreement do my job - Agreement
100 COGC % 100 COGC %

Target 2014/15 Target 2014/15

80 80
EFQM prize + EFQM prize +
Award Winner Award Winner
60 60
73% 72% 70% 87% 89% 83% 81% 78%

40 40

20 20

0 2011-12 2012-13 2013-14 2014-15 0 2011-12 2012-13 2013-14 2014-15

Chart 7a 7 Chart 7a 8
We induct our people and complete an annual review with them to We have a wide range of development opportunities to develop
ensure they know what the College expects of them. our peoples skills. Established staff tend not to engage in refresher
training but tend to engage in CPD within their own practitioner area.

Criterion 7b People Results - Performance Indicators

Induction Training % Staff who undertook training
120 No. of 100
Induction
Attendances
100 80
65
60
80
40
60
20 58 42 79 79 80 59 41 65 35 62 38 61 39
21 21 20 41
40
0 Support Academic Support Academic Support Academic Support
65 114 40 52
Academic

20
2011-12 2012-13 2013-14 2014-15

0
2011-12 2012-13 2013-14 2014-15 % Undertaking Training Target 2014/15
% No Training Undertaken
Chart 7b 1
We provide induction training to our people. Where staff teach
and are linked to a timetable we need to balance the needs of Chart 7b 2
students with our priorities. The funding cuts from government Our Organisational Development Department organise a range of training
cannot be overestimated. Our target is to ensure all our new opportunities during the academic year. High numbers in 2012/13 were
staff receives induction training. the result of retraining as restructure became embedded. We target that
60% of our staff will be involved in College training.

Total working days lost through absence Participation at One City

2500
14,000
12,000 2000
10,000
1500
8,000
6,000 1000
4,000 11802 12,682.5 10,175 6319
1125 1795 1988
500 836
2,000
0 0
2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

Chart 7b 3
This is strategic priority 3.2. The target for 2014/15 was 3.5% and
the actual was 3.6%. Our absence rate was 0.1% under the CIPD
mean for the UK public sector. We recognise the significant progress
we have made reducing absence.
Chart 7b 4
We organise a One City event each year which provides opportunities for
Teaching and Support staff to participate in a wide range of development
opportunities. We have extended the opportunities from 2013/14 to
our stakeholders. We aim to ensure all our staff attends One City where
operationally possible.

City of Glasgow College EFQM 2016 49

 No. of training Attendances Delivered (Internal/External) Staff Turnover
5000
4500 16.00
COGC %
4000 14.00 COGC Target
3500 2014/15
12.00
3000 CIPD Target
2014/15
2500 10.00

2000 8.00
13.20% 14.40% 10.10% 8.10%
2788 4520
1500 6.00
1000 4.00
500
434 2.00
0
476 233 292 232 255
2011-12 2014-15 0 2011-12 2012-13 2013-14 2014-15
2012-13 2013-14
Internal External
Chart 7b 5 Chart 7b 6
We seek to provide the appropriate training that matches staff needs. This is strategic priority 3.2. We were 1.9% under target for 2014/15.
In 2011/12 and 2012/13 we provided significant training as part of Our labour turnover in the last 2 years is below the CIPD benchmark.
our merger integration. In 2014/15 we were 5% below the CIPD benchmark.

New Starts (Headcount) Average Age of Staff

54
120
52
100
50
80
48
60
46
40
44
96 73 46 48 83 52 47 45 51.2 45 52.3 45.3 48.8 46.6
71 60
20 42

0 40
2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

Academic Support Male Female

Chart 7b 7 Chart 7b 8
Due to our growth plan we have been recruiting new staff With our recruitment of new staff we have reduced the average
aligned to our student growth plan within the ROA. age of staff.

Training and Development: Qualification Categories % Teaching Staff with Teaching Qualification
100
90 Target 2014/15
80 All Colleges
88

60 86

62 84
40 55
49 44 88%
44 82 83% 88% 84% 88%
32 32 29
20 24
20 20 26 80
11 11 4 13
0 78
2011-12 2012-13 2013-14 2014-15
Certificates & Diplomas
1375 76
2010-11 2011-12 2012-13 2013-14 2014-15
Degree, Hons Degree, Postgrad, Masters & Above
Other Job Specific Chart 7b 10
Professional Qualification (inc software) We ensure that we have staff with the appropriate qualifications to
meet our internal and external customers needs. Our target is that
Chart 7b 9 80% of our teaching staff will have a TQFE teaching qualification
We provide opportunity each year for our people to gain higher or equivalent. We are 1% better than the sector benchmark for
qualifications so that they might be effective in their role in the College. Scotland.

50 City of Glasgow College EFQM 2016

 Average household earnings in the region are lower
Criterion 8 : Society Results - than those nationally

Overview The proportion of school pupils entitled to free school

meals is higher than the 39% in Scotland, particularly
Glasgow (50%)
Our core task is to fulfil the requirements of the Scottish FE/HE leavers in the region are deemed less work-
Government and we do this through our Regional ready by employers than the national average
Outcome Agreement (ROA). The ROA outcomes match
the skills needs of the population. The ROA focuses on The population of the region is forecast to continue
training within economic sectors, articulation to further to increase, by almost 38,000 (5%) by 2024, in line
study, access to education for students from areas with Scotland and UK growth rates
of multiple deprivations (SIMD) and developing the Everything that we accomplish in City of Glasgow College
workforce. We recognise, however that we deliver beyond is a society result. We need to make our offer attractive to
the requirements of our ROA. our students and our criterion 6 results demonstrate that.
These outcomes are matched to the profile of our region Our criterion 9 results reflect the precision of our financial
structures and our strategic planning. Our society results
The employment rate remains below Scotland (67% show that the perception of our greater community is
versus 73%) strongly positive, that our student successes are achieved
Unemployment increased in 2014/15, counter to on the national and international stage and that our links
Scotland and UK trends for effective partnership working are in every sense
win-win. The detail in 8a1 is a summary of only some of
Around 88,000 in the region are work-limiting the many accreditations and achievements secured by
disabled, a proportion above the Scotland average the College since its formation in 2010.
11% of young people have no qualifications (7% in
Scotland)

City of Glasgow College EFQM 2016 51

 Criterion 8 : Society Results - Perception
Chart 8a 1 - Our Awards and Accreditations
2011
SQA International Award -
Highly Commended
Glasgow Chamber of Commerce
Glasgow Business Awards
Shortlisted: Creative Marketing
RSC Scotland South & West Innovation
in Technology Awards:
- Winner: Accessibility & Inclusion for
Creative Accessible Learning Materials
with CALM
- Winner: Learner Services Award:
Workshop Wednesdays and e-CPD
- Shortlisted: Learner Services Award:
An Information Literacy and Plagiarism
Pilot Project
2013
FilmG Gaelic Film Competition -
Peoples Choice Award
Brakes Student Chef Team Challenge -
Winning Team
Catering in Scotland (CIS)
Excellence Award for Hospitality Education
WorldSkills National Heat -
5 Medals, Highly Commended in 3 Areas
No.4 Ranking for UK Skills
Scotlands Colleges Marketing Awards -
Best College Website
Supply Management Awards Recognition of
Colleges partnership with Scottish Government
52
2012
WorldSkills
- Gold Medal: Microsoft Applications
Specialist
- Bronze Medal: CISCO Network
Technician
- Bronze: Patisserie and Confectionary
- Silver Medal: Construction
College ranked 7th in UK league table
(260 colleges and training providers)
STV Award for Outstanding Achievement
Adult Learners Week: Winner
Colleges Development Network
Marketing Awards
Gold Award: Students Award for
Website
Healthy Working Lives - Gold Award
ISO 9001:2008
and SDS for the College Schools Programme
Colleges Development Network Marketing Awards
Silver Award Students Award for Website
Colleges Development Network - Highly
Commended: eLearning in Construction Industry
Colleges Development Network - Health &
Wellbeing Award: Highly Commended
NUS Scotland Awards Student Association Staff
Member of the Year
Customer Service Excellence
AoC Beacon Awards - Pearson Award for
Widening Participation to Lifelong Learning CoGC:
Shortlisted
City of Glasgow College EFQM 2016
 2014
British Academy Scotland New Talent Awards -
Best Comedy Entertainment Award
The Royal Television Society Scotland, Student
Television Awards Entertainment: Winner and
Shortlisted
Nestle Toque dOr - Winner
AoC Beacon Awards JISC Award for the Effective
Use of Technology in FE: Highly Commended
Game Changers Awards Colleges and
Universities, Gold Award - Creative and Cultural
and Bronze Award Student Achievement
iTech Award, JISC RSC Scotland - Highly
Commended: Learner Ambassador Awards
2015
British Art Medal Society, Category Winner and
Merit Awards
Medallion of Excellence, WorldSkills, Brazil
Nations Cup International Culinary Competition -
Winners
UK Skills Show - 5 Gold Medals, 2 Silver Medals
and 2 Bronze Medals
No.1 Ranking for UK Skills
Calumet Student Photographer of the Year Award -
Runner Up
Professional Association for Catering Education -
Awarded to Head of School
City of Glasgow College EFQM 2016
iTech Award, JISC RSC Scotland - Winner:
Learner & Support Services
iTech Award, JISC RSC Scotland - Highly
Commended: TELSiC Project
HR Network (Scotland) National Awards -
Organisation Development Award of the Year
Colleges Development Network Marketing Awards
Silver Award: Customer Experience
Colleges Development Network Annual Awards
Winner: Student & Staff Health and Well Being
Commitment
Colleges Development Network Annual Awards
Commended: Equality, Diversity & Inclusion
BAFTA TV Actress Award - to former CoGC
Student
British Institute of Interior Design Challenge -
4th Place
European Hotel Industry Sleep Exhibition -
1st Place
Graphic Design Festival Scotland -
3rd in Graphic Design Category
Colleges Development Network - Industry
Academy Award
EFQM R4E 5 Stars
53
 Community Perception of Perceptions of City of Glasgow College
City of Glasgow College & Students - Positive Impressions
100 COGC % 100 COGC %

Target 2015 Target 2015

80 80

60 60
87% 91% 93% 96% 91% 93% 95% 100%

40 40

20 20

0 2011 2015 0 2011 2012 2014 2015

2012 2013 2014 2013

Chart 8a 2 Chart 8a 3
This is the outcome of our community perception survey. We have exceeded our target in our work with our community.
We have a positive community image.

Community Perception of Positive Media Coverage

City of Glasgow College - Helpfulness
600 COGC %
100 COGC %

Target 2015 Target 2015

80 450

60
87% 91% 93% 96% 300 372 364 610

40
150
20
119

0 0
2011 2012 2013 2014 2015 2012 2013 2014 2015

Chart 8a 4 Chart 8a 5
We have met our target as we reflect our College behaviours with the We have a strong reputation locally, nationally and internationally
community. shown by the positive coverage we obtain.

Employees with a Local Glasgow Postcode Employer perception of City of Glasgow

College - Positive Comments
100 COGC % 100 COGC %

Target 2014/15
80 80
EFQM prize +
Award Winner
60 60
76% 75% 75% 74% 97% 96% 96%
40 40

20 20

0 2012-13 2013-14 2014-15 2015-16 0

2012-13 2013-14 2014-15

Chart 8a 6 Chart 8a 7
As a large employer in Glasgow we have consistently employed We have a consistently good reputation with employers as we work
over 70% of our people from the local area, improving spending with them to upskill their employees.
in our local economy.

54 City of Glasgow College EFQM 2016

City of Glasgow College Contributions to Charity

12000 COGC

10000

8000

6000

4000

3535 9705
2000 2503
1040
0 2011-12 2012-13 2013-14 2014-15

Chart 8a 8
We have focused our giving to local charities, this was challenging
during time of austerity. However, we have refocused our efforts
from 2014/15 onwards.

Criterion 8b - Society Results - Performance Indicators

City of Glasgow College Total Carbon Footprint -
Tonnes of Carbon Dioxide Equivalent City of Glasgow College Waste Recycle
100 COGC Waste
7500
COGC Target - Waste

6000 Target 80 COGC to Landfill

Target - Landfill
4500 60
6739 7944
3000
40
40
1500
20
0 27% 39%
2012-13 2013-14 2014-15 7% 10% 11% 13%
0
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
Chart 8b 1
We gathered a baseline for the first time in 2013/14 and we Chart 8b 2
expect to reach our 2017 target of A rating on completion of As part of commitment to Zero Waste Scotland no waste goes to
our building programme. Landfill, we have met our 2017 target. We have set a target for 2017
to recycle 50% of our waste and are working to achieve this.

City of Glasgow College - Energy Consumption City of Glasgow College - Energy Consumption

900000 14,000,000
800000 12,000,000
700000
11,488,499

10,000,000
11,401, 865

600000
500000 800,000
3,827,652
3,323,511
7,954,910
158,427.11

7,364,146
462,822.31

127,383.39

400000 600,000
762,040.13

1,855,431

300000 400,000
195,667

200000
200,000
100000
0 0
2011-12 2012-13 2013-14 2014-15 2011-12 2012-13 2013-14 2014-15

COGC Elec Cost COGC Gas Cost COGC Elec KWs COGC Gas KWs

Chart 8b 3 Chart 8b 4
We seek to minimise our utilities use and we expect our building We are minimising our use of electricity and gas as we move
programme to deliver this through our target of BREEAM towards energy efficient buildings. We will set targets within this
Excellence rating. area once we have concluded our building works.

City of Glasgow College EFQM 2016 55

 Access to Students from SIMD Enabling Study at No Cost

100 COGC
100 COGC

Target 2017 Target 2014/15

80 80

60 60

40 75% 79% 81% 40

20 20
32% 36% 36%

0 0
2011-12 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Chart 8b 5 Chart 8b 6
As part of our ROA we provide qualifications which are at access We enable study at College for students within our community
level to assist those from SIMD (multiple deprived backgrounds) who would not be able to afford to attend courses.
gain qualifications.

City of Glasgow College -

Health & Safety Accidents
140 COGC Accidents
120 COGC Riddor Accidents

100 Target - Accidents 14/15

80

60 126 127 90 107

40

20
4 11
3 3
0
2011-12 2012-13 2013-14 2014-15

Chart 8b 7
The number of accidents and serious accidents has been reducing
since merger. We have introduced online training on health and safety
to assist, educate our people. We were within our target of 108
accidents for 2104/15.

56 City of Glasgow College EFQM 2016


Criterion 9 : Business Results -
Overview
The College Board of Management approves the College
budget (and targets) annually with one of the objectives
being to deliver an operating surplus. The College has
achieved the objective of delivering an operating surplus
each year during a time of austerity and cuts to public
sector budgets.
Our targets are developed as part of our Board and SMT
annual planning events.
In planning for our new campus the College has targeted
an increase in the cash balance over the last 4 years. This
has been to meet the College commitment of 19.5m
(24.8m) to contribute towards the cost of the new
campus in addition to finance received from the Scottish
Government. The College has reduced overall operating
costs to continue to deliver this operating surplus.
The main source of income for the College is the grant
funding from the Scottish Funding Council (SFC),
approximately 61% of the total income. The principal
category of expenditure for the College is staff costs
which are typically around 70% of the total expenditure.
Over the past 4 years the College has received a
substantial reduction in the grant funding received from
the SFC. This is as a result of the Government cuts to
City of Glasgow College EFQM 2016
public sector funding. It has meant the total income of the
College has reduced by over 29% in real terms over the
last 4 years.
The College has worked to increase the educational
contracts and tuition fee income over that period to
compensate for reductions in SFC grant funding. We
have increased educational contracts and tuition fee
income by over 1.3m (1.7) over the last 4 years.
Educational contracts are courses provided on behalf
of universities or secondary schools and much of the
income for tuition fees comes from International courses.
These are mainly aimed at students who study the first
year of a Higher National Group Award in their home
country and are then able to come to City of Glasgow
College for the remainder of their course or attend a short
course on a UK Visas and Immigration (UKVI) visitor visa.
The Colleges financial year has changed from 1st April
2014 to an April to March year from the previous August
to July year. The change of year end date was instructed
by the Scottish Government as a result of an Office of
National Statistic (ONS) review of the College sector. In
addition to the financial year change the ONS review
reclassified Colleges as full public sector bodies with the
associated additional financial controls and monitoring
requirements.
The College has a robust complaints procedure.
Outcomes from complaints are used to identify
improvements to the student experience.
57
 Criterion 9a - Business Results - Business Outcomes
CITY OF GLASGOW COLLEGE

Target Target Actual Target Actual Target Actual Target Actual Target Full Year
Actual 2013- 2013- 2014- 2014-15 2015-16
2010- 2011- 2011- 2012- 2012- Projection
11 2010-11 12 12 13 13 14 8 14 8 15 16 16 12 2015-16
RATIO ANALYSIS Months Months Months Months Months
000 000 000 000 000 000 000 000 000 000 000 000

Income ratios
Total Income 56,516 69,117 53,954 57,415 51,399 53,214 35,941 37,636 66,360 66,892 56,740 56,804
Total Funding Council Grant as % of Total
Income 67% 72% 67% 67% 62% 63% 61% 61% 61% 60% 61% 62%
Total Education Contracts and Tuition Fees
as % of Total Income 25% 21% 26% 24% 30% 29% 31% 30% 31% 31% 32% 31%

Total Other Income as % of Total Income 5% 5% 6% 6% 5% 6% 7% 8% 8% 8% 6% 6%

Total Endowment & Investment Income as
% of Total Income 1% 1% 1% 1% 1% 1% 1% 0% 0% 0% 0% 0%
European Income as % of Total Income 1% 1% 1% 1% 1% 1% 0% 0% 0% 0% 0% 0%
Total Education Contracts & Tuition Fees
Course Fees 9,487 9,489 9,669 10,104 8,567 8,950 6,304 6,419 11,200 11,114 10,360 9,698
Commercial Fees 725 801 915 390 2,464 2,034 2,309 2,328 3,730 4,058 3,530 3,892
Education Contracts 1,249 1,262 746 734 1,564 2,388 1,086 1,120 2,223 2,508 2,223 2,186
Overseas Fees 2,946 2,991 2,641 2,805 2,847 2,014 1,610 1,534 3,200 3,105 1,966 1,983

Total Fee Income 14,407 14,543 13,971 14,033 15,442 15,386 11,309 11,401 20,353 20,785 18,079 17,759
Expenditure ratios

Total Expenditure 56,111 103,502 53,467 56,977 51,297 52,686 35,768 59,329 67,847 69,785 56,404 55,874
Transfer to Foundation 0 21,702 0 3,100 0 0
Staff Costs as % of Total Expenditure 71% 39% 72% 70% 71% 69% 70% 47% 67% 68% 71% 71%
Premises Costs as % of Total Expenditure 6% 5% 5% 6% 5% 7% 8% 7% 11% 11% 11% 11%

Target Actual Target Actual Target Full Year

Target Actual Target Actual Target Actual 2013-14 2013-14 2014-15 2014-15 2015-16
Projection
2010-11 2010-11 2011-12 2011-12 2012-13 2012-13 8 8 16 16 12
2015-16
RATIO ANALYSIS Months Months Months Months Months

000 000 000 000 000 000 000 000 000 000 000 000

Operating Surplus/(deficit) 405 (34,385) 487 438 102 528 173 (21,693) (1,487) (2,893) 336 930

Operating Surplus/(deficit) as % of Total Income 1% -50% 1% 1% 0% 1% 0% -58% -2% -4% 1% 2%

Balance Sheet strength

General Reserves and Endowments 14,735 19,493 20,068 16,184 20,257 21,129 16,663 (1,574) 5,741 1,642 5,998 2,709

Current Ratio 4.69 3.73 4.60 4.26 4.61 4.89 3.92 1.13 1.25 1.14 1.68 1.56
General Reserves and Endowments as % of Total
Income 26% 28% 37% 28% 39% 40% 46% -4% 9% 2% 11% 5%
Gearing 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Interest Cover 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Capital Expenditure 3,700 3,541 3,279 2,082 2,618 1,766 4,705 4,663 6,242 8,830 9,426 9,997

Cash Position

Cash and Current Asset Investments less Overdraft 21,981 26,818 26,782 26,555 26,818 26,339 14,039 6,100 7,431 7,775 5,581 5,505

Overdrafts and loans 0 0 0 0 0 0 0 0 0 0 0 0

Days Ratio of Cash to Total Expenditure 143 165 183 170 191 182 143 38 40 41 36 36

Days of Unrestricted Cash to Total Expenditure 143 165 183 170 191 182 143 38 40 41 36 36

Finance leases 0 0 0 0 0 0 0 0 0 0 0 0

Chart 9a 1

58 City of Glasgow College EFQM 2016

Chart 9a 2 - Non Government Funding

2010-11 2011-12 2012-13 2013-14 2014-15 Est.2015-16

Target - Total NON SFC Income 28,483 18,031 19,287 14,067 26,005 21,884

Actual - Total NON SFC Income 19,440 19,005 19,566 14,679 26,473 21,538

This is strategic priority 8 which was introduced in response to Government funding cuts for Colleges. To ensure that
we maintain our service to students we generate income as part of our Corporate Development Strategy. In 2014/15
we were within 1.8% over our target, we anticipate this will be the case in 2015/16 based on our performance in the
last 4 years.

Chart 9a 3 - Further Education Student Destinations

Engaged in full- Due to start Engaged in part-

Working time further study, a job by the time further study,
Working full-time
part-time training or research 31st March training or research

City of Glasgow College 2012/13 58 4 1401 0 2

City of Glasgow College 2013/14 105 22 1371 1 2

Sector Average 2013/14 158 40 957 1 18

We track the destinations of our students and judge this to be our ultimate success in delivering Strategic Priority 1.
This information has recently started to be collected for Further Education students. We achieved 2% over our ROA
target for this priority and were over our College target.

Chart 9a 4 - Higher Education Student Destinations

Engaged in full- Due to start Engaged in part-

Working time further study, a job by the time further study,
Working full-time
part-time training or research 31st March training or research

City of Glasgow College 2010/11 106 86 568 2 11

City of Glasgow College 2011/12 137 89 8561 1 9

City of Glasgow College 2012/13 310 25 1228 4 6

City of Glasgow College 2013/14 541 125 1538 4 8

Sector Average 2013/14 189 67 644 2 6

We track the destinations of our students and judge this to be our ultimate success in delivering Strategic Priority 1.
We achieved 2% over our ROA target for this priority and were over our College target.

City of Glasgow College EFQM 2016 59

Chart 9a 5 - World Skills Success

Worldskills
Competition Medals 2012-13 2013-14 2014-15 2015

Regional 12 15 32 (over 15 skills areas) 34 (over 17 skills

areas)
National 22 44 5 (with 3 highly 7
commended)
International 2 Squad UK 1 Medallion of
1 Team UK Excellence

UK League Table 7th 4th 1st

We have invested significantly in World Skills to enable us to benchmark our performance on a regional, national and
international stage. We are currently the highest ranked College in the United Kingdom.

Number of PLSPs FT HE Complete Success (%) 3 Year Trend

76.2%
1400 75.1% City

1200 Clyde
74
Kelvin
1000
Region
800 Scotland

600 69
69.5%
1012 1175 1189 1288
400

200

0 64
2011-12 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Chart 9a 6
We recognise that providing additional support to students
(scribes etc.) leads to success. We have invested significantly
to provide support which has resulted in success for students
with disabilities being 7% above the College sector average.
We recognise that supporting all students is key to delivery of
Strategic Priority 1.
Chart 9a 7
When we examine our growth in comparison to all Scottish
colleges, our partners in the Glasgow Region (Glasgow Kelvin
College and Glasgow Clyde College) we have demonstrated
significant growth. We recognise this is key in our delivery of
Strategic Priority 4.

60 City of Glasgow College EFQM 2016

Criterion 9b - Business Results - Performance Indicators
Full-time Further Education Complete Success Full-time Higher Education Complete Success

100 COGC CS
100 COGC CS

Region CS Region CS
80 80
Scotland CS Scotland CS

60 60
64.90% 62.20% 70.00% 71.60% 69.20% 69.50% 75.10% 76.20%

40 40

20 20

0 0 2011-12 2012-13 2014-15

2011-12 2012-13 2013-14 2014-15 2013-14

Chart 9b 1
Our performance in achieving Strategic Priority 1 is greater than our
Regional and National Performance which is our target. We are currently
the number 2 College in Scotland in 2014/15 and were number 3 in
2013/14. We met our target for 2014/15.
Chart 9b 2
Our performance in achieving Strategic Priority 1 is greater than our
Regional and National Performance which is our target. We are
currently the number 2 College in Scotland in 2014/15 and were
number 3 in 2013/14. We set an ambitious target and were within one
percent of meeting it.

Part-time Further Education Complete Success Part-time Higher Education Complete Success

100 COGC CS 100 COGC CS

Region CS Region CS
80 80
Scotland CS Scotland CS

60 60
82.10% 79.10% 85.50% 83.10% 75.60% 68.40% 73.80% 76.80%
40 40

20 20

0 2011-12 2012-13 2014-15 0

2013-14 2011-12 2012-13 2013-14 2014-15
Chart 9b 3 Chart 9b 4
Government funding has been focused on full time course provision; Government funding has been focused on full time course provision;
however we have given ourselves the target of ensuring that we are however we have given ourselves the target of ensuring that we are
above regional and national performance. above regional and national performance.

City of Glasgow College EFQM 2016 61

 City Enterprise Positive Outcome Students From Employers Positive Outcome

100 COGC Positive 100 Students from

outcome Employers
Positive
Target outcome
80 80 COGC Positive
Outcome
60 60 Students from
99.80% 99.50% 99.40% 94.20% 98.20% Employers
98.60% 94.20% 94.10% Positive
40 Outcome
40 Target

20 20

0 2011-12 2012-13 2014-15 0

2013-14 2011-12 2012-13 2013-14 2014-15
Chart 9b 5 Chart 9b 6
We provide a range of professional courses through our commercial We make our courses open to employees from organisations. We
department City Enterprises which is part of Corporate Development. recognise that we consistently perform highly and that is critical
We recognise that we consistently perform highly and that is critical in in achieving Strategic Priorities 4 and 7. We also know this is an
achieving Strategic Priorities 4 and 7. We also know this is an important important aim for our students to Get a Job, Keep a Job, Get a
aim for our students to Get a Job, Keep a Job and Get a Better Job. Better Job.
We are seeking to adjust this target as part of our refinement of the
Corporate Development Strategy.

Full-time Early Withdrawal Further Education Full-time Further Withdrawal Further Education
12% COGC FEFT 14% COGC HEFT

Region FEFT 12% Region HEFT

10%
Scotland FEFT Scotland HEFT
10%
8%
8%
7.90% 9.70%
6%
6%
11.20% 13% 10.90% 12.40%
4% 4%
4.90% 4.80%
2% 2%

0 2011-12 2012-13 2014-15 0 2011-12

2013-14 2012-13 2013-14 2014-15

Chart 9b 7
We recognise that critical to our success in delivering Strategic Priority
1 that we need all our people (Teaching and Support) to ensure that
students are retained on their programmes of study. We put considerable
effort into ensuring that students who start our course continue after the
initial few weeks (Early Withdrawal). Our target is to be lower than the
region and sector.
Chart 9b 8
We recognise that critical to our success in delivering Strategic Priority
1 that we need all our people (Teaching and Support) to ensure
that students are retained on their programmes of study. We put
considerable effort in ensuring that students who start our course
continue and we minimise our Further Withdrawal. Our target is to be
lower than the region and sector.

62 City of Glasgow College EFQM 2016

 Full-time Early Withdrawal Higher Education Full-time Further Withdrawal Higher Education
6% COGC HEFT 14% COGC HEFT

Region HEFT 12% Region HEFT

5%
Scotland HEFT Scotland HEFT
10%
4%
8%
3%
6%
2%
4%
5.60% 5.60% 3% 2% 11.20% 13% 10.90% 12.40%
1% 2%

0 0 2011-12 2012-13 2014-15

2011-12 2012-13 2013-14 2014-15 2013-14

Chart 9b 9
We recognise that critical to our success in delivering Strategic Priority
1 that we need all our people (Teaching and Support) to ensure that
students are retained on their programmes of study. We put considerable
effort in ensuring that students who start our course continue after the
initial few weeks (Early Withdrawal). Our target is to be lower than the
region and sector.
Chart 9b 10
We recognise that critical to our success in delivering Strategic Priority
1 that we need all our people (Teaching and Support) to ensure that
students are retained on their programmes of study. We put considerable
effort in ensuring that students who start our course continue and we
minimise our Further Withdrawal. Our target is to be lower than the
region and sector.

Students From Schools link Positive Outcome Working Day to Respond to Complaints

120% COGC Positive 25 Stage 1

Outcome
Stage 2
100% Target 20 Stage 1
Target
Stage 2
80% 15 Target

60% 97.80% 93.50% 91.90% 94.50% 10

40% 16 20 17.4 20.3
5
20% 3 5 3 3
0
0 2012-13 2013-14 2014-15 2015-16 (YTD)
2011-12 2012-13 2013-14 2014-15
Chart 9b 12
Chart 9b 11 We see that critical to delivery of Strategic Priority 1 is our
We work with our schools partners to provide education to school student satisfaction and also improvements we can make to
students. We consistently perform well with these students. We their experience at College from the complaints we receive.
recognise this is difficult work, however it is important in our delivery We meet the targets set by the Government in responding to
of Strategic Priority 4. complaints.

City of Glasgow College ICT Hits City of Glasgow College Students Articulating
1,975,250

to University
1,617,555

2,000,000 3000 COGC

Acceptances
1,138.954

1,220,641

2500 COGC Offers

1,500,000
834,835
682,328

2000
584,638

615,376

563,931
606,114

610,314

524,980

1,000,000
357,089
303,162
258,563

1500
220,211
152,686
107,901

500,000
1000
2412 2733 2828 2651
0

2011 2012 2013 2014 2015 500 925 1031

970 997
Website Hits Connected Intranet Enquirer MyCity
Hits Information Student VLE 0
System Hits Hits 2012-13 2013-14 2014-15 2015-16
Chart 9b 13 Chart 9b 14
In ensuring our student first culture in the 21st Century and the In achieving Strategic Priority 1 we work hard to ensure that our
delivery of Strategic Priority 6 we increasingly deliver using our VLE. students can progress to further study. We as a large provider
of Higher Education are c200 students over our ROA target for
2014/15.

City of Glasgow College EFQM 2016 63

 Inspection Agency 2011-12 2013-14 2014-15 2015-16
Education Scotland Confident Confident Confident Fully Effective*

Customer Service Excellence Compliant Compliant Compliant Compliant

ISO 9001 Compliant Compliant Compliant Compliant

Scottish Qualification Authority Significant Strengths Significant Strengths Significant Strengths Significant Strengths

*new grading system Highest Trusted Grade Available

Chart 9b 15
In achieving Strategic Priority 5 we recognise that it is important to use our inspection to benchmark our performance and generate improvements
to our customers, we use each of our inspection. Our target is to obtain the highest grade available in each inspection.

64 City of Glasgow College EFQM 2016

 Appendix 1- List of Abbreviations

ALB Arms Length Body IA Industry Academies

APUC Advanced Procurement for Universities and KPI Key Performance Indicator(s)
Colleges
KPM Key Performance Measure
BoM Board of Management
L&T Learning and Teaching
BREEAM Building Research Establishment
MOU Memorandum of Understanding
Environmental Assessment Methodology
NQ National Qualification
CADM Course Action and Development Meeting
OD Organisational Development
CEO Chief Executive Officer
ONS Office for National Statistics
CIPD Chartered Institute of Personnel and
Development PDR Personal Development Review

CGC City of Glasgow College PT Part-time

CPD Continuous Professional Development QMS Quality Management System

CSE Customer Service Excellence ROA Regional Outcome Agreement(s)

D&E Diversity and Equalities SA Students Association

DP Depute Principal SCQF Scottish Credit and Qualifications

Framework
ELT Executive Leadership Team
SE Student Executive
FD Faculty Director
SET Student Engagement Team
FE Further Education
SFC Scottish Funding Council
FT Full-time
SIMD Scottish Index of Multiple Deprivation
GCRB Glasgow Colleges Regional Board
SMT Senior Management Team
HE Higher Education
SQA Scottish Qualifications Authority
HEI Higher Education Institution
SRP Student Recruitment Plan
HN Higher National
UKVI United Kingdom Visas and Immigration
HNC Higher National Certificate
VP Vice Principal
HND Higher National Diploma

City of Glasgow College EFQM 2016 65

 Appendix 2 - College Structure Structure showing Executive Leadership Team, Senior
Management and Support Staff Structure (note our full
Teaching Staff Structure of 37 Curriculum Heads, 58 Senior
Lecturers and circa 700 Lecturers is not shown)

Lee Ballantyne

Nicola Crawford
Marion McNab
Michelle Watt

Inclusion Manager
Martin Taylor

Equalities &
Diversity,

66 City of Glasgow College EFQM 2016