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I want to see more on the how and less on the what- so that I can genuinely see if what I (as a staff) member see as a problem will be solved in the way I expect, and then have assurances that the things I want fixed will be, or can raise concerns for things not shown (with the level currently, everyone will read this doc differently)

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generally quite ambiguous language- I want to know exactly what they mean (explicitly say things) rather than alluding to things generally.

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not much on here about holistic support- where is the central student experience? Sure we can create a great learning environment but if students can't get there (mentally, physically, financially etc) then how on earth will they be expected to learn (not all learning happens in classrooms, and now all the prep for that learning will either)

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Document referenced from 1965, not really keen on using something from a time where the needs and drive were completely different!

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How is equity built into the strategy itself - and how will the strategy actually address social problems that cause the inequity in experience?

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How will technological transformation actually occur, and how will this be connected to "equity of esteem" or other ideas around leadership, policy, and equity/equality

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Visually, very linear/structured... in reality these objectives/enablers overlap and link.

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More clarification on how the steps to deliver objectives are interlinked or might speak to each other?

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theory of change!!!!

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The strategy's ambiguity is good for enabling flexibility into lots of different themes and objectives, but maybe haven't struck the right balance between flexibility and prescriptive delivery.

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Employability skills are great, and it's nice to see that they're leaning into the 'their definition of success,' but then some objectives feel very prescriptive.

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Inclusive education focuses a lot on curriculum design, development and management and not on other elements that contribute to inclusive education.

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Would have liked to see 'belonging' as a term retained... and more commitment to acknowledging how systems/structures can impact on belonging.

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Really positive to see enabling objectives with areas of focus. Will help with prioritising and provides an outline plan for how the strategy will be achieved

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'equity of esteem' a confusing sentiment, what does it mean? can be interpreted in many different ways

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Equity of esteem - needs clarity?

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Diversity in assessment and employability and innovation... seems more fowward-thinking and real-world proactive.

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Identifies a relationship between policy and practice - sometimes policy can restrict practice, and practice can misinterpret policy

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really like the 'All supported by listening to and understanding the diverse lived experiences within the University communities' which shows we're acknowledging there is no 'one warwick' student

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Building community with staff and students - emphasis on staff

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'Frictionless study'... acknowledges that there are systemic issues when operating/studying in different dept contexts (joint honours/interdisc - positive)

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Focus on employability and prepping students for post-graduate employment

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Commitment to developing strong evaluation methods

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Agency... there appears to be a commitment to allowing students and staff to innovate/experiment in education and sustainability etc

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LOVE the 'understanding data sets' in enabling objectives- recognises the gap in ability and need for strong data understanding in all roles

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Strong focus on inclusive education