Vignette 3: Resourcing

Cerise: “Resourcing has got to be the major issue. Our teaching and learning unit has been understaffed for years, and we have had to do more with less as international student numbers have grown over the last ten years. We have given up offering individual consultations because they are so labour-intensive, even though there is some evidence that they work. As for embedding, we’d love to be able to work with the disciplinary staff more closely, but we can’t spread ourselves across all the areas that have shown interest in working with us. Until senior management allocates appropriate resources, we’ll always be on the back foot.”

Hyun: “Our university provided funds for a project to introduce an institutional plan. It was very successful in the initial stages, but a ‘project’ can only go on for so long. We’re finding it difficult to introduce long-term strategies because areas want to know where the funding will be coming from once the project money runs out. I believe the university should shift the project into a permanent area, like our office of teaching and learning, stop calling it a ‘project’, and allocate recurrent funds for student language development.”

Brenda: “Our strategy for an institutional plan had an excellent resourcing component. We took the view that resourcing involved not only funds but also personnel and materials. What we have done is work across the key areas involved in English language support and training and thereby maximise expertise as well as create delivery and resource efficiencies. It was written into our institutional scoping plan that we would investigate resource usage. By understanding how the resources were being used we were able to understand how existing mechanisms of support could be better leveraged and where there were opportunities to extend initiatives.”