Higher Education Academy General Brochure

Welcome to the Higher Education Academy

“Good lecturers have such an impact on our studies, just like good

teachers at school. My experience has led me to meet many such people

that have irrevocably shaped the understanding of thousands of students,

through enthusiasm, through drive, through passion. They may not all have

a Professor ABC appreciation society on Facebook, but they will certainly

have admiration and respect. As an electrical engineer, I may never in my

life use the mechanical engineering knowledge I gained in my first years,

but I will certainly remember that November day when the mechanics

and structures lecturers played swing ball in class to illustrate the moment

of momentum.”

Warren Rieutort-Louis, graduate student in Electrical Engineering and Large-Area Electronics, Princeton University and former winner HEA Essay Writing Competition

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Contents

4 Welcome from the Chief Executive

6 Introduction

7 University challenges

10 Our services

30 Our themes

49 Conclusion

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4

Welcome from the Chief Executive

Students in higher education deserve the best possible

educational provision. This should be comprised of

outstanding teaching, backed up by sound research,

and be delivered flexibly enough to meet the needs

of every student.

At the Higher Education Academy we work in partnership with the HE community on learning and teaching practice and policy that helps students to make the most of their time in higher education. This is particularly important at a time when the teaching budgets of higher education institutions are under immense pressure.

As the largest and most experienced national organisation that focuses on learning and teaching in HE, we are able to act as a broker, bringing together people and resources to foster further understanding. We are also able to instigate strategic change that has a national impact, over and above what might be achieved by any one university.

We have the knowledge, experience and expertise in higher education to help you to make a difference. Indeed, we are excited and challenged by multiple perspectives and situations that need to be better understood, inspiring and supporting others towards successful transformation.

As you will see in the pages of this brochure, we offer a broad range of services and products – broader, in fact, than any of our competitors. From our ever-popular Change Academy programmes to new initiatives such as teaching development grants, and our doctoral programme, the HEA is here to help you to help your students.

Professor Craig Mahoney, Chief Executive Officer

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Introduction

As the national body for enhancing learning and teaching in higher education in the United Kingdom, the Higher Education Academy (HEA) works with universities and colleges, funding bodies, professional bodies, sector agencies and governments not only to address the challenge of change, but also to help bring about change that has a positive impact for students.

We do this in three ways: by recognising and rewarding excellent teaching; bringing together people and resources across the disciplines to research and share best practice; and by working to influence, shape and help implement policy.

We support staff at every stage in their career, from those who are new to teaching to senior management; in 28 disciplines and across the UK. This makes the breadth and depth of our commitment to enhancing learning and teaching in UK higher education unique.

Together we share with you a passion: through the application of knowledge and practical effort to enhance learning and teaching, based on evidence of what works and what doesn’t, and to ensure that students in the United Kingdom have the best possible student experience.

This brochure introduces you to our work in the three core areas: teacher excellence, academic practice development, and institutional strategy and change. It illustrates our commitment to working with higher education institutions (HEIs) to address universal priorities. It shows examples of innovation with universities and colleges across the UK not only to meet change head-on but also to harness it for good.

The world of higher education is undergoing unprecedented change:

in funding, in approaches to learning and teaching, in the profile of

its student population, and against the backdrop of an increasingly

competitive and international environment, where technology is

accelerating the rate of developments.

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University challenges

Universities, colleges and higher education

providers each have something unique to

offer. This will be influenced by many factors:

the University’s mission; whether its focus is

on research, teaching or both; its programmes

are academic or vocational; its location; the

regional economy and needs of employers.

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We understand that priorities vary by nation, institution,

faculty and department, which is why the HEA:

• has a strong presence in each of the nations, working through dedicated teams to understand unique requirements and to tailor responses;

• works across 28 disciplines, gathered into four clusters (Arts & Humanities, Health Sciences, Social Sciences and STEM);

• employs a team of academic experts with current experience in the classroom or senior management;

• has built a network of associates based in universities and colleges around the UK who are leaders in their field or technical experts.

Through a dedicated partnership management team, subscribing institutions have a named point of contact, who can help identify and access the expertise, networks, research, funding and resources needed, enabling them to address local priorities.

While the circumstances of institutions are unique, across the sector there are common challenges. For this reason, our work is focused on seven key themes that have been chosen after consultation with the people who use our services:

• Reward and recognition: recognition for the profession and those who teach;

• Assessment and feedback: enhancing learning through improved and innovative approaches to student assessment and feedback; • Graduate employability: equipping students with the attitudes, knowledge and skills that will help them to thrive in the workplace;

• Retention and success: ensuring students, regardless of background have an equal opportunity to get the most from their courses and fulfil their potential;

• Flexible learning: increasing access to education with more choice in the pace, place and mode of learning;

• Internationalisation: teaching international students and preparing students to work in a world that is increasingly interconnected;

• Education for sustainability: equipping students with the knowledge and skills to operate in a way that takes the environment and fellow citizens into account.

“In market research conducted in 2011, participants identified four priorities: professionalisation of teaching in higher education, graduate employability, student satisfaction and internationalisation of the curriculum and student base.”

Market Needs Assessment, Kindred Agency, September 2011

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We work with institutions throughout the sector to help bring about change that has a positive impact for students in three ways:

• Encouraging teaching excellence: recognising, rewarding and encouraging excellent teaching through the accreditation of training programmes for teachers in HE, the recognition of individuals through the HEA fellowship scheme, and through prestigious teaching awards.

• Supporting those who teach: bringing together those with a common interest in learning and teaching through the most comprehensive events programmes in the field in UK HE, funding and disseminating research in subject communities and throughout the sector.

• Facilitating and instigating change: working with the HE system to help shape policy and bring about changes that will make a difference to the student learning experience.

Our services The HEA, a snapshot

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“Although many details of the new funding regime and its impact on

both students and institutions remain unclear, universities can be

certain of one thing - the hike in the tuition fee cap will mean

greater-than-ever student scrutiny ... Ask most sixth-formers what

matters most to them when choosing a university and, unsurprisingly,

a good course and excellent teaching feature heavily.”

Rebecca Attwood, Times Higher Education

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Teacher excellence

In 2009-10 there were 2.5 million students in the UK, 1.9 million undergraduate students and 0.6 million postgraduate students. Since 2000-1 the number of full-time undergraduates has increased 28.3% and the number of postgraduate students has increased by 73.1%. The UK attracts the second highest proportion of international students, with the number rising by150% since 2001. UK universities have 25 campuses overseas, with that number doubling in two years. Higher education is a success story and a sector that is thriving in the UK.

The importance of the quality of teaching in that continued success and its impact on the student experience are increasingly being understood. HEA-commissioned research by Professor Graham Gibbs, published as Dimensions of quality, identifies the factors that give a reliable indication of the quality of student learning. Gibbs found the most important consideration is the way that institutions choose to use the resources they have available to them. The teacher delivering the course or module is identified as one of four factors that most affect student outcomes. Quality of teaching and learning in our universities has become one of the foremost issues in UK higher education. This is reflected in government policy documents. The 2011 White Paper for England, Students at the Heart of the System, and the Scottish Government’s Putting Learners at the Centre: Delivering our Ambitions for Post-16 Education make universities more accountable to students for teaching quality and ensuring better quality information is available to students before they apply.

Similarly, students are increasingly demanding about the education they receive. According to the NUS/HSBC Student Experience Report 2010-11, since 2009, the proportion of students rating their university experience as excellent overall has fallen from 20% to16%.

The professionalisation of teaching

In a consultation carried out by the HEA from November 2010 to January 2011 that elicited over 200 responses, 98% believed the overall aims of the UKPSF were appropriate. However, 50% believed these needed to be further refined, in part, to make explicit reference to the role of the framework in supporting teaching and the development of teaching competency.

This view is increasingly shared by students. In the NUS/HSBC Student ExperienceReport 2010 -11, over two-thirds (69%) of students surveyed believed higher education teaching staff should hold a teaching qualification.

Teacher excellence services

1. The UK Professional Standards Framework (UKPSF)

The HEA developed the UKPSF in 2005, in consultation with the sector, in order to improve the quality of support available to those seeking to enhance the learning and teaching experience of their students, the UKPSF provides a general description of the main dimensions of the roles of teaching and supporting learning within HE. In this way, it offers a framework for comprehensively recognising and benchmarking teaching and learning support roles against a set of internationally recognised criteria.

2. HEA accreditation service

Using the UKPSF, the HEA accredits initial and continuing professional development programmes delivered by higher education institutions. Typically, these are programmes such as the Postgraduate Certificate for Higher Education (PGCHE) that new lecturers/university teachers may take and that focus on the teaching role of the academic in HE and the diverse ways in which students learn.

Increasingly, the HEA is accrediting continuing professional development (CPD) frameworks which enable staff to demonstrate their professionalism against the UKPSF at different points in their teaching career.

3. HEA individual recognition service

For staff teaching in higher education, the UKPSF makes it possible to gain recognition and reward for developing their capabilities as teachers and supporters of learning. Individuals can apply for recognition either on completion of HEA-accredited professional development provision (such as a PGCHE or a CPD scheme), or by applying through the HEA’s individual recognition route, on the basis of their experience in learning and teaching.

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More than 30,000 teaching academics are accredited as HEA Fellows

“This accreditation [against the UKPSF] is a recognisable – and checkable – indication that a standard has been met and a quality achieved. It is reassuring to those of us on the outside, a guide to where we might find excellence.”

Professor Craig Mahoney, Chief Executive Officer

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4. National Teaching Awards and the National Teaching Fellowship Scheme (NTFS) To many in higher education, teaching is not just a profession, it a calling to pass on a passion for knowledge and enquiry to others. For students who come into contact with these teachers, their inspiration has a lasting impact.

The National Teaching Fellowship Scheme rewards and recognises outstanding teaching and contributions to student learning. The scheme is open to all higher education institutions in England, Northern Ireland and Wales. It is funded by the Higher Education Funding Council for England, the Higher Education Funding Council for Wales, and the Department for Employment and Learning in Northern Ireland.

Each year, up to 55 individuals are awarded National Teaching Fellowships at a gala event in London in the Autumn. The awards require individuals to be nominated by their institutions and winners are decided by a distinguished panel of higher education professionals. The National Teaching Fellows are a source of inspiration to everyone in the profession.

5. Student-led Teaching Awards Scheme

To complement the National Teaching Fellowship Scheme, the Student-led Teaching Awards Scheme, run in conjunction with the National Union of Students (NUS), gives students the chance to have their say in what good teaching looks like, and to recognise staff who engage students in learning.

The scheme, which is now being rolled out across the UK, follows a highly successful two-year pilot programme of the awards in Scotland. Supported by the HEA and NUS Scotland, student associations developed and promoted 13 schemes, involving 18,000 students in nominating staff members for awards. These schemes ensure students can show how much they appreciate staff commitment to teaching quality.

Over 450 individuals who’ve made an outstanding impact have been awarded National Teaching Fellow status

“A huge personal honour, this [award of National Teaching Fellowship] also symbolises the growing connection of the School to a mission of reflective practice and innovation in learning and teaching.”

Dr Helena Gaunt, Guildhall School of Music and Drama

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Case study | Edinburgh Napier University: Harnessing the student voice

Edinburgh Napier University has a high level of engagement with the HEA. Forty-five per cent of academic staff are HEA Fellows, compared with an average of 30% for other Million+ institutions. This reflects a university-wide commitment to enhancing the student learning experience and the professional development of teaching.

An early adopter of PG Certificate programmes, and pioneer of teaching fellowship schemes to reward and recognise teaching excellence, a Postgraduate Certificate and HEA fellowship are prerequisites for teaching fellowship at the University. Aligning the PG Certificate with the UKPSF has helped to make clear that the focus on student learning is a national as well as University priority. In turn, HEA fellowship provides credibility for Fellows as their credentials have been recognised by a national and independent body.

Rowena Pelik, Director of Academic Strategy and Practice says, “The UKPSF ensures that staff know that they have been introduced to the big picture with regard to professionalism, standards and approaches to learning and teaching. It is not just a toolkit, but a professional attitude that includes research, practice and support for students. The UKPSF represents a rounded picture of the academic in the 21st century combining research with teaching and not focusing on one at the expense of the other.” Sponsorship of Student-led Teaching Awards Scheme is a second area where the University, its students and the Students’ Association have benefitted from its association with the HEA. Now entering its third year, the Student-led Teaching Awards Scheme is recognised as an important means by which students are engaged as active partners in the development of learning and teaching, Ms Pelik says.

“The student-led awards are a great way to encourage students to engage actively in what ‘good’ looks like for them. The scheme has also provided an effective means of unearthing and recognising the commitment of ‘quiet pioneers’ in learning and teaching who might otherwise not get acknowledged. The underlying feedback from students gives us a rounded picture of what they value.”

In the second year new award categories were established focusing on innovation and feedback. The University is now seeking to find ways for the institution to recognise nominees and winners.

The HEA’s support for the University’s conference on ‘Enhancing Student Achievement through Effective Feedback’ helped to provide a broader profile of engagement and enabled the approaches adopted at other institutions to feed into internal discussions and developments.

Other forms of engagement that have been valued at discipline level include the hosting of workshops, participation in Postgraduate Taught Experience Survey (PTES) and Postgraduate Research Experience Survey (PRES), the use of online resources and attendance at HEA events such as the annual conference.

“...It is only right that students should be supported to show their appreciation for those teachers who inspire us, challenge us and make us think differently. In this time of ever-increasing focus on research, we need to ensure that great teaching is rewarded and recognised by students, staff and senior management.” Usman Ali, Vice-President (Higher Education), National Union of Students

The HEA has accredited 435 programmes in 134 higher education institutions

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“This money has been vital to us in evaluating and disseminating

innovative teaching and learning activities that might otherwise

not be made available to students. It has given people the space, time

and impetus to move forward with ideas they were thinking about

but had not had the opportunity to execute.”

Dr Sarah Maguire, Professional Development Manager, University of Ulster

Academic practice development

For those working in higher education, learning does not stop at qualification but continues and underpins personal and professional progression. With resources including time increasingly under pressure, the HEA works to stimulate research into what works in the classroom, disseminate the findings and bring people together in subject communities and across institutions to provide career-long support.

We seek to inspire best practice with a comprehensive series of events, online resources and access to evidence-based research. Our services in this area include:

1. Teaching development grants

To stimulate pedagogic research in learning and teaching with the potential for sector-wide impact, the HEA awards £1.5 million per year in teaching development grants.

These awards are worth up to £7,000, per project to individuals, £30,000 to departments and £60,000 for pedagogic research spanning several disciplines or carried out collaboratively by several departments or institutions. £28,000 is ring-fenced to enable those new to teaching to receive a grant and £28,000 for those who have not received funding previously for pedagogic research in the individual call.

Projects in the first phase include the University of Edinburgh’s research into expectations and attainment of international students in Science, Engineering and Maths, and Southampton Solent University’s (SSU) ‘Closing the graduate employability skills gap’.

Case Study | Southampton Solent University: Closing the graduate employability gap

SSU will use their teaching development grant for a project called ‘Closing the graduate employability skills gap: development of a reciprocal skills exchange framework for marketing students and local marketing graduate employers.’ The aim of the project is to produce a framework which other higher education institutions can use to set up their own reciprocal marketing skills exchange.

To help ensure the undergraduate marketing curriculum is up to date and relevant to the marketing industry, the team will look at the skills gap that exists between recent marketing graduates and local graduate employers and explore with students, academics and employers how a reciprocal skills exchange may work. The project will include a pilot with a local business consortium to establish the framework and good working practices and develop open educational resource (OER) materials that will be made available through the HEA to other HEIs.

The University is hoping ‘Closing the graduate employability gap’ will help it identify trends in marketing, develop students’ communication skills, networking opportunities, employer links and ultimately lead to better-trained and better-equipped students.

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The HEA provides over £1.5 million in research and travel grants each year

2. Research and travel opportunities

Good research takes many forms and it takes place in different types of institution across the UK and internationally. For this reason, we offer grants to fund evidence-based research into learning and teaching and to disseminate the findings.

Through our doctoral programme we award seven scholarships each year for doctoral research into learning and teaching related to one of the HEA’s priority themes.

Our International Scholarship Scheme provides up to £20,000 to individuals to undertake specific investigations into learning and teaching, on behalf of the HEA, outside the UK, bring back the results and make them widely available.

The UK Travel Fund helps staff and students in UK higher education to exchange and disseminate good practice in learning, teaching and assessment, and to engage with their peers. With funding of up to £300 for individuals and £500 for teams, the money can be used to help the applicant(s) attend conferences, network meetings and special interest groups in the UK. 3. Support for staff new to teaching and support for postgraduates who teach

Support and access to resources is important at every stage in a higher education teaching career, but is especially important to those starting out in the profession and working with students for the first time.

For those new to teaching, and postgraduates who teach, the HEA provides induction courses with credit transfer, online toolkits, and cross-institutional, discipline-specific events and discussion. These include targeted, UK-wide, discipline-focused workshops to address the teaching and the learning support needs of postgraduates who teach.

Broad topic areas include: planning and preparing for teaching, presenting and communicating your subject and facilitating seminars to problem-solving classes.

‘Starting Out in Dance, Drama and Music’ 16 -17 September 2011, Lancaster House Hotel, Lancaster

This two-day event for Dance, Drama and Music lecturers working in UK HEIs and colleges aimed to bring together recently appointed academic staff and provide an opportunity to share and reflect on their experiences as university teachers. The course addressed issues such as course design and planning, teaching methods, assessment and evaluation and ethics, highlighting resources for learning and teaching.

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“I’m so glad I attended ‘Starting Out’, as it will definitely make a difference to my teaching ... I feel far more confident about writing, or designing a module, and building in assessment which works in partnership with students. I believe the ideas gained on the course will not only feed in to my teaching practice but also enhance the students’ learning and development ... It is pleasing to have a space in which shared concerns can be discussed without feeling under threat.”

Course participant, ‘Starting Out in Dance, Drama and Music’

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4. The HEA Resources Centre

The HEA provides access to a wealth of online resources available through its website and online Resources Centre. Plans are underway to further develop the HEA Resources Centre to promote and support evidence-informed practice in higher education learning and teaching.

The Resources Centre will provide a highly useable web service for staff new to teaching and for CPD. It will incorporate:

• EvidenceNet, the HEA’s searchable repository of useful materials on learning, teaching and the student experience;

• A bank of learning materials intended for those new to teaching and for ongoing professional development;

• Interactive channels of communication to facilitate ongoing engagement with those in the field to make the results of funded research widely available and reinforce seminar and workshop series. The HEA’s online Resource Centre houses the UK’s largest collection of online resources, toolkits and research into best practice in learning and teaching.

“The Higher Education Academy is starting to take a lead in identifying and disseminating suitable evaluation tools and methodologies, and creating an evidence infrastructurewithin which data from locally conducted studies can be collated.”

Graham Gibbs, retired, former Professor and Director of the Oxford Learning Institute, University of Oxford, and author of HEA-funded research, Dimensions of quality

The HEA hosts the UK’s most expansive collection of online resources in learning and teaching

Case study | University of Ulster: Investing in innovation

The HEA and University of Ulster have worked together since the HEA’s inception to implement teaching initiatives, accredit schemes, and support ongoing development of students and staff.

HEA grant funding has made it possible for staff at the University of Ulster to embark on new projects across a variety of disciplines. As well as helping the University to get projects up and running, grant funding is also helping to disseminate the resulting knowledge within the University and the wider academic community.

Dr Sarah Maguire, Professional Development Manager, says, “This money has been vital to us in evaluating and disseminating innovative teaching and learning activities that might otherwise not be made available to students. It has given people the space, time and impetus to move forward with ideas they were thinking about but had not had the opportunity to execute.”

For example, a student mentoring project ‘Peer Assisted Learning in Law’ has involved older, more experienced Law students, working as mentors to new students. Grant funding helped the lecturer to get the scheme established and evaluate it, and also enabled them to share outcomes with others in the sector. A second project using screen casting technology to give feedback proved so popular with students, other colleagues adopted the same approach. In another example, staff and students worked together to produce leaflets providing guidance to students about how to seek and use feedback.

“The scheme has given people the space and a little bit of recognition as they try out new ideas. It helps to show how teaching is valued,” says Dr Maguire.

Overall, the effect of the HEA is being felt right across the University. The focus on teaching enhancement is developing and Ulster is very closely aligned with national priorities. Recently the University has obtained accreditation for a course called First Steps targeted at part-time and postgraduate tutors, groups who have traditionally had fewer development opportunities. The course has been an overwhelming success with 40 members of staff already attending a workshop linked to the course and 60 signed-up. At discipline level, many staff have been engaged in subject activities across the UK and so been able to learn and share best practice.

“The connection with the HEA makes sure that we’re drawing on current thinking outside the University, as well as internally ... I’m very impressed with the amount of engagement and activity that’s happened between the University and the HEA. We can only hope that that grows over the coming years.”

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“This is not designed to be safe for the University but to take

something that is a big issue and give students the freedom to

come up with and deliver their own solutions.

We don’t control the outcome, but all the work so far has

been outstanding, it speaks for itself.”

Professor Janice Kay, Senior Deputy Vice-Chancellor, University of Exeter

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Institutional strategy and change If one word sums up the current landscape in higher education, it is change. From changes to the way it will be funded, to how it will be delivered, the technology that supports it, the world into which students will graduate and the skills they need to thrive there.

Brokering and leveraging relationships at every level, the HEA is helping higher education to seize the opportunities arising out of change. At national level we influence sector-wide policy and the issues that impact on learning and teaching. At institutional level, we help HEIs address locally identified priorities and effect positive change across institutions, departments and disciplines. 1. National policy work

The HEA’s policy team monitors policy changes and publishes policy-focused position papers, stimulating national debate and championing the interests of learning and teaching through the media. At national level we help shape policy by inputting into consultations and providing advice to governments, funding bodies and other key stakeholders. Policy work in 2011-12 included:

• In England, the HEA took part in key discussions with officials preparing the White Paper for England: Students at the Heart of the System.

• In Wales, we have led the quality enhancement agenda through the Future Directions programme and run events helping HEIs address priorities set out in the Welsh Government’s For Our Future strategy document.

• In Scotland, we have engaged in the Scottish Funding Council’s review of arrangements for quality assurance and enhancement, and responded to the Scottish Government’s Green Paper consultation on the future of higher education. • The HEA responded to the Department for Learning and Employment in Northern Ireland’s (DELNI) consultation on the development of higher education strategy.

2. HEA summits

The HEA hosts national summits that focus on key generic learning and teaching issues in higher education.

To explore the latest thinking and developments in learning and teaching in the disciplines, each year we host four annual summits - focusing on Social Sciences, Heath Science & Practice, Arts & Humanities, and STEM. These are held at prestigious venues such as Imperial College London, one of the world’s leading centres of excellence for teaching and research in the fields of science, technology and medicine.

Our Network of Deputy and Pro-Vice-Chancellors and Vice-Principals brings together senior managers in higher education to debate topical issues and share successful strategies that enhance learning and teaching.

Previous network meetings have focused on themes such as ‘sustaining excellence in challenging times’ and examined the implications of new funding arrangements on student choice, participation and engagement. They have featured after-dinner speakers such as Sir Alan Langlands, Chief Executive of HEFC, and Mark Bathco, Chief Executive of the Scottish Funding Council.

3. Change programmes

Making change happen is not easy. It requires dedication, commitment and perseverance. The HEA’s change programmes draw together teams from across the UK, providing structured support, to bring about lasting and transformational change to improve the student learning experience.

These programmes enable institutions to address issues such as student participation, assessment and feedback, using technology to enhance provision, meeting the needs of international students, student retention and equipping students with skills to live and work sustainably.

A particularly powerful tool is the highly regarded Change Academy, run in conjunction with the Leadership Foundation for Higher Education. This year-long programme, including a residential element, brings together teams from across the UK to realise specific projects in their institutions.

Other dedicated change programmes address areas of interest such as the use of technology to enhance learning and teaching, evidence-informed quality improvement and educating students in sustainability.

The work does not end once a programme is completed but lives on through change symposiums for colleagues who have participated previously.

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“STEM subjects are recognised as having strategic importance in higher education for the economy and employers. The student learning experience in STEM subjects is vital in ensuring sustained growth in the uptake of these key disciplines. Furthermore an excellent learning experience ensures that students have developed the right skills at the time of graduation and beyond through continued professional development. The HEA provides national leadership in developing and disseminating evidence-informed practice in learning and teaching in higher education; the conference will provide a platform for this for the HEA’s STEM disciplines.”

Dr Janet de Wilde, Head of STEM, Higher Education Academy

Almost 200 teams from over 100 institutions have taken part in HEA change programmes

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4. Consultancy services Scheduled programmes, however, do not always meet local needs or may not be well timed. For this reason, the HEA is building a network of academic associates – senior managers, leaders or technical experts in their field, who share a commitment to enhancing learning and teaching. Together with in-house experts, the HEA can bring together individuals as advisers and critical friends to help institutions address specific issues, working with other agencies as appropriate.

5. National Student Survey (NSS) enhancement work

The purpose of all this work is to enhance learning and teaching in ways that ensure students in the UK have the best possible experience. Central to this is listening to the voice of students and engaging students actively in the learning and teaching enhancement process.

The HEA supports institutions to interpret and use NSS data relating to 22 core aspects of the learning experience. As well as disseminating research and examples of good practice, we produce subject-specific analyses of the data, and directly support institutions and departments to effectively explore and use their results to bring about ongoing improvements for students.

6. Postgraduate Research Experience Survey (PRES) and Postgraduate Taught Experience Survey (PTES)

Postgraduate students, however, are more difficult to reach. Many are studying for professional or vocational qualifications, are distance learners, nearly half are part-time students, and nearly half are from outside the UK.

The HEA’s unique Postgraduate Research Experience Survey (PRES) and Postgraduate Taught Experience Survey (PTES) are the only surveys to gather insights from students at national level about aspects of their postgraduate programmes such as quality of learning and teaching, the level of complexity of their study, the usefulness of feedback and the perceived impact on employment prospects.

For this reason, PRES and PTES are important sources of data, making it possible for universities and colleges to benchmark provision against the national average and over time. Through HEA benchmarking clubs, institutions can see the average result of institutions within the group for every question and how their institution compares.

Together with other sources of data such as module evaluation questionnaires and student focus groups, PRES and PTES help institutions build a picture of the experiences of their postgraduates, which acts as a starting point for conversations with students about how things can be improved.

Since PRES and PTES began, the number of institutions taking part has risen from 58 and 30 to 102 and 80

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Case study | University of Exeter: Students as change agents

The University of Exeter has a strong track record of student engagement and commitment to working with students to bring about change. Equally strong is a commitment to expanding and deepening the scope of the partnership with students.

In 2008, the Education Enhancement Unit developed an innovative and exciting student-led action research initiative that brings students and staff together to improve experiences of higher education.

Students from across the University have contributed to this initiative, providing recommendations and solutions to improve their experience. This student research has driven organisational change, added a whole new dimension to student engagement, and supported students’ graduate skills in the areas of research, project management and presentation of outcomes, leadership and understanding organisational development.

The scheme was a great success but it was the decision to opt in to the 2010 Change Academy programme that drove the University of Exeter to take this scheme from the margins and into the University’s mainstream.

Although the scheme had been very active, it didn’t have a high enough profile within the institution. As Professor Janice Kay, Senior Deputy Vice-Chancellor recalls, “This scheme was too good to be slipping under the radar. It takes our work with students to a whole new level and makes such a real and significant difference to the student experience.”

As well as continuing with individual Change Agent projects, where groups of students work together across the entire institution, the University has also asked individual colleges to support six projects each. A post of Student Engagement Manager has been created (jointly between Guild and University) to develop and lead initiatives to increase student involvement in all aspects of University life.

Reflecting on the projects Professor Kay says that working with students in this way is refreshing and challenging, “This is not designed to be safe for the University but to take something that is a big issue and give students the freedom to come up with and deliver their own solutions. We don’t control the outcome, but all the work so far has been outstanding, it speaks for itself.”

The project has been popular and is having an impact on students’ learning and lecturers’ approaches to teaching. Professor Kay says, “Because you have engaged students, they become far more effective learners, and they’re much more interesting to teach and work with.” There are benefits all round. “Students are living in a world where change is the only constant; it’s an ever-changing world. This is a way to help students take control and by doing that demonstrate leadership. That’s a very important skill.”

Central to the HEA’s work is a belief that students

should emerge from higher education richer in

knowledge, understanding and experience, equipped

to compete, contribute and find fulfilment in their

professional and personal lives. The HEA is focusing its resources on helping HEIs deliver an outstanding student experience by understanding and addressing the sector’s most significant challenges and its most pertinent themes. These are:

• assessment and feedback• graduate employability• internationalisation• student retention• flexible learning• equipping students to live and work sustainably• reward and recognition

Through our work in the disciplines, and generically, we bring together accreditation and recognition services, research, resources, events, thinking, change programmes and influence on policy to inform best practice in these areas.

Our themes: Addressing sector priorities

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If feedback is to enhance learning, institutions need to adopt a more sophisticated conception of what feedback is and how it works

“If feedback is to enhance learning, institutions need to adopt a

more sophisticated conception of what feedback is and how it works.”

Professor David Nicol, University of Strathclyde

Assessment and feedback

Each year, students rate assessment and feedback lowest in undergraduate and postgraduate satisfaction surveys.

The NUS Annual Student Experience Report 2010-11 found that while 67% said they would find individual verbal feedback the most useful, only 24% received feedback in this way.

The HEA works with the higher education system to explore and encourage the use of a wide range of assessment methods and tools to support every student with their learning experience.

We also examine how to gather, interpret and respond to feedback effectively – sharing regional and national insights through workshops and seminars, research and online resources.

At institutional level, we have worked with HEIs such as the University of Glamorgan to implement over-arching change that leads to measurable outcomes in assessment and feedback strategy.

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In NSS 2011, 68% of students were satisfied with assessment and feedback versus 83% satisfaction overall

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“It has been a big win for us with the new assessment process

implemented across all subject disciplines, assessment is now a

constant theme and priority within our institutional dialogue, and

NSS results for feedback and assessment improved year on year.”

Haydn Blackey, Head of CELT, University of Glamorgan

Case study | University of Glamorgan: Assessment for learning

Following a review of the institutional process and academic approach to feedback and assessment, the University of Glamorgan identified an opportunity to develop its approach from one that over-emphasised exams to one that is linked to employment and employability. Identifying a need for strategic development to make assessment part of the learning process, the University worked with the HEA’s Change Academy and a designated HEA adviser/critical friend.

The University was already highly engaged with the HEA - through UKPSF accreditation, NTFS awards, PTES and funding for enhancement projects - and used the Change Academy for this project as it required reflection and engagement. The most significant impact of the University’s involvement in the Change Academy on assessment was to enable a change of focus from an academic to a student perspective providing a context to help staff challenge their preconceptions and assumptions.

Through the involvement of the Students’ Union Education Officer it became possible to look at assessment from a student perspective. As a result, course and module leaders across the University have reviewed and changed their assessment and feedback practice to improve the quality of the learning experience for students. Examples include the use of digital storyboards, audio feedback, blogging, online assessment and cross-module assessment.

Initially implemented in two faculties, the new approach has been adopted across all disciplines, while the project team has received invitations to present at national workshops and events.

Haydn Blackey, Head of CELT, says, “Change Academy has proved to be a powerful tool, enabling us to create and implement significant and necessary change, with all participants genuinely engaged and contributing to the process, perhaps most significantly at student level.”

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“A good degree is not enough to guarantee a graduate a decent job.

Nor does a degree, by itself, prepare the graduate for the demands

of the world of work in the 21st century.”

Carl Gilleard, Chief Executive for the Association for Graduate Recruiters

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Employability

For some time there has been debate about the purpose of higher education and the attributes that graduates might expect to be equipped with by the end of their time in higher education.

With rises in student fees and an increasingly competitive graduate employment market, students are looking to higher education to equip them with qualifications, knowledge and skills that set them apart in the marketplace. According to the Association of Graduate Recruiters (AGR), in 2011, there were an average of 83 applicants for each graduate position.

The HEA works with the sector adopting a holistic approach to employability, one which supports students as they pursue different paths towards gaining experience that might contribute to employability.

In turn, employers seek graduates with specific attributes. In the report Graduate employability: What do employers think and want, the Council for Industry and Higher Education identified qualities employers seek and that are in short supply in new graduates such as commercial awareness, literacy, planning and organisation and relevant work experience.

Our work in this area is focused on helping institutions to develop their learning and teaching in ways that will enable graduates to meet the economic and social challenges of the 21st century. We work with practitioners to embed effective strategic employability practice within the curriculum. Employability is a key theme of our teaching development grants.

In partnership with the Scottish Higher Education Employability Forum (SHEEF), the HEA in Scotland is providing strategic leadership for the sector through change programmes on the themes of student employability, employer engagement and enterprise and entrepreneurship, including workshops and briefings.

45% of students study in HE to gain qualifications, 36% for a degree-based career and 27% to improve their earning potential

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“The event that triggered my own learning happened when

I put a group of international students ... together, assuming that

their international backgrounds would be enough to enable them

to work together.”

From a case study in the ‘Teaching International Students’ resources

Internationalisation

UK higher education is an international success story. Between 2000 -1 and 2009-10, the number of international (EU and non-EU) students has almost doubled from 216,560 to 405,805. Contributing £7.9 billion in 2009 to the economy, this makes higher education one of the biggest export earners for the UK.

The presence of international students and academics greatly enriches the UK HE experience. Bringing diverse cultures into the classroom shares different perspectives and helps prepare students for the global workplace. In turn, HEIs have opportunities to build on this international student experience and enhance learning and teaching to prepare students for a world where travel, trade and life are international.

We are working with HEIs and partner institutions to help ensure that UK HEIs are at the top of the international student shortlist. Since 2009, we have worked with the UK Council for International Student Affairs (UKCISA) on the Teaching International Students Project (TIS), which has developed a bank of resources to help staff understand and overcome cultural differences and communication barriers.

Through teaching development grants and international scholarships, we help staff in the UK engage – at home and abroad – in innovative new research into teaching international students and disseminate the outcomes.

Resources in the Teaching International Students resources bank include case stories from staff, such as this one:

“I have worked with international students for over 20 years. Originally, I lacked enough cultural capital to understand what support international students needed to benefit most effectively from their study in the UK. The event that triggered my own learning happened when I put a group of international students (half from Greece, the other half from Hong Kong) together, assuming that their international backgrounds would be enough to enable them to work together. My perplexity at their inability to do this started me working out strategies to deal with this issue and many others.

“My first intervention was to develop a foundation module for overseas students. I wanted to bridge the gap between their educational backgrounds and what was expected of them in terms of the learning culture in the UK. This module has evolved into one which is embedded into the curriculum, and which links to a range of other modules. This has meant I could focus on getting students to develop areas which they typically find most difficult such as practising analytical writing in English; learning to reflect, challenge and debate; and knowledge about UK history and culture.

“Feedback from students is positive and warm. There has also been an improvement in their performance: students now do better in some of the tasks they previously found difficult.”

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The UK is now the second biggest destination for overseas students

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“... This project has produced findings which are consistent across all

the institutions involved: that choice and flexibility are not the answer.

Rather it is how students feel that is the foundation of their success ... ”

Professor Patricia Broadfoot, CBE, Chair of the What Works? Advisory Group (previously, Vice-Chancellor of the University of Gloucestershire and Pro-Vice Chancellor of the University of Bristol)

Retention and success

Research indicates that anywhere between 33% and 42% of students have thought about leaving higher education at least once.

The HEA believes that all students deserve an engaging, academically rewarding and personally fulfilling learning environment. Over the past few years we have conducted extensive research into how institutions can improve the retention and success of students. Adaptations in learning and teaching practice and policy can make a big difference – this not only improves retention but maximises the success of all students.

Our research includes the ‘What works? Student retention and success’ programme, funded by HEFCE and the Paul Hamlyn Foundation. In partnership with Action on Access, this involved seven separate projects and 22 HEIs, generating in-depth analysis and evaluation of the most effective strategies to improve retention and success.

Some specific interventions have been shown to improve retention rates by around 10%. Particularly effective interventions include engagement early on (pre-entry, induction and first semester) to help students develop peer networks and friendships, create links with academic members of staff, provide key information, inform realistic expectations, improve academic skills, develop student confidence and nurture a sense of belonging.

A well-attended seminar series in 2010-11 helped HE staff involved in student retention and success to share their learning across UK higher education. Through workshops, literature and change programmes, the HEA has been working with institutions and other bodies to develop evidence-informed approaches to improving retention and success.

The HEA is also taking a lead on inclusive approaches to learning and teaching, focusing on key issues such as widening participation and disability. This includes change programmes, publications, and over 90 conferences and seminars. One example is the ‘Black and Minority Ethnic Retention and Success Learning and Teaching Summit,’ which will take place in late 2012.

Looking ahead, we are commissioning publications, seminars, a research conference and analysis of over three years of research. We will also be delivering a comprehensive briefing for policy makers, senior managers in institutions and practitioners - a Compendium of Effective Practice, which will look at proven ways to improve student retention and success.

Professor Patricia Broadfoot, CBE, Chair of the What Works? Advisory Group says, “The evidence is clear and compelling that regardless of the type of university or course, to be successful (and happy), students need to feel a personal engagement with their academic studies and able to create a social network in which they know and are known in relation to their studies. This finding has implications from every aspect of institutional organisation: it requires a fundamental re-designation of priorities in the assessment of teaching quality; a 180 degree shift in management priorities which will put students’ sense of belonging - to their course, to their subject, to their institution - as the primary imperative for HEIs. One student said, ‘they didn’t even know my name’... it is this namelessness that lies at the heart of the problem that this programme of projects has addressed. The results are fundamentally new. They are also clear, compelling and revolutionary.”

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In 2008-9 around 6.5% of all young full-time first degree entrants left in theirfirst year

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“The Change Academy is extremely timely for the University

of Salford. We now have the will, the leadership and resources to

make a transformational change in the integration of sustainability in

the curriculum.”

Professor Huw Morris, Pro-Vice-Chancellor (Academic) and Dean of the College of Arts and Social Science, University of Salford

Education for sustainable development

With the impact of growing population and industrial economies evident in pressure on scarce resources, the economy and climate change, there is a growing expectation - not least among students themselves - that higher education prepares them to live and work sustainably.

An HEA report on first-year attitudes to, and skills in, sustainable development gathered responses from over 5,760 first-year students and was the inspiration for a Guardian HE Network online discussion on the topic of ESD. It found that over 80% of students believe sustainability skills are important to future employers. 63% are willing to sacrifice £1,000 salary to work in a company with a strong environmental and social record.

Education for sustainable development (ESD) gives students the skills and knowledge to live and work in a more environmentally and socially responsible way. It is a strategic approach that underpins many existing forms of education and will inform those yet to come. Our work reflects the values of the United Nations decade of education for sustainable development and our policy think tank on ESD, which brings together UK experts in this vital area, is exploring issues related to the Green Economy.

The HEA has been working with institutions and subject communities to improve their ESD provision since 2005. Our work has focused on two main areas: research, development and dissemination of ESD policy and practice; and capacity building of individuals, subject communities and institutions to make ESD part of their curricula.

To gather and share research, we work in partnerships with professional, business and community organisations. We also promote student involvement as vital change agents for ESD.

The HEA’s Green Academy programme supports institutions as they embed sustainability into the curriculum. All institutions have reported significant impact from their projects and the directors have also formed a community of practice offering support to other institutions. Through Change Academy, the HEA has provided structured support to institutions such as the University of Salford seeking to incorporate sustainability within the curriculum.

Professor Huw Morris, Pro-Vice-Chancellor (Academic) and Dean of the College of Arts and Social Science says, “The Change Academy is extremely timely for the University of Salford. We now have the will, the leadership and resources to make a transformational change in the integration of sustainability in the curriculum. The Change Academy, with its emphasis on collaborative support and shared experiences with other institutions, will enable us to learn about winning methods to develop and implement our plan across the University.”

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80% of first-year students surveyed believed sustainability skills are important to future employers

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“We are not just selling a new course but a new concept

in education.”

Member of University of Northampton development team, Flexible Learning Pathfinder projects

Flexible learning

As a result of efforts to open up access to and increase participation in higher education, universities and colleges throughout the UK must cater for an increasingly diverse student base. This includes students who wish to study full or part-time, in a university or at their local FE college or while working or looking after a family.

Flexible learning refers to the revolution in HE that empower students to choose the pace, place and mode in which they learn.

The HEA has worked closely with the higher education system to drive change and increasingly flexible provision. In work areas such as credit accumulation, recognition of prior learning, e-learning, blended as well as work-based learning, we have been encouraging and informing progress at institutional, individual and policy levels.

Since 2005, the HEA has been helping pilot a series of Flexible Learning Pathfinder projects funded by the Higher Education Funding Council for England (HEFCE). This pioneering work has involved eight HEIs in trialling models of flexible provision including accelerated learning and fast-track degrees, blended learning, distance learning and technology-enhanced formats, responding to the needs of an increasingly career-focused student body and their employers.

Today, we support institutions in this area through demonstrators that showcase best practice, resources, workshops, change programmes and our Employer Learning Network enabling exchange of ideas to support work-based learning.

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Since 1994-5 the number of students enrolling at UK universities has risen from £1.6 million to £2.5 million

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“Many of the developments at the College would not have been

possible without the HEA because it’s quite difficult if you’re trying

to instigate change in an institution to engage very very busy tutors

in extra research. If, however, they have the chance of being engaged

in a funded research project they become more enthusiastic. There is

a certain prestige attached and they know that the work will reach a

wide audience.”

Professor Kathy Dacre, Director of Learning, Teaching and Curriculum Development,

Rose Bruford College of Theatre and Performance

Case study | Rose Bruford College: Research, innovation and the Performing Arts

Rose Bruford College is placing itself at the cutting edge of research in learning and teaching in the Performing Arts - and it has been able to do this in the last ten years with the HEA’s support. The passion within the College for developing research stems from the fact that teaching in the Performing Arts attracts people who are committed to an art form and to creating better art.

Professor Kathy Dacre, Director of Learning, Teaching and Curriculum says, “One thing about teachers in the Performing Arts, whether in acting, scenic design or stage management is that they are all passionate about the art form and about training outstanding practitioners who will create great theatre. Because of that they want to teach in the best way possible ... creating a learning environment for our students that will make them the best practising artists.”

Funding from the HEA has allowed Rose Bruford to realise its ambition of being at the forefront of performing arts research. Tutors have taken part in peer learning and assessment workshops, looked at innovative forms of assessment in the Performing Arts, considered questions of assessment parity and were involved as dissemination partners in the ‘Group Practice in the Performing Arts’ project.

Rose Bruford has gone on to develop best practice by making the aim of having a funded research project in an aspect of pedagogy in progress each year a part of its Learning and Teaching Strategy. Funded projects have included: ‘Assessing Assessment in the Performing Arts Curriculum’; ‘Being Inclusive in the Creative and Performing Arts’; ‘The Assessment of Reflective Practice in the Rehearsal Room’; ‘Teaching Stanislavski’. The Into The Scene DVD for the Arts Council England project on ‘Inclusive Teaching Practice in Theatre’ led by GRAEae Theatre Company was directed and filmed at Rose Bruford. A series of research symposia within the college focusing upon the diversity of UK theatre has enabled internal projects such as Developing a Diverse Curriculum.

More recently, work has focused on the development of a virtual learning environment, opening up access to the College’s Opera and Theatre Studies courses to distance learners. This is a bold step as there is an assumption that Performing Arts programmes can only be taught face to face. The College has secured funding, to create and develop an Open educational online resource ‘Reflecting on Learning and Teaching in the Performing Arts’ and has concurrently worked with the HEA to develop an accredited Postgraduate Certificate in Learning and Teaching in Higher Education: Theatre and Performing Arts.

All this research and activity has had a profound effect. It has led to the rewriting of curricula across the College and the engagement of students in the curriculum design process. The College degree programmes now exemplify best practice in learning and teaching in the Performing Arts and respond to current industry practice. The College has one of its research centres specifically focusing on learning and teaching in the performing arts. There has been a change in culture; so that the nurturing of reflective practice has become embedded in each degree and in student thinking.

As Professor Dacre comments, “Students now talk and think about reflective practice as a matter of course ... ”

“... [Tutors] are not only finding out how to create the best learning environment for their students in order to make them the best practising artists, the HEA is also enabling their work to be recognised by the wider community. Everything that we’ve done that’s been backed by an HEA award has been comparatively easy to enthuse staff about.”

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“I remain convinced that being an effective teacher is high up the list

of intangible benefits that attract bright women and men into academic

careers. Some people ... believe, for example, that the Research

Assessment Exercise is ‘the only game in town,’ or commercial

exploitation of university-based knowledge is the path to personal as

well as institutional enrichment. I think that they are wrong.”

Professor Sir David Watson, Green Templeton College, University of Oxford

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Recognising and rewarding excellent teaching

Underpinning all our work is our commitment to ongoing enhancements in learning and teaching that result in the best possible outcomes for students.

Fundamental to this is raising the status of the profession of higher education teaching and our belief excellent teaching should be properly rewarded and recognised.

Studies undertaken by the HEA/GENIE CETL identified a perceived imbalance among academics between recognition of research and teaching. Data from 104 institutions found that while all included research performance criteria as part of their promotional policies, only 73 included teaching and learning activities. Just 45 of the 73 included explicit criteria for assessing teaching performance.

Pull-out fact: Research has found that 90% of academic staff who responded think teaching should be important in promotions.

This research has provided an evidence-based context for future work. Institutions are increasingly recognising the vital importance of recognition and reward to raising the quality of teaching, retention and development of talented staff.

This is apparent in institutions engagement with the recently launched Reward and Recognition Enhancement Change Programme (RARE). One of a brand new suite of change programmes, the HEA is working with university teams to bring about cultural change within their institutions The outcomes of these change initiatives are anticipated to have sector-wide relevance and impact.

Over the coming year, the HEA will be reviewing the NTFS. This review will draw on the experiences of stakeholders from National Teaching Fellows to students and senior management to evaluate the impact and public value of the Scheme. The significant investment in 40 NTFS projects has resulted in a range of outcomes beneficial to the sector and the HEA is working actively with institutions to ensure the effective dissemination of these outputs.

Working in partnership with the NUS, the HEA is rolling out of Student-led Teaching Awards across the UK. This is a key development which engages students in recognising effective teaching practice. Future work will examine students’ perceptions of teaching excellence.

Research has found that 90% of academic staff who responded think teaching should be important in promotions

Conclusion

As the national body for enhancing learning and teaching

in higher education in the United Kingdom, the HEA is

committed to working with your institution and staff to

support change that has a positive impact for students.

This is embodied in all of the services described in this

brochure and the way that they are brought together

through our partnership team staff based in the HEA

and network of Associates to support institutions in

addressing national and local challenges.

We do not work in isolation but in partnership with

institutions, governments, funding bodies, sector agencies

and professional associations across the system leveraging

those relationships to support change and innovation.

The impact of this on those teaching in higher education

and for students is evident in the inspirational examples

of innovation achieved by dedicated and committed staff

working with students in our universities and colleges.

We look forward to working with you.

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Get in touch

To find out more about our work, how to subscribe or stand-alone services, please visit: www.heacademy.ac.uk

Or contact our partnership management team:

Dr Helena Lim: [email protected] (HEIs)Dr Andy Jackson: [email protected] (FE, private and international institutions)

The Higher Education Academy Innovation Way York Science Park Heslington York YO10 5BR

+44 (0)1904 717500 [email protected]

© The Higher Education Academy, 2012

Sources of information can be provided on request.

The HEA is a national body for enhancing learning and teaching in higher education in the UK. We work with institutions across the HE system to help bring about change in learning and teaching to improve the outcomes for students. We do this by recognising and rewarding excellent teaching, bringing together people and resources to research and share best practice and by helping influence, shape and implement policy.

The HEA supports staff in higher education throughout their career from those who are new to teaching through to senior management. We offer services in 28 disciplines throughout the UK and have offices in England, Wales and Scotland. Through the partnership management team we work directly with institutions to understand individual circumstances and priorities and bring together resources to meet them.

The HEA has knowledge, experience and expertise in higher education. Its service and product range is broader than any other competitor, and it is trusted to deliver HE system advancements in partnership with its member institutions.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any storage and retrieval system without the written permission of the Editor. Such permission will normally be granted for educational purposes provided that due acknowledgement is given.

To request copies of this report in large print or in a different format, please contact the communications office at the Higher Education Academy: 01904 717500 or [email protected]

Higher Education Academy General Brochure

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