Key Information Sets

(or what information sixth formers will see about your programme on our

website, the UCAS website, Twitter and Facebook)

(KIS)

What we have done

The Need for KIS

× There has been a drive towards improving information available to students so they can make informed choices when applying to HE

× Joint Report Provision of Information about Higher Education June 2011

× KIS is about gathering together existing data and some new data which students have identified as being useful and putting it in a place where they say they would expect see it

KIS Produced For…

× All full- and part-time courses at undergraduate level, including foundation degrees

× Exceptions:

Short courses (one year full-time equivalent or less); Postgraduate courses; Courses delivered wholly overseas; Closed courses

What will the KIS Include?

× Levels of Student Satisfaction

× Graduate Outcomes

× Learning and Teaching Activities

× Assessment Methods

× Tuition Fees and Student Finance

× Accommodation

× Professional Accreditation

× Satisfaction with Students’ Union

Implementing KIS

× KIS up and running = September 2012

× Ready for all Undergraduate courses planned for 2013/14

× All KIS’s to be accessible via institutional web-sites

× Much of the information needed for the KIS already exists (in national and comparable forms)

× Those areas of information that do not exist will need to be submitted by institutions

Timeline for the creation and publication of KISs

The following table presents the timeline of action required for the creation of KISs applicable to courses running in the academic year 2012-13. The absolute deadline for the submission of the data is August 2012

Timeline for the creation and publication of KISs

Date Action 30 Sept ‘11 Technical guidance published by HESA/HEFCE (will be updated in

Dec’11 and March’12)

22 Feb/1 Mar’12 HESA training seminars see HESA training

Feb/March ‘12

Submission system opens and validation kits issued for KISs to be published in September 2012. Institutions will have until August 2012 to finalise their data. The system will remain open throughout this period to allow institutions to manage their workloads and undertake quality assurance work

July ‘12 NSS and DLHE 2012 data added by HEFCE to KIS submissions

Aug ‘12 Final deadline for submission of KIS data and sign off by head of institution. Institutions will be able to preview their full KIS data at this point

Sept ‘12

-Institutions preview new official web-site with KIS and associated widgets.-New official web-site goes live; Unistats web-site closes.-KIS widgets to be embedded and visible on all institutional web-sites.-UCAS to include KIS data into course search web-site.

Oct ‘12KIS system re-opens for updates to September 2012 KIS, where necessary, for example to confirm fee information. Updates will be routinely published via the KIS widgets and official web-site

Courses for which KIS information is required

× There are three different types of KIS reports

× A programme can only have one KISTYPE and this is dependent on the nature of the course

× The three types of KISTYPE are: – KISTYPE 1 - Full course level KIS – KISTYPE 2 - Multiple subject course placeholder KIS – KISTYPE 3 - Subject level KIS

Courses and KISTYPEs

× C620 BSc Hons Molecular Biology (JACs code :C700 Molecular Biology, Biophysics and Biochemistry)– One KIS presented (BSc Molecular Biology)– KISTYPE = 1

× KISTYPE1 = Full Course Level– All single subject courses (those with only one JACS code

recorded for the course in the HESA Student Record) regardless of intake size

– All multiple subject courses (those with more than one JACS recorded for the course in the HESA Student Record) where the intake size is greater than 20* students e.g. LL32 BA Hons Politics and Sociology (JACs Codes: L300 Sociology and L200 Politics. Intake in 2011 46 Home UK and EU)

Courses and KISTYPEs× GL11 BSc Jt Hons Economics & Maths (JACS Codes G100

Mathematics & L100 Economics)

× Intake size = 18

× KISTYPE = 2

× KISTYPE 2s are 'placeholders' for multiple-subject courses for which a KISTYPE 1 record is not required i.e. the intake size is less than 20 students

× 2 KISTYPE 1 presented for programmes BA Hons Economics & BSc Hons Mathematics

× The placeholders include links to the relevant UCAS course codes and to related KISTYPE 1 or KISTYPE 3 KIS records

Courses and KISTYPEs

× GN13 BSc Financial Maths (JACS Codes: G100 Mathematics & N300 Finance. Intake in 2011 = 7 Home UK & EU)

– Intake = Less than 20

– KISTYPE = 2

– Though a KISTYPE1 does exist for BSc Mathematics no KISTYPE 1 exists for Finance therefore a KISTYPE 3 is required for both subjects

× KISTYPE 3 records provide information about a subject that forms part of a multiple subject course for which no KISTYPE 1 can be produced

Information for Collection

This data will be collected from the National Student Survey(NSS) and not from the institution

This data will be collected

from the Destination of Leavers from Higher

Education Survey (DHLE) and not from the institution

Information for Collection This data will need to be

collected from the Institution (Newcastle University)

Finance and Planning

Accommodation Services

Accommodation Services

Information for Collection This data will need to be

collected from the Institution (Newcastle University)

To be calculated from MOFS (after review)

To be calculated from MOFS (after review)

The data displayed on this section of the KIS should also contain a link which leads to a page containing further information on Learning and Assessment for a particular course offered at the University

_________________________________

Information for Collection

This data will be collected from the National Study Survey (NSS). There will be a new question from 2012

Publication Thresholds for NSS data and for DLHE

× NSS - 50% of students on a course and this must be at least 23

× Thresholds for DLHE differ in that the number of students covered by the indicator must be at least 23 (a 50% threshold is not applied). However, for salary information, at least 50% of the students who are employed full-time i.e. the population of the statistic, must have given a salary. Thus, for salary data to be published at least 23 students who are employed full-time must have given a salary and these must represent at least 50% of the students employed full-time

× NSS thresholds applied to KIS Mock-up not to DHLE data

× Salary demanding threshold so data will often need to be aggregated

Aggregation

×Course level most recent two years × JACS subject level 3 most recent year × JACS subject level 3 most recent two years × JACS subject level 2 most recent year × JACS subject level 2 most recent two years × JACS subject level 1 most recent year × JACS subject level 1 most recent two years

×Course level most recent two years ×JACS subject level 3 most recent year ×JACS subject level 3 most recent two years ×JACS subject level 2 most recent year ×JACS subject level 2 most recent two years ×JACS subject level 1 most recent year ×JACS subject level 1 most recent two years

Data Collection for Assessment Methods and Scheduled Learning

1. For this year only we will be using 2011/12 module choices of students with 2012/13 versions of the modules. In future they will need to be the same year

2. List all the modules being taken in a particular year of a course. Select the modules in order of popularity, in turn, until a total of 120 credits is reached

3. For subjects/years which involve option modules – choose the most popular modules with the highest intake of students (totalling 120credits)

4. If the selected modules total more than 120credits: the learning and teaching methods and assessment methods for the last module included should be scaled back so that the total is 120 credits

– For example, if the three most popular modules total 110 credits, the next most popular module with 40 credits would need to be scaled to 25%

Learning and Teaching Methods

Assessment Methods

Calculating Scheduled Learning Percentages

× Overall proportion in scheduled teaching and learning = (Sum of (Credit value of module * Proportion in scheduled teaching and learning of module)) / 120

× ((30*60)+(30*50)+(20*30)+(10*30)+(30*40))/120 = 45

× Overall proportion in independent learning = (Sum of (Credit value of module * Proportion in independent learning)) / 120

× ((30*40)+(30*50)+(20*70)+(10*70)+(30*60))/120 = 55

Example of a of Newcastle University KIS

Example of a Newcastle University KIS

Example of a Newcastle University KIS

Example of a Newcastle University KIS

Next Steps× Following Quality Checking and Corrections

another version of the T and L activity will be produced for Schools for Review. This will probably still be based on averages and will use the 2010/11 Student Population

× ISS are developing a programme to select modules by the method prescribed by HEFCE

× A fourth draft of T and L data and a second version of Assessment data will be collated in the Spring. This will use the 2011/12 student population and (hopefully) the HEFCE module selection method

NESS Newcastle Electronic Submission System

× Originally 2 projects:

Transfer project – To make the existing NESS system supportable by ISS from May 2012 Roll out the component marks process of NESS to HASS (Required for HEAR)

× Agreement for both projects to come under the SMART group governance

× Priority for functionality is component marks

× Support for other functionality will be prioritised according to usage and impact

× Work Stream to ensure not duplicating functionality provided in other corporate systems

× Working group to take the above two work streams forward (prioritisation and non-duplication)

Student Charter

× Student Charter Group – representatives HEIs and student representatives explore best practice student charters and agreements

× Focus on information for students before they start course and during course – so they know what they can expect and what’s expected of them

× Report Jan 2011 concluded no ‘one size fits all’ and it would not be appropriate to impose a single, prescribed charter. Instead principles and a toolkit

Student Charter

× Implementation Group review existing Student Charter in light of template

× A draft new Student Charter, together with a Supplementary Statement of Student Rights and Responsibilities

× It is helpful to phrase the Student Charter commitments in a way that is more meaningful to staff. For this reason the draft Teaching Code of Practice has been prepared

× To Faculties for consultation

× UTLSEC in Spring, EB, Senate and Council

HEAR (Higher Education Achievement Record)

× 2007 Beyond the Honours Degree classification: the Burgess Group Final Report

× More detailed picture of student achievement including academic work, extra-curricular activities, prizes, voluntary work and offices held in student union clubs and societies that have been verified by the institution

× Implementation Group

× Aim produce Summer 2012

× EECE pilot for component marks