LEADERS IN LEARNING & TEACHING SESSION 2 – DAY 1 @CharteredABS
WELCOME Debra Leighton , Executive Dean, University of Bedfordshire, Business School @CharteredABS
Programme aim ‘This programme provides professional development and support for Directors/Associate Deans of Learning and Teaching, and for academics aspiring to lead, manage and deliver high quality learning and teaching. In a supportive learning environment participants will build their leadership capacity, develop their research and practice profile, and explore strategies to design and manage curriculum development’.
4 sessions Session 1- Personal and leadership development Session 2- The changing learning and teaching landscape Session 3- Developing a research/practice profile in learning and teaching Session 4- Managing in learning and teaching
Session 2: The Changing Teaching and Le Learning La Landscape This session will prepare leaders in learning and teaching to adapt to the external environment , to contemporary issues and the changing policy context in which business and management schools operate. Specifically, the implications of the Teaching Excellence and Graduate Outcomes Framework (TEF) will be explored, together with component student surveys (NSS,DLHE) and the impact of new learning technologies on the business and management sector.
THE EXTERNAL ENVIRONMENT Dr Stephen Ellis , Interim Dean, Regent’s Business School @CharteredABS
Dr. Steve Ellis Interim Dean, Faculty of B&M
Agenda ; 1. Very brief background to me and Regent’s 2. External impact areas on HE leaders- key factors 3. Your responses to them?? 4. Some guidance for leading in HE
Brief background on Regent’s/me ‒ https://www.youtube.com/watch?v=yw72I8nSZVs ‒ independent, not for profit, highly international (80%) non UK, 150+ nationalities, many ‘HNW’ students ‒ I joined in 2014 as HOD, previously at Chichester and Bedfordshire, became Associate Dean after 1 year, now interim Dean ‒ Also had 11 years with firstly as an MD/OD Executive (in 10 different countries) then a UK HR Business Partner TDAP achieved in 2012, but long history as a college and ‘ladies finishing ‒ school’ ‒ BAM Faculty now has 1800 students from FND to PHD ‒ Ongoing change agenda within faculty and beyond First time entry in NSS 2016 – did very well83% and one programme # 1 in UK ‒ ‒ 5 Deans in 4 years (!) 9
External impact areas on HE leaders- key factors • Marketisation – students as ‘clients’ • Inclusion/diversity – mission specific issues? • HR issues – Performance Mgt, changing academic roles (worth a whole day) • Identity crisis – ‘we’re all individuals – I’m not’ • Managing change - with what you have, or restructuring to a new place? • Your responses ;
Quick comparison of notes and situations Pick any one of the key factors that you are most interested in, challenged by or expert (?) in; • What is the priority and why? • How can you impact on it? • What help do you need? • Who do you need on your side?
Some guidance for leading in HE ‒ Look out for future connections to your mission/values/strategic docs etc. (these are your best levers) Balance the ‘now’ with the ‘future’ ‒ ‒ Be consistent in a sea of change Get angry - in a positive way (don’t tolerate repeated discussions of ‒ the same problems) ‒ Influencing skills and persistence have a massive part to play Use ‘campaigns’ – you cant do it all in one hit, and it doesn’t matter ‒ ‒ Bring your people with you, they, not you will determine the outcome 12
HE POLICY AND IMPACTS ON PRACTICE Professor Georgina Andrews , Dean, Bath Business School @CharteredABS
Leaders in Learning and Teaching Teaching and Student Experience HE Policy and Impacts on Practice Professor Georgina Andrews, Vice Chair CABS Learning, Teaching & Student Experience Committee
What sort of TEF do students really want? ➢ 84% think Government should be running an exercise to encourage excellent teaching ➢ 47% in favour of a national framework http://wonkhe.com/wp-content/uploads/2017/11/tef-pr-research- report.pdf
TEF – assessment framework - core metrics ➢ Teaching – NSS scores ➢ Assessment and feedback – NSS scores ➢ Academic support – NSS scores ➢ Non-continuation data – HESA data ➢ Employment or further study - DLHE ➢ Highly skilled employment or further study - DLHE
Assessors - initial hypothesis – based on the metrics • Three or more positive flags and no negatives - the starting point is Gold • Two or more negative flags (regardless of the number of positives) - the starting point is Bronze • All other combinations - the starting point is Silver
TEF - Provider submission – 15 pages • add additional context, such as mission • support or explain performance against the metrics • put forward additional evidence against the assessment criteria • further explore performance for specific student groups • Student Union involvement • Emphasis on evidence not claims, impact and reach, university wide
TEF – analysis of the 2017 results Of the 134 universities taking part: • 43 were awarded gold, • 67 were awarded silver • 24 were awarded bronze Gold awards include: Coventry, Portsmouth, Buckingham and De Montford, Bronze awards include : LSE, Southampton, SOAS and BPP
Analysis of TEF results • More than half of the Russell Group did not achieve gold • Only one London University achieved gold – Imperial • 33 institutions had their awards bumped up after the initial hypothesis by the assessors including 8 Russell Group universities • Several HEIs are appealing their result • All provider submissions have been published http://www.hefce.ac.uk/lt/tef/data/ • There has been considerable analysis of the results http://www.hepi.ac.uk/wp-content/uploads/2017/10/FINAL-HEPI-Going- for-Gold-Report-99-04_10_17-Screen.pdf
TEF Subject Level Pilot 19/20 introduction of subject TEF based on three years of metrics
Teaching Intensity • A new supplementary metric in the pilot this will entail: A provider declaration of contact hours provided weighted by staff/student ratios A student survey on number of contact hours, self-directed study and whether they consider the contact hours are sufficient to fulfill their learning needs – to be piloted in nursing, physics and astronomy, creative arts and design, history, archaeology and law and conducted between November 17 and January 18
Current NSS data 2017 – comparisons Teaching Ass/Feedback Academic Supp HE 85 73 80 BS sector 81 72 79
NSS – revised questions 2017 The teaching on my course • 1. Staff are good at explaining things • BS sector 87% • 2. Staff have made the subject interesting • BS sector 77% • 3. The course is intellectually stimulating • BS sector 79% • 4. My course has challenged me to achieve my best work [new] • BS sector 79%
Assessment and feedback • 8. The criteria used in marking have been clear in advance • BS sector 74% • 9. Marking and assessment has been fair [amended] • BS sector 72% • 10. Feedback on my work has been timely [amended] • BS sector 71% • 11. I have received helpful comments on my work [amended] • BS sector 71%
Academic support • 12. I have been able to contact staff when I needed to. BS sector 85% • 13. I have received sufficient advice and guidance in relation to my course [amended] • BS sector 78% • 14. Good advice was available when I needed to make study choices on my course [amended] • BS sector 73%
Non – continuation data All HE 6.2% BS sector 7.3% Employability data All HE 91% BS sector 89% Prof/Mgr Sector 70.6% Revised DLHE to be introduced – first results 2020
TEF – Lessons Learned – DfE publication September 2017 New guidelines published on 7 September include: 1.NSS – the three NSS metrics will now be weighted at 0.5 for the purposes of determining the assessors initial hypothesis – continuation data and employability data remain as 1.0 weightings. 2.New supplementary metrics: • Longitudinal Education Outcomes (LEO) data • Grade inflation data These supplementary metrics will not affect the initial hypothesis but will be considered by assessors alongside the provider submission – further details to follow in late September.
New supplementary metrics Longitudinal Education Outcomes (LEO) data metrics The proportion of graduates in sustained employment of further study three years after graduation and The proportion of graduates in sustained employment earning over the median salary for 25-29 year olds (currently£21k) or in further study Grade inflation data metric The proportion of 1sts, 2.1`s and other grades as a % of all classified degrees at the provider 1,2,3 and 10 years before the year of assessment
LEADERS IN LEARNING & TEACHING SESSION 2 – DAY 2 @CharteredABS
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