![TEF Technical Consultation
Aspects of quality Teaching Quality Learning Environment Student outcomes and
learning gain
Criteria Teaching quality criteria Learning environment
criteria
Outcomes and Learning
gain criteria
Core Metrics
Evidence NSS
Q 1-4 teaching on my
course
Q5-9 assessment and
feedback
NSS
Q 10-12 academic
support
HESA data
Non-continuation
DLHE
Employment .
/ destination
Potentially highly skilled
job metric
Additional Evidence [Provider Summary]
Statement of findings Statement on Teaching
quality
Statement on Learning
environment
Statement on outcomes
Within level - possible commendations
Overall outcomes TEF Rating
Meets Expectations, Excellent or Outstanding
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HEA Framework for Employability
- 2. HEA Framework for Employability UCL 9th June 2016 Hugh Mannerings – Academic Lead for Retention @mannerings69 www.pollev.com/mannerings
- 3. 3 27/06/2016 About the HEA Our core proposition: Continuously improving HE teaching quality We will deliver this proposition by: • focusing on raising teaching standards • delivering a platform for continuous professional development • developing a hub of recognised best practice • providing thought leadership in support of professionalised HE teaching Our vision: The HEA is globally recognised for inspiring excellent teaching as an essential driver of student success Our mission: Improving learning outcomes by raising the status and quality of teaching in higher education
- 4. 4 27/06/2016
- 5. 5 TEF puts teaching at the heart of the system Offers those in teaching recognition through better career prospects Students having better information and teaching experience at institutional and departmental level Supports the UK HE’s international reputation Why TEF matters to all
- 6. 6 HEA involvement: Chief Executive on the TEF Delivery Group Staff secondment to BIS to help to develop the Green Paper HEA now leading on the TEF Assessment Framework HEA PVC Working Group on the TEF HEA submission as part of the Green Paper Consultation HEA experience/research: UKPSF and individual recognition UKPSF: Accredited provision National Teaching Fellowship Scheme. 40 plus reports on teaching excellence HEA roundtable on Teaching Excellence, 13 April 2015 HEA contribution to the development of the TEF
- 7. Teaching Excellence Framework Core Metrics in Year Two • Student satisfaction – teaching, assessment and feedback and academic support questions from NSS • Retention – using HESA UK performance indicators • Employment – using 6 month DLHE statistics All providers entering TEF year 2 should have metrics which would result in a higher rating than meets expectations Additional Institutional evidence: • Mixture of qualitative and quantitative data which provides additional supporting metrics and contextual information • May include teaching intensity, status and recognition of teaching staff, engagement with employers, use of GPA, tackling grade inflation – limited to 15 pages (no font size suggested!) • TEF panel chair appointment will start shortly (led by HEFCE) 7
- 8. 8 27/06/2016 Vague and misleading pre-course information Students receiving poor value for money Graduates unprepared for workforce 15% of students said few of no teachers gave useful feedback 1/3 students said few or no teachers regularly initiated debates and discussions One in three students said that knowing what they now know, they would have chosen a different course Teaching Excellence – the case for reform Additional Student Perspective
- 9. 9 27/06/2016 1 in 4 employers have open vacancies because they could not find graduates with the right skills Twice proportion of UK graduates have lower levels of basic skills than OECD average Most STEM employers concerned about shortage of high quality applicants The career structure and funding of universities in the UK currently strongly discourages academics and faculties from putting any investment into teaching …clear that there is a culture in research- intensive universities, and perhaps in all universities, that does value research more than teaching …at many institutions the race to achieve recognition for research has led to teaching being under- rewarded Additional Employer Perspective Additional Academic Perspective
- 10. TEF – Defining aspects of quality 10 Teaching Quality • Teaching practices which provide an appropriate level of contact, stimulation and challenge, encourage student effort and engagement, and which are effective in developing the knowledge, skills, attributes and work readiness of students Learning Environment • The wider context of teaching which includes the effectiveness of resources designed to support learning, maximise completion and aid the development of independent study and research skills. This may include learning spaces, use of technology, work experience, extra curricular activities and opportunities for peer to peer interaction Student Outcomes and Learning Gain • The educational and employment outcomes of graduates and the gains made by students from a range of different backgrounds
- 11. Characteristics of Teaching Staff Students place a premium on staff demonstrating teaching skills, ahead of research expertise. 2016 reveal students also value staff who demonstrate continuing professional development in teaching and subject knowledge. The analysis highlights teaching quality as being critical to the overall experience. 11 27/06/2016 The 2016 Student Academic Experience Survey Quality of Teaching Three-quarters of students feel that most of their teaching staff encourage them to take responsibility for their own learning, with the majority also feeling that their teaching staff clearly explain course goals, and are helpful and supportive
- 12. TEF Technical Consultation Aspects of quality Teaching Quality Learning Environment Student outcomes and learning gain Criteria Teaching quality criteria Learning environment criteria Outcomes and Learning gain criteria Core Metrics Evidence NSS Q 1-4 teaching on my course Q5-9 assessment and feedback NSS Q 10-12 academic support HESA data Non-continuation DLHE Employment . / destination Potentially highly skilled job metric Additional Evidence [Provider Summary] Statement of findings Statement on Teaching quality Statement on Learning environment Statement on outcomes Within level - possible commendations Overall outcomes TEF Rating Meets Expectations, Excellent or Outstanding 12
- 13. Metrics Existing common metrics (suitably benchmarked): Employment: – Employability across the curriculum as a more appropriate measure Retention and Success – Will draw directly on institutional success in access, retention, attainment and progression and Internationalisation Student Satisfaction – Nation Student Survey (Questions 5-9) Assessment and feedback Possible future common metrics: Training and employment of staff - Teaching Qualifications as a better metric Teaching intensity e.g. time spent studying as measured by the UK Engagement Surveys – Flexible learning 13 27/06/2016 Measuring Teaching Excellence and HEA priority themes Institutional Evidence Building capacity and capability – supporting continued improvement through training, reward and recognition – HEA accreditation of PG awards and CPD Disseminating teaching excellence throughout the institution – relevant to the impact of all the themes Student engagement in shaping programmes of study – Student Engagement through partnership BUT not prescriptive
- 14. 14 27/06/2016 HEA framework series…… Is directed towards achieving student success in HE; Aims to impact upon success by influencing 4 interconnecting aspects of teaching excellence; Prioritises 6 themes as conduits for achieving student success; Upholds 4 guiding principles for practice; Promotes a regard for 6 operational commitments, reflective of the culture.
- 15. What our individual frameworks do? Take a position on a particular theme Provide a concise high level overview of the theme Target multiple audiences They are informed by scholarship, evidence-based research and practice Encourages dialogue and collaboration within and between institutions Encourage continuous quality enhancement Align to the UKPSF. 15 27/06/2016
- 16. Employability – are we getting it right?
- 17. What does it take to be successful? 17 27/06/2016
- 18. Are we speaking the same language? 18 27/06/2016
- 20. 20 27/06/2016 Recent Jisc report on Employability Chatterton & Rebbeck (2015) 7 dimensional model: 1. Basic work readiness 2. Professional skills and knowledge 3. High level capabilities 4. Key student attributes 5. Authentic learning experiences 6. Lifelong employability in a digital world 7. Lifelong learning capabilities P. Chatterton & G. Rebbeck (2015) Jisc Report: Technology for Employability, Study into the role of technology in developing student employability, Nov
- 21. More than just a job! 21 27/06/2016 ‘EMPLOYMENT’ NOT ‘EMPLOYABILITY’
- 22. Perceptions and interpretations Engagement (Staff, Students and Industry) Reaching ALL students and joining up the dots Career Development Learning (for all students) Work - Related Learning (for all students) Measuring impact Employability - challenges 22 Career Academic Personal
- 23. 23 27/06/2016 Work placements for every student Internships in the UK and overseas Embedded work related learning Career Management – CV advice, interview preparation, writing cover letters Live projects and briefs Community projects Industry consulted on course design Guest lectures and industry panels Alumni networks and partnerships Employer / Industry Advisory Groups Largely an ‘ad-hoc’ approach of disconnected activities Is provision consistent for all students? What is missing? Do you have a defined and co-ordinated approach to employability that is understood and supported by ALL staff and made explicit to ALL students? Are we getting it right?
- 24. 24 27/06/2016
- 25. A bank of metrics for employability Increase in Industry links/collaborations/activity Number and percentage of students engaged in work-related learning (e.g. core metric) Percentage of students accessing careers support (e.g. core metric) Survey results i.e. student career confidence, satisfaction etc. Stakeholder feedback Psychometric and EQ tests Reflective journals, logs, portfolios Alumni case studies Professional accreditations External awards/recognitions Awards Student retention 25 27/06/2016
- 26. Your top tips for Engagement? 1. Create emotionally safe classrooms / learning spaces (be inclusive) 2. Develop digital literacies 3. Give feedback on a regular basis 4. Use questioning strategies that make all students think and answer 5. Develop games to play with the students – (gamify your subject) 26 27/06/2016
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- 28. Your top tips for Employability? 1. Take an interest in what your students are interested in 2. Share your own career journey 3. Consistently demonstrate professional practice 4. Point out their own errors (behaviours/attitudes etc) 5. Make use of alumni 6. Involve guests from Industry 7. Make assessment industry relevant 28 27/06/2016
- 29. 29 27/06/2016 @mannerings69 What are you top tips for embedding digital literacies into assessment?
- 30. Jisc 5 key ways to support employability 1. Embedding and aligning technology for employability and its development into policies, plans and processes 2. Professional development of staff in relation to employability and technology for employability 3. Technology tools, resources, infrastructure and support for employability and student-centred flexible curricula 4. Improving communication and collaborations to drive change in technology for employability 5. Quality assuring and continuous improvement through employability data monitoring, analytics and review Chatterton & Rebbeck (2015) pp63-64 30 27/06/2016
- 31. 31 27/06/2016 Critical reflective practitioners Digitally Competent Socially and Professionally Adaptable What is digital literacy? Adapted from: Dr Tabetha Newman (2009) www.timmuslimited.co.uk Course design philosophy?
- 32. Jisc identifies 4 Key Challenges Institutions are on various points of the continuum towards student employability maturity Technology is under exploited for employability Insufficient engagement and partnership working with employers Variability in resources to support institutions in using technology for employability 32 27/06/2016
- 33. 33 27/06/2016 Own abilities? Fear? Embarrassment? Lack of understanding? Too complex? Staff capabilities? Institutional IT complexities? What’s holding our students back?
- 34. 5 simple ways to develop students digital literacy 1. Build an understanding of Digital Literacy 2. Talk about Plagiarism – before it’s a problem 3. Help Students get the most from Internet searches 4. Discuss Digital Footprints 5. Teach Students to Create Digital Work Source: Atomic learning 34 27/06/2016
- 35. Questions to take away Are you, your colleagues, your students, industry and other stakeholders speaking the same language in relation to employability? Have you got one university approach to employability that is shaped by individual programme areas and embedded with academic registry in existing university processes? Do you involve all stakeholders from the outset in planning your approach? Who leads this area and have you got the resources needed? Are all your staff engaged with and contributing too your approach to employability? Are you ready to make your case for excellence in relation to your approach to employability in the TEF? 35 27/06/2016
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Editor's Notes
- #14: All of the priority themes can affect student success; in some cases, the metrics proposed speak directly to particular themes; in others, the case has still to be made: Examples…..
- #15: We would argue that all of the frameworks, all of the themes, are aimed towards achieving student success in higher education. That's placed at the centre of the diagram. … aiming to impact upon success by influencing the interconnected aspects of teaching excellence, which are around the centre of the diagram. Curriculum, learning communities, learning environment and teaching quality. We conceived of these before the TEF came about, but we were very pleased to see in the TEF, quite explicit links to those areas. Around that we've got the four guiding principles for practice, which are the four guiding principles that underpin all of our frameworks, and I hope you'll be able to see those connections when you read them. Collaboration, flexibility, inclusivity, and interconnectivity … recognising the interconnections within an institution, within the departments that you work in, but also across institution, and globally, in the connections that need to be made. And on the outside of that, a regard for the kind of commitments that need to be made institutionally, and that are reflected within the culture of the institution, or the culture of the department or the culture of the program, so that the notion of, the importance of leadership, continual development, shared responsibility, taking holistic approach to this, the underpinning importance of quality, scholarship in evidence, and evaluation and impact.
- #16: Each of them intended to take position on a particular theme, make a strong statement about what we believe the direction is for a particular area moving forwards, based on our experience, our knowledge and our expertise, on the scholarship and evidence-based research that's undertaken over the last 12 years. They're deliberately aimed at multiple audiences because in order to embed these themes, in order to take them forward a number of different stakeholder groups do need to be involved. They encourage dialogue and collaboration, not competition, between both within the institution, and between institutions, so in that sense they're enabling tools to help inform the kinds of conversations that need to take place and the partnerships that can be developed. They do encourage continuous development, they're not looking at quick wins or easy fixes, that we can tick the box and say that they've been co-ordinated. And importantly they align to another of the HEA frameworks, the UKPSF, the Professional Standards Framework, and they demonstrate within it how they align.