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AGM 2010 presentations

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Slides from the ABS, Annual General Meeting 2010

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AGM 2010 presentations

  1. 1. Addressing climate change A role for Universities (and Business Schools) www.theccc.org.uk Professor Julia King CBE FREng Committee on Climate Change Vice-Chancellor, Aston University Birmingham Association of Business Schools 18th October 2010
  2. 2. The CCC was established December 1st 2008 2 The Committee on Climate Change (CCC) is an independent body established under the Climate Change Act to advise the UK Government on setting carbon budgets, and to report to Parliament on the progress made in reducing greenhouse gas emissions The Committee on Climate Change (CCC) is an independent body established under the Climate Change Act to advise the UK Government on setting carbon budgets, and to report to Parliament on the progress made in reducing greenhouse gas emissions Lord Turner Sam Fankhauser Michael Grubb Sir Brian Hoskins Julia King David Kennedy Lord Krebs Lord May Jim Skea
  3. 3. 3 The work of the CCC
  4. 4. 4 ● Introduction: 2050 target and carbon budgets ● June 2010: Ensuring a Low Carbon Recovery ● Building a Low Carbon Economy: the innovation challenge ● Evidence-based policy ● A key role for Universities
  5. 5. 5 Required global emissions reduction Required global emissions reduction of 50% • 20-24Gt CO2e in 2050 • 8-10Gt CO2e in 2100 Required global emissions reduction of 50% • 20-24Gt CO2e in 2050 • 8-10Gt CO2e in 2100 Why the urgency? • Advances in science • Actual emissions higher than forecast Why the urgency? • Advances in science • Actual emissions higher than forecast Assessment of damage Decision rule • keep temperature change close to 2°C • and probability of 4°C increase at very low level: less than 1% Assessment of damage Decision rule • keep temperature change close to 2°C • and probability of 4°C increase at very low level: less than 1% Global trajectories considered • Early or later peak (2015 vs. 2030) • 3%/4% annual emissions reduction Global trajectories considered • Early or later peak (2015 vs. 2030) • 3%/4% annual emissions reduction
  6. 6. 6 Appropriate UK contribution 50% global reduction50% global reduction Burden share • Alternative methodologies: contract and converge, intensity convergence, triptych etc • Equal per capita emissions: ̶ 20-24Gt CO2e total at global level in 2050 ̶ implies 2.1-2.6t CO2e per capita Burden share • Alternative methodologies: contract and converge, intensity convergence, triptych etc • Equal per capita emissions: ̶ 20-24Gt CO2e total at global level in 2050 ̶ implies 2.1-2.6t CO2e per capita All GHGsAll GHGs Aviation and shipping included Aviation and shipping included 2.1-2.6t CO2e per capita gives a UK reduction of at least 80% in 2050
  7. 7. 7 2.1 – 2.4 tonnes of CO2 per annum ● A return flight to Los Angeles for one person currently accounts for 2.5 tonnes ● An average new car today in the UK (160g/km), driven 15,000km per year, emits 2.4 tonnes per annum
  8. 8. 8 178 135 97 109 94 42 2007 emissions International aviation & international shipping* UK non-CO2 GHGs Other CO2 Industrial CO2 (heat & industrial processes) Residential, public & commercial heat Domestic transport Electricity generation * bunker fuels basis 2050 objective 159 Mt CO2e 679 Mt CO2e 76% cut (= 80% vs. 1990) The UK challenge: 80% reduction by 2050
  9. 9. 9 The Carbon Budgets: ‘Interim’ legislated in May 2009, move to ‘Intended’ budget to be reviewed in 2010 Interim: 34% cut in GHGs by 2020, relative to 1990 [20% on 2007 levels] Global deal Intended: 42% cut in GHGs by 2020 relative to 1990 – to be reviewed following Copenhagen [29% on 2007 levels] Intended: 42% cut in GHGs by 2020 relative to 1990 – to be reviewed following Copenhagen [29% on 2007 levels] 0 500 1000 1500 2000 2500 3000 3500 2003-2007 2008-12 2013-17 2018-22 MtCO2e Interim budget Intendedbudget
  10. 10. 10 400 450 500 550 600 650 700 750 800 850 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 MtCO2e UK GHG emissions 1990-2007 Other GHGs CO2 In 2007, GHG emissions were 18% lower than in1990 Non-CO2 GHGs 49% below 1990 levels Non-CO2 GHGs 49% below 1990 levels CO2 8% below 1990 levels CO2 8% below 1990 levels CO2 Total GHGs 18% lowerTotal GHGs 18% lower
  11. 11. 11 2009 CCC Report: meeting budgets requires a step change relative to recent progress CO2 emissions fell 0.5% annually 2003-07 CO2 emissions fell 0.5% annually 2003-07 Cuts of 2-3% p.a. are required through first three budgets Cuts of 2-3% p.a. are required through first three budgets A major shift in the pace of reduction is therefore required across all sectors A major shift in the pace of reduction is therefore required across all sectors 300 350 400 450 500 550 600 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 MtCO2 Total CO2 emissions Historic Extrapolation Required path
  12. 12. 12 Route to the required reductions Reducing power sector emissions: Renewables (wind, marine, biomass, solar), nuclear, CCS Reducing power sector emissions: Renewables (wind, marine, biomass, solar), nuclear, CCS Reducing heat emissions: • Electric heat (e.g. heat pumps, storage heating) Reducing heat emissions: • Electric heat (e.g. heat pumps, storage heating) Reducing transport emissions: • Electric/plug-in hybrids Reducing transport emissions: • Electric/plug-in hybrids Application of power to transport and heat
  13. 13. 13 ● Introduction: 2050 target and carbon budgets ● June 2010: Ensuring a Low Carbon Recovery ● Building a Low Carbon Economy: the innovation challenge ● Evidence-based policy ● A key role for Universities
  14. 14. Emissions fell 8.6% in 2009 CO2 9.7% Non-CO2 1.9% CO2 Non-CO2GHG
  15. 15. CO2 emissions fell in all sectors, particularly power and industry (% change in 2009)
  16. 16. 16 2009 CCC Report: meeting budgets requires a step change relative to recent progress CO2 emissions fell 0.5% annually 2003-07 CO2 emissions fell 0.5% annually 2003-07 Cuts of 2-3% p.a. are required through first three budgets Cuts of 2-3% p.a. are required through first three budgets A major shift in the pace of reduction is therefore required across all sectors A major shift in the pace of reduction is therefore required across all sectors 300 350 400 450 500 550 600 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 MtCO2 Total CO2 emissions Historic Extrapolation Required path
  17. 17. 2010: possible to meet the Intended budget through domestic effort alone If impact of recession persists and measures in Committee’s Extended Ambition scenario are implemented, emissions will be below Intended budget If impact of recession persists and measures in Committee’s Extended Ambition scenario are implemented, emissions will be below Intended budget We will consider possible move to Intended budget in context of advice on 4th carbon budget (2023-2027) We will consider possible move to Intended budget in context of advice on 4th carbon budget (2023-2027)
  18. 18. 18 178 135 97 109 94 42 2007 emissions International aviation & international shipping* UK non-CO2 GHGs Other CO2 Industrial CO2 (heat & industrial processes) Residential, public & commercial heat Domestic transport Electricity generation * bunker fuels basis 2050 objective 159 Mt CO2e 679 Mt CO2e 76% cut (= 80% vs. 1990) The UK challenge: 80% reduction by 2050 Power Transport Heat and efficiency Agriculture
  19. 19. 19 Power is central to wider economy decarbonisation 0 100 200 300 400 500 600 0 100 200 300 400 500 600 2010 2015 2020 2025 2030 2035 2040 2045 2050 Totalelectricitygeneration(TWh) Carbon-intensityofelectricity (gCO2/kWh) Carbon-intensity Total generation Therefore we need to decarbonise electricity generation significantly by 2030 Therefore we need to decarbonise electricity generation significantly by 2030 The electrification of other sectors will see demand increase in 2020s and 2030s The electrification of other sectors will see demand increase in 2020s and 2030s
  20. 20. 20 By 2020 we need to deliver significant investment in low-carbon generation CCC indicative scenario by 2020 23 GW new wind Up to 4 new coal and gas CCS demonstrators Up to 2 new nuclear plants, a third by 2022 CCC indicative scenario by 2020 23 GW new wind Up to 4 new coal and gas CCS demonstrators Up to 2 new nuclear plants, a third by 2022 - 10 20 30 40 50 60 70 80 90 100 2008 2020 GW Capacity - todayand 2020 Oil Gas Coal Coal CCS Renewables Nuclear
  21. 21. 21 ● Introduction: 2050 target and carbon budgets ● June 2010: Ensuring a Low Carbon Recovery ● Building a Low Carbon Economy: the innovation challenge ● Evidence-based policy ● A key role for Universities
  22. 22. 22 UK Energy RD&D Source: IEA UK is failing to exploit the opportunities offered by a low-carbon economy
  23. 23. 23 ● Introduction: 2050 target and carbon budgets ● Progress in reducing emissions ● Key areas for new policies ● Power, Energy use in buildings, Transport ● Future work of the Committee ● The impact of UK Universities Sectoral CO2 emissions scenario for 80% reduction Markal modelling based on CCC assumptions
  24. 24. Develop and Deploy ● Technologies not yet competitive with high-carbon alternatives ● UK has relevant capabilities ● UK well placed to accelerate development
  25. 25. Deploy ● UK appears to lack an advantage ● Unlikely to influence direction of development ● may develop some components ● can participate in international collaborations
  26. 26. Research & Develop ●Technologies further from market ● Unclear which country has, or will have, an advantage ● Potential for UK to lead/continue to lead some research areas
  27. 27. 27 ● Introduction: 2050 target and carbon budgets ● June 2010: Ensuring a Low Carbon Recovery ● Building a Low Carbon Economy: the innovation challenge ● Evidence-based policy ● A key role for Universities
  28. 28. 28 Residential sector emissions: current approach The main policy instrument is the Carbon Emissions Reduction Target (CERT) which puts an obligation of energy suppliers to deliver carbon savings The main policy instrument is the Carbon Emissions Reduction Target (CERT) which puts an obligation of energy suppliers to deliver carbon savings In 2008 CERT delivered: • 153 million compact fluorescent lightbulbs (6 per household) • 690,000 loft insulation measures • 550,000 cavity wall insulation measures • 8,600 solid wall insulation measures In 2008 CERT delivered: • 153 million compact fluorescent lightbulbs (6 per household) • 690,000 loft insulation measures • 550,000 cavity wall insulation measures • 8,600 solid wall insulation measures
  29. 29. 29 A major shift in ambition is needed Insulation measures Total needed to achieve carbon budgets (from 2008) Delivered under CERT in 08/09 Installations needed per year to achieve carbon budgets Lofts 10 million (by 2015) 0.7 million 1.3 million Cavity walls 7.5 million (by 2015) 0.5 million 1 million Solid walls 2.3 million (by 2022) 8600 165,000
  30. 30. 30 CCC recommended approach Three pillar approach: • Whole house approach: one stop shop covering all cost effective measures • Neighbourhood approach: national government leadership, (e.g. strategy, legislation); area-based delivery with key role for local government and energy companies. Need to regulate private rented sector • Financing: pay as you save with some grants/subsidies to encourage uptake amongst fuel poor and more generally Three pillar approach: • Whole house approach: one stop shop covering all cost effective measures • Neighbourhood approach: national government leadership, (e.g. strategy, legislation); area-based delivery with key role for local government and energy companies. Need to regulate private rented sector • Financing: pay as you save with some grants/subsidies to encourage uptake amongst fuel poor and more generally
  31. 31. Key areas for policy strengthening Encouraging a move to more carbon-efficient cars, including electric carsEncouraging a move to more carbon-efficient cars, including electric cars Delivery mechanisms and incentives to improve energy efficiency of buildingsDelivery mechanisms and incentives to improve energy efficiency of buildings New policies for the agriculture sectorNew policies for the agriculture sector Incentives for investment in low carbon powerIncentives for investment in low carbon power Electricity market reform Carbon price floor Emissions Performance Standard Electricity market reform Carbon price floor Emissions Performance Standard Simpler and more focussed research and innovation policy and fundingSimpler and more focussed research and innovation policy and funding
  32. 32. 32 ● Introduction: 2050 target and carbon budgets ● June 2010: Ensuring a Low Carbon Recovery ● Building a Low Carbon Economy: the innovation challenge ● Evidence-based policy ● A key role for Universities
  33. 33. 33 A key role for Universities… Evidence-based policyEvidence-based policy AdvocacyAdvocacy Targetted research and business supportTargetted research and business support Graduates to deliver the low carbon economyGraduates to deliver the low carbon economy Best practice in buildings and estatesBest practice in buildings and estates Green innovation and entrepreneurshipGreen innovation and entrepreneurship
  34. 34. 34 ● Scale of change over next 40 years – a career ● Low carbon finance: carbon prices, carbon tax, investment in a carbon and resource constrained world, border taxes ● Travel, communications… ● The value of water – if water cost $1 a litre: the $180 coffee, $1000 T-shirt? ● New green industries, low carbon product strategy: electric cars, eco-buildings… ● Design for re-use ● Just in time? Low carbon logistics… ● New international partnerships, new supply chains ● New security threats ● New strategic resources and technologies…energy storage, Li, … Graduates for a resource constrained world
  35. 35. 35 Universities are playing a key role… Evidence-based policy: 7 out of 9 CCC members; CSAs… Evidence-based policy: 7 out of 9 CCC members; CSAs… Advocacy: Low Carbon Business Ambassador…Advocacy: Low Carbon Business Ambassador… Targetted research and business support: CCS, biofuels, energy storage, behaviour change, Targetted research and business support: CCS, biofuels, energy storage, behaviour change, Graduates to deliver the low carbon economy: sustainability; nuclear engineers; energy efficient construction, green finance, low carbon leadership… Graduates to deliver the low carbon economy: sustainability; nuclear engineers; energy efficient construction, green finance, low carbon leadership… Best practice in buildings and estates: 10 in 10; Salix fund; CHP developments, CRC... Best practice in buildings and estates: 10 in 10; Salix fund; CHP developments, CRC... Green innovation and entrepreneurship: support to SMEs, spinouts: Ceres Power, Solaveil… Green innovation and entrepreneurship: support to SMEs, spinouts: Ceres Power, Solaveil…
  36. 36. What do VCs want from Business Schools?
  37. 37. 37 ● Brand and prestige ● Income: premium product range, high margins – a significant contributor to University costs ● Links with business and international collaborations ● Interdisciplinary enhancements: management and health, management in engineering… ● Preparing graduates for management and leadership in a low carbon/resource constrained world ● Innovation and entrepreneurship ● Strong input to university management and leadership ● Leadership on the low carbon agenda: sustainability, corporate social responsibility, implications of low carbon finance What do VCs want from Business Schools?
  38. 38. Friday, January 30, 2015 38 Bang Go the Quangos: Responding to Concern, Cuts and Competition The continuing journey from business club via academy to responsive higher education and skills development ?
  39. 39. 39 • To provide an overview of the development of university based business education and research over the last 65 years • To outline some of the pressures facing universities and business schools in Great Britain • To consider some of the possible responses to these pressures and challenges Aims
  40. 40. Overview 1. Business education and research in the UK over the last 65 years - Expansion - Changing institutional types - Standardisation - Dignification - Internationalisation 2. Current financial position 3. Pressures facing British business schools – Concern – Cuts – Competition – Changing demography – Changing technology 4. Summary
  41. 41. Business education and research in the UK over the last 65 years From business club to academy.
  42. 42. Expansion Business and Management Student Numbers (1994/95 to 2006/07) - 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000 1994/95 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 Year Number Foundation Undergraduate Postgraduate Doctoral 1 in 7 undergraduates, 1 in 5 postgraduate taught and 1 in 20 Doctoral students are in Business and Management.
  43. 43. Changing Institutional Types Henley Bradford Cranfield London Business School Ashridge Lancaster University Management School Strathclyde Graduate School of Business Manchester Polytechnic Nottingham Polytechnic Sheffield Polytechnic Manchester Business School Middlesex Polytechnic 1950s 1960 to 70s 1970s to 80s
  44. 44. Friday, January 30, 2015 Principal Lecturer Presentation 44 Warwick Imperial Said Judge Roffey Park Templeton College University of Buckingham 1980s to 1990s 1990s to 2000+ Changing Institutional Types
  45. 45. Standardisation • CNAA Crick Report (1964) • RSE (86 & 89) RAE (92, 96, 01 & 08) and REF (2013 or 14 possibly) • AMBA Accreditation (1980s) • AACSB Mission related assessment standards (1991) • Times, Financial Times, Telegraph and Guardian league tables (1990s) • ESRC Recognised Training Status (1993) • Teaching Quality Assessment (1994) • EFMD EQUIS Accreditation (1998) • QAA Subject Benchmark Statements (2000 and 2007) • EFMD EPAS Accreditation (2006) Business education and research has been standardised and made more auditable over the last forty five years.
  46. 46. Dignification Business and Management S No % Russell Group 1992 13 502.3 (24.7) 2001 17 670.7 (26.3) 2008 19 1,179 (35.3) Other Pre-92 1992 25 832.9 (40.9) 2001 33 1,112.3 (43.5) 2008 33 1,448 (43.4) New Universities 1992 43 701.2 (34.4) 2001 41 771.6 (30.2) 2008 38 711.0 (21.3) The volume and concentration of business and management studies research in Russell Group institutions has increased over the last 16 years.
  47. 47. Internationalisation 0 10000 20000 30000 40000 50000 60000 70000 80000 90000 China India Malaysia USA Hong Kong Pakistan Nigeria Taiw an Japan Thailand 2005 2010 2015 International students by country of origin (actual 2005 and as forecast for 2015 in 2008). Business and management headcount 60,000 non-EU undergraduates 40,000 non-EU postgraduates
  48. 48. Friday, January 30, 2015 Principal Lecturer Presentation 48 Current financial position Turnover - 20 selected HEIs (‘000s) (2007-2009)
  49. 49. Friday, January 30, 2015 Principal Lecturer Presentation 49 Current financial position Surplus - 20 selected HEIs (2007-2009)
  50. 50. Friday, January 30, 2015 Principal Lecturer Presentation 50 Current financial position Debt as percent of turnover - 20 selected HEIs (2007-2009)
  51. 51. Business education and research in the UK over the next 5 years Concern, cuts and competition. ?
  52. 52. Concern Public concern about what is taught in business schools.
  53. 53. Concern Quangos and other public institutions that will lose funding and may go
  54. 54. Cuts
  55. 55. ANNUAL COST TOTAL COST ADDITIONAL LIFETIME EARNINGS GOING TO UNIVERSITY Proposed fee £6,000 £18,000 Living expenses £6,000 £18,000 Earnings forgone £10,000 £30,000 Totals £22,000 £66,000 £120,000 COMPARATORS School pupil £6,250 £18,750 £0 Benefit payments £6,250 £18,750 £0 Job on minimum wage £10,000 £10,000 £0 Prison place £40,000 £120,000 -£50,000 State University in France €400 €1,600 ? Grande Ecole in France €5,000-10,000 €15,000-€30,000 ? State University in Germany €1,000 €3,000 ? University in Spain €300-1,000 €900-3,000 ? Cuts UK to become one of the highest priced sites for HE in the world
  56. 56. Cuts Restrictions on tier 1 work permits and tier 4 student visas
  57. 57. Competition Then there is growing competition from private sector, for profit and not for profit institutions and FE colleges Rayat
  58. 58. Old model New model Academics Teach 8 to 12 hours, Teach 18 to 22 hours research 12 to 8 hours per week per week. Buildings Bought and built to house Endowed, leased or activity in iconic space rented. Focus on ROCE E-learning Variable and blended Comprehensive and supports asynchronous study Location Campus based City centric, good transport connections and links Overheads High 50% to 60% Low 20% to 30% Pension Underfunded final Employee funded salary scheme defined contribution scheme Price £7-10,000 per student £6,000 per student Reputation Broad base REF related Narrow core FT and Times related Support 3 x 8 and 2 x 4 for 200 days 7 x 12 for 360 days Competition The new business models are challenging for established providers
  59. 59. Projected UK Population, aged 18-20, 2006-2020 Changing demography The student population in the future is changing as well
  60. 60. Changing demography Average age and highest qualification level in the UK, like mainland Europe, is increasing.
  61. 61. Changing planet And sustainability is the new triple bottom line - people, planet and profit.
  62. 62. Changing technology And as if that wasn’t enough, there is mobile learning, research and working to contend with.
  63. 63. Friday, January 30, 2015 Presentation to Pakistanii Visitors Delegation 63Demonstrate contribution, cooperate or compete to improve cost effectiveness and change the curriculum So what is to be done?
  64. 64. • Demonstrate contribution – circa £8bn per annum • Cooperate to save costs - Focus on specific types of customer/student - Benchmark activities - Adopt leaner forms of working - Consider shared services for estate, finance, human resources, information technology, library and marketing. - Rationalise and merge research and teaching activities in regional and national confederations. • Change the curriculum and research agenda to address - Economic, social and environmental contribution - Changing demography - Changing technology - Competition from lower cost providers So what is to be done?
  65. 65. • The UK is a major HE provider – the second most popular location for overseas students. • Business education began as country club affair in the post WWII period. • Since 1960s there has been growth in a model of business education based on academic US business schools and mass teaching institutions. • The US model in the UK is increasingly challenged by – Concern about contribution – Cuts in public spending – Restrictions on immigration – Competition from overseas and lower cost private providers – Changing demography – Changing planet – Changing technology Summary
  66. 66. • Several institutions are already in a difficult financial position as a consequence of chasing rankings. • New competitors have different business models which operate at lower levels of unit cost. • The demise of several quangos will reduce regulated standardisation. • Success will be achieved by those who identify and focus effectively on specific student customer groups and offer them something of high value at a sustainable price and cost. Summary
  67. 67. OverviewOverview operating in different dimensions super will power, alchemy hypnotism, time travel super multitasking ‘stab proof’ skin, able to see the future, through walls invisibility, invincibility diplomatic passport, legal immunity Powers Deans Would LikePowers Deans Would Like
  68. 68. OverviewOverview frustration, stress, uncertainty, autonomy, positioning, ‘money, morale and movement’ income generation, quality, accreditations worthwhile? faculty recruitment, employee relations, staff resistance to e-learning financial targets, models, T v. R, transnational education pricing, student recruitment, visa rules, consumerism, changing student profile, learning experience, value proposition ‘get real’ for 2012 communicating and engaging with staff to influence changes ChallengesChallenges
  69. 69. OverviewOverview understand cost base, cut costs, deconstruct value chain, outsourcing, opportunities for growth, scenario planning, lobbying. radically review curriculum, innovating modes of delivery, work based learning courses, new teaching technologies, ‘universities without staff or buildings.’ teaching only contracts, voluntary severance notices, renegotiating legal and psychological contracts. valuing teaching more, reviewing workload models, redefining academic careers and incentives. greater collaboration across the faculty and the university, with overseas partners, social networking with alumni greater engagement with stakeholders, making the school more distinctive with accreditations, professional recognition and rankings, ensuring greater preparedness to change and differentiate the value proposition. Implementation NowImplementation Now
  70. 70. NeedsNeeds lobby government and vice-chancellors more effectively better access to the top table within universities benchmarking, sharing data, mutual self-help advice on fund raising highlight the achievements of business schools influence government policy directly
  71. 71. ABS 2010 Annual Conference The Bologna Effect: Developments in European Higher Education Dr Christian Yeomans UK Higher Education International and Europe Unit www.europeunit.ac.uk www.international.ac.uk
  72. 72. Session overview • UK HE International and Europe Unit • Setting the scene – higher education on centre stage in Europe • The Bologna Process • EU Education and Research • Europe Unit Survey (2009 • Opportunities and challenges for the UK HE sector 2010 onwards 2
  73. 73. UK HE Europe Unit • Universities UK • HE Funding Councils for England, Scotland and Wales and DELNI • GuildHE • Quality Assurance Agency 4
  74. 74. Anniversary conference, March 2010  Ministerial anniversary conference, 11-12 March 2010  David Lammy MP, Prof Colin Riordan, (UK HE sector) Anthony McClaran, QAA; Aaron Porter, NUS; Separate Scottish delegation 4
  75. 75. Key Bologna Process reforms • Bachelor – Master – Doctoral cycles (UK already uses this structure) • Overarching Framework for Qualifications of the EHEA (2005) (UK HE qualifications frameworks self-certified) • European Standards and Guidelines for Quality Assurance in the EHEA (Quality Assurance Agency – QAA) 5
  76. 76. Key Bologna Process reforms • European Credit Transfer System (ECTS) (Experience of using credit – NUCCATS, SCQF) • Diploma Supplement (New challenge – development of HEAR) 5
  77. 77. Bologna Process 2009-2012: Leuven Communiqué  Student mobility: in 2020, 20% of students graduating in the European Higher Education Area should have had a study or training period abroad  Lifelong Learning: Ministers formally acknowledged learning outcomes as the basis for recognition of formal and informal learning.  ‘Multidimensional transparency tools’: BFUG to monitor development of classifications/typologies and rankings of HEIs  Expanding Bologna’s remit: to include additional policy areas  International dimension enhanced in 2009 6
  78. 78. EU 2020 Strategy - 1 • Replaces the Lisbon Agenda • Main aims - universities are central to: • exiting Europe from the economic crisis; and • future international positioning • Initiatives and consultations launched this year will have long term impacts for EU funding programmes 7
  79. 79. EU 2020 Strategy - 2  Through the Strategy, the Commission identifies three key drivers for growth: 1. smart growth - fostering knowledge, innovation, education and digital society 2. sustainable growth - making production more resource efficient while increasing competitiveness… and 3. inclusive growth - raising participation in the labour market and in education and training. 8
  80. 80. Research agenda in the EU • Framework Programmes for Research and Development (FP7: 2007-2013) • UK sector policy position on the future of European research: • Strong support for the European Research Council • research excellence and capacity-building • Sustainability of funding • full-economic costing Available at www.europeunit.ac.uk – in either, English, German, French or Polish 9
  81. 81. Europe Unit Survey - 2009 To assess UK HEIs engagement in European initiatives - Diploma Supplement; - Use of ECTS; - Masters degrees; - Mobility - Institutional strategies and responsibility for Bologna; and Joint degrees. 22
  82. 82. Looking ahead in the UK – priorities for the future  Diploma Supplement  European Credit Transfer and Accumulation System  2011 conference: ‘You , the EHEA and the wider world’ 1 February  Sustained engagement in the Bologna Process  European Research agenda
  83. 83. European Higher Education Area - Opportunities for UK HE sector • Greater student mobility - joint degrees, credit points, qualifications frameworks • Recognition of qualifications - for study and employment • Attractiveness of European and UK HE worldwide • Influence on future of European HE 10
  84. 84. European Higher Education Area - Challenges for UK HE sector • Perception of UK qualifications in the EHEA - Need for visible ‘Bologna-compatibility’ - UK qualifications ‘lightweight’ in terms of workload? • Competition for EU and international students - Teaching through English - Lower tuition fees - More of a ‘Bologna’ degree? 11
  85. 85. Competition for international students Joint report with UK HE International Unit •France •Germany •Netherlands •Poland •Spain •Switzerland •Sweden •United Kingdom 20 Available: www.europeunit.ac.uk
  86. 86. The UK HE Europe Unit • For further information visit: www.europeunit.ac.uk • Or email: christian.yeomans@europeunit.ac.uk 11
  87. 87. ALWAYS LEARNING How can technology be an engine of growth in the future of business education? RICHARD STAGG PUBLISHING DIRECTOR HIGHER & PROFESSIONAL EDUCATION
  88. 88. “Five years from now on the web for free you’ll be able to find the best lectures in the world. It will be better than any single university.” Bill Gates Will technology be an engine of growth or disruption for business schools?
  89. 89. PAST, PRESENT & FUTURE : THE PEARSON PERSPECTIVE
  90. 90. PEARSON PAST, PRESENT & FUTURE : THE WORLD’S LEADING EDUCATION COMPANY 2.6 2.3 2.0 1.7 1.4 1.2 0.9 0.9 0.9 0.5 0.4 0.4 0.3 Pearson 5.8 3.3 Education revenues, $bn 2008 data
  91. 91. PEARSON: SOME CLUES TO OUR FUTURE Education | International | Technology
  92. 92. NEXT? WHAT’S CHANGING CUSTOMER DEMAND BUSINESS EDUCATION LEARNING TECHNOLOGIES
  93. 93. WHAT NEXT? changing business customer expectations “Learning is what most people will do for a living in the 21st Century” S.J Perelman But how? • More demand for learning the more you know the faster you go • More life-long learning from classroom to boardroom • More integrated, applied learning from know what to know how from case-based to practice-based • More focussed on outcomes learners as consumers vocational choices
  94. 94. WHAT NEXT? changing business customer expectations “Let go of the cult of rational analysis. Soft skills are actually the currency of the realm in these times” Financial Times, Business Education.April 2010 • More soft-skills (with the hard analysis) communication, coaching, collaboration, creativity, character • More fast and flexible learning from place-based to everywhere more step on and off points shorter programmes, quick results • More personalised learning the learner takes control
  95. 95. WHAT NEXT? changing business schools • The challenge of growth changing funding and fees landscapes new competitors and alternatives • Globalization (and looking East) competing for international customers, developing international curricula competing or cooperating with global partners • Building “soft” skills & context into courses without losing the hard analysis • Building flexible portfolios of programmes - multiple levels, durations and locations
  96. 96. WHAT NEXT? changing business schools “There are challenges … but technology is the key facilitator” Gabriel Hawawani, INSEAD The Future of Business Schools, JMD • Teaching the next generation of student consumers engaging them with stimulating learning managing high expectations & diverse abilities • Effective use of valuable faculty and resources more efficient, more creative • Extending reach – over time and space growing beyond the core campus serving new networks of lifelong learners • Building reputation and brand crafting a distinct learning experience
  97. 97. WHAT NEXT? learning technologies are changing too • MOBILE LEARNING • SOCIAL NETWORKS: SOCIAL LEARNING • GAMING &VIRTUAL WORLDS • ANYTIME,ANYWHERE LEARNING
  98. 98. WHAT NOW? “The anecdotal evidence is very strong that, in the US, the smartest students don’t go to lectures. There are just better ways, better models, better pedagogues.” Don Tapscott How technology can be an engine of growth for business schools
  99. 99. WHAT’S EFFECTIVE HERE? IMPROVING BUSINESS EDUCATION CONTENT + + +TECHNOLOGY SERVICESASSESSMENT Online, all the time: personalised learning and data-driven assessment
  100. 100. THE MYLAB STORY “We couldn’t keep track of student progress by setting home-work, as marking 800 pieces of work is simply too time-consuming . There was no practical way of giving feedback that would actually benefit the students.” “We have a significant number of international students, for whom English is not their first language and they do struggle with keeping up in lectures.” a snapshot of technology in action for business education
  101. 101. MYLABS FOR THE LEARNER Personalised study | Practice | Feedback
  102. 102. MYLABS FOR THE LEARNER Engagement | Experience | Application
  103. 103. MYLABS FOR THE INSTRUCTOR Teaching effectiveness | Assignment | Assessment
  104. 104. THE MYLAB STORY IS IT WORKING? “MyAccountingLab’s instant feedback holds the interest of a newer generation of learners.As a learning tool, it not only indicates right or wrong but also shows students why they didn’t get it right the first time and how to do it right” “With so many students, an online resource that marks the assignments and gives feedback was invaluable.” “Some students are slower, and some are faster.With MAL neither group impedes the class as a whole.They all get exactly what they need at their own pace.” “Distance learning students don’t have the same access to me. MAL offers them access to the resources and the ability to walk through a problem [Help Me Solve This] immediately, at any hour.” “MyEconLab gives professors more time to spend doing what we want to do: teach”
  105. 105. MYLABS FOR THE BUSINESS SCHOOL AN ENGINE FOR GROWTH? • Higher student performance : lower drop-out rates • Improved student experience and satisfaction (key on assessment & feedback) • Improved assimilation of international students into courses • Faculty freed to teach and create higher-value learning experiences • Better management of space and operating costs • Increased reach; on and beyond campus BUTTO BE REALLY EFFECTIVE …
  106. 106. THE MYLAB STORY WHAT WE’RE LEARNING . . . IT’S NOT ABOUT A PRODUCT FOR THE EDUCATOR: It’s all about behaviour. What teaching and management challenges do you see? FOR PEARSON: It’s all about service and support We’re learning where we can help
  107. 107. AND SO,A PEARSON STRATEGY • Using technology to personalize learning • Using testing to help as well as measure learning • Taking a more active role in teaching practice • Being the world’s English teacher
  108. 108. PEARSON’S FUTURE IN BUSINESS EDUCATION? “The driver of change has been the management of educational process, with testing and assessment at its heart. Pearson Education’s deals to act as preferred supplier to a number of UK schools marks the point at which the vision to deliver connected content, management and services is finally becoming reality” Outsell Insights 2010 • WE CAN HELPWITH… • CURRICULUM CONTENT • CUSTOM CONTENT • QUALIFICATIONS • LEARNING MANAGEMENT • FORMATIVE ASSESSMENT • HIGH-STAKES ASSESSMENT • DISTANCE or FLEXIBLE LEARNING • TEACHING with TECHNOLOGY • PROFESSIONAL DEVELOPMENT • DEEPER PARTNERSHIPS?
  109. 109. ALWAYS LEARNING ANY QUESTIONS? richard.stagg@pearson.com RICHARD STAGG PUBLISHING DIRECTOR HIGHER & PROFESSIONAL EDUCATION
  110. 110. Learning from our students…Learning from our students… Clive Robertson Steve Probert
  111. 111. AgendaAgenda 1. Surveys and League Tables: Indicators of quality? 2. NSS: what the results tell us 3. PTES: what the results tell us 4. Student Focus Group 5. Discussion 6. Action
  112. 112. “Statistically risible exercise in neoliberal populism” An outsourced non-academic exercise, the outcomes of which reflect annual student response rate on “satisfaction” and institutional incentives and inducements to respond. Academics from University of Brighton, letter to THES 30.09.2010
  113. 113. “Part of the reason that we have put some effort into different forms of assessment and feedback (discussed at length in course management meetings) was to address specific weaknesses which had been picked up in the NSS. Among other things, we are much more rigorous than we were in the past about calibrating marks for essay assignments, and giving clear guidelines on what (say) 60% or 70% might mean. We’ve also looked at ways of giving generic feedback to a group, on a piece of coursework, sometimes even before we are ready to release the final marks and individual feedback” BMAF Key Contact September 2010
  114. 114. • “Our institution has made changes - especially to encourage high completion rates of NSS (through forms that look a bit like bribery). I suspect that on the whole this encourages the non-complainers - so scores increase - which is I guess why we do so!” • “Clearly the NSS results create an agenda - as they are used in performance reporting, as key management metrics and in public debate. We react to "poor scores" - though our degrees all get good / better than average scores so the only thing we have had to react to is "feedback" - which is nationwide I believe one of the worst scores.” BMAF Key Contacts September 2010
  115. 115. “Whether or not "reactions" are rational / economic or in any sense to the real benefit of students' education is a mute point. Feedback is a point in issue here as though scores are low (relatively) we KNOW that many students don't use the feedback we give. For example if they get a grade on-line they often never pick up the detailed comments sheets. So what does the University suggest - that we provide audio recorded feedback to all students - is this sensible / economic etc? Doubtful as that will probably ignored to - but it might help our scores!” “It seems students were very upset by not getting a "grade" - and that was all they really wanted to look at - not to LEARN from feedback!” • BMAF Key Contacts September 2010
  116. 116. What best predict a good-quality university education are measures of “educational process” including: class size, teaching staff, the effort students make, and the quality and quantity of feedback Prof Graham Gibbs “Dimensions of Quality” HEA September 2010
  117. 117. • Data on university funding, research performance, reputation and student entry grades – often used by newspaper league tables – are poor indicators of quality but do serve to enhance reptation. • Information about graduate earnings and employment tell applicants little about the quality of education they can expect. • NSS collects students’ views on feedback - but broader judgements about whether teaching is “good” are “open to all kinds of subjective variation in the interpretation of what “good” means. Prof Graham Gibbs “Dimensions of Quality”, HEA September 2010
  118. 118. • There is a potential gap between reputation and the quality of the academic experience • Many students will choose “reputation” …personal networks, social recognition, employment premium • Others choose where they are confident they will be taught conscientiously, imaginatively and effectively • We shouldn’t chase the fool’s gold of rankings based on the latter. .. but continue to enhance the quality of teaching across all institutions Prof Sir David Watson, reported in THES
  119. 119. Analysis of 2009 NSS dataAnalysis of 2009 NSS data Business and Administrative Studies
  120. 120. Mean results for the main categories
  121. 121. Mean overall satisfaction of UK students
  122. 122. Teaching experience of UK students
  123. 123. Assessment and Feedback Experience of UK students
  124. 124. Academic Support Experience of UK students
  125. 125. The main areas of concern for UK students: Teaching, Assessment and Feedback Academic Support
  126. 126. Results of International Students responses to Business Degrees
  127. 127. Categorisation of International Students
  128. 128. Breakdown of results by International students Teaching
  129. 129. Breakdown of results by International students Assessment and Feedback
  130. 130. Breakdown of results by International students Academic Support
  131. 131. Breakdown of results by International students Organisation and Management
  132. 132. Breakdown of results by International students Learning Resources
  133. 133. Breakdown of results by International students Personal Development
  134. 134. International Students: Analysis by category
  135. 135. International Student Experience Teaching
  136. 136. International Student Experience Assessment and Feedback
  137. 137. International Student Experience Academic Support
  138. 138. International Student Experience Organisation and Management
  139. 139. International Student Experience Learning Resources
  140. 140. International Student Experience Personal Development
  141. 141. International Student Experience Overall Satisfaction
  142. 142. Postgraduate Taught Experience SurveyPostgraduate Taught Experience Survey 2010 saw the second full administration of PTES with responses from a total of 32,638 students from 76 UK higher education institutions (HEIs) (compared with 14,421 students from 30 HEIs in 2009). The demographic profile of 2010 respondents is broadly similar to that of 2009 respondents and of the taught postgraduate population overall, evidenced by HESA statistics http://www.heacademy.ac.uk/resources/detail/ourwork/postgraduate/ptes_2010_final_report
  143. 143. The questions were structured in ten main sections: Section A. Motivations Section B. Quality of teaching and learning Section C. Assessment and feedback Section D. Dissertation Section E. Organisation and management Section F. Learning resources Section G. Skills and personal development Section H. Career and professional development Section I. Overall satisfaction Section J. Further comments
  144. 144. On the whole, taught postgraduate students were very positive about their experiences: For example, 85% [84%] agreed that their overall experience had met or exceeded their expectations. This is a similar proportion to final-year undergraduates and postgraduate research students, evidenced by the 2009 NSS and PRES results respectively. Taught postgraduates said that their experiences met or exceeded their expectations most strongly in terms of skills and personal development (90% [89%] agreed), career and professional development (88% [86%]), learning resources (87% [86%]) and quality of learning and teaching (83% [82%]), and least strongly in terms of organisation and management of the programme (76% [76%]) and assessment and feedback (75% [74%]).
  145. 145. The top two motivational factors for taking a taught postgraduate programme were considered to be to improve employment prospects and to progress in their current career path. The most common reasons for studying on a taught postgraduate programme at their particular institution were the location and the reputation of the institution (each 39%),closely followed by the institution’s reputation in the chosen subject area. Location of institution has risen by 3% and from second ranking in 2009 to joint first.
  146. 146. Taught postgraduate students rated the quality of their teaching and learning and staff very highly, being most positive (more than 80% agreement) about the intellectual stimulation gained on the course; about staff enthusiasm about what they were teaching, and about Staff being good at explaining things. But…a number of teaching and learning items were rated lower in results for 2010 than in the previous year.
  147. 147. Students’ views on teaching and learning, and staff 2009, 2010Students’ views on teaching and learning, and staff 2009, 2010 • The course is intellectually stimulating 84% 83% • Staff are enthusiastic about what they are teaching 83% 83% • Staff are good at explaining things 83% 80% • The teaching and learning methods are effective for this type of • Programme 81% 79% • Staff made the subject interesting 77% 76% • I am happy with the teaching support I received from staff on my • Course 71% 71% • There is sufficient contact time (face to face and/or virtual/online) between staff and students to support effective learning 67% 68%
  148. 148. Students’ views on assessment and feedback, 2009, 2010Students’ views on assessment and feedback, 2009, 2010 • Assessment arrangements and marking have been fair 74% 72% • The criteria used in marking have been made clear in advance 74% 71% • I have received detailed comments (written or oral) on my work 68% 66% • Feedback on my work has helped me clarify things I did not understand 58% 58% • Feedback on my work has been prompt 57% 57% • I received feedback in time to allow me to improve my next assignment 57% 56%
  149. 149. The three most common disciplines of respondents were business and administrative studies (23.3%), education (11.3%) and social studies (10.3%). These hardly vary from the 2009 results. The rest were widely distributed between many other disciplines
  150. 150. Profile of respondents, by discipline, 2008, 2009, 2010Profile of respondents, by discipline, 2008, 2009, 2010 Overall, the 2010 PTES sample of respondents is broadly representative of the postgraduateOverall, the 2010 PTES sample of respondents is broadly representative of the postgraduate taught student population across the UK and so findings paint a picturetaught student population across the UK and so findings paint a picture that broadly reflects the views of taught postgraduate students across the UK.that broadly reflects the views of taught postgraduate students across the UK. • Business and administrative studies 28.2% 23.2% 23.3% • Social studies 9.2% 10.7% 10.3% • Education 8.9% 12.0% 11.3% • Subjects allied to medicine 8.2% 6.0% 7.7% • Engineering and technology 8.0% 7.7% 6.9% • Computer science 5.4% 3.0% 3.0% • Biological sciences 4.9% 6.8% 7.3% • Creative arts and design 4.7% 4.0% 4.7% • Law 4.1% 5.4% 4.4% • Architecture, building and planning 3.5% 2.7% 2.1% • Languages 3.1% 4.2% 3.4% • Historical and philosophical studies 3.0% 3.8% 3.3% • Mass communications and documentation 2.6% 2.4% 3.3% • Medicine and dentistry 2.3% 3.0% 3.2% • Physical sciences 2.2% 2.0% 2.6% • Mathematical sciences 0.8% 1.0% 0.8% • Agriculture and related subjects 0.6% 0.3% 0.3% • Combined 0.2% 1.6% 1.8% • Veterinary science 0.1% 0.2% 0.3%
  151. 151. Just under two-thirds (63%, compared with 59% in 2009) of the students were self-funded, less than a fifth (16%, compared with 20% for 2009) were funded by their employer, and one in twelve (8%) in both 2009 and 2010) were funded by their institution, for example through a bursary or scholarship.
  152. 152. Just under half (49%, compared with 55% in 2009) were in paid employment at the time of the survey. Of those who were in paid employment, two-thirds (63%, compared with 69% in 2009) worked more than 30 hours in a typical week during term time, and one in eight (12%, compared with 9% in 2009) worked up to ten hours a week.
  153. 153. Summary of multiple regression analysisSummary of multiple regression analysis Scales Beta Significant? Rank 2010 Rank 2009 • Teaching and learning 0.330 Yes (.000) 1 1 • Skills and personal development 0.176 Yes (.000) 2 2 • Career and professional development 0.133 Yes (.000) 3 4 • Organisation and management 0.132 Yes (.000) 4 3 • Assessment and feedback 0.078 Yes (.000) 5 5 • Learning resources -0.061 Yes (.000) 6 7 • Dissertation 0.000 No (.957) 7 6
  154. 154. Student Focus Group, Oxford, October 2010Student Focus Group, Oxford, October 2010 11 students from 6 universities Undergraduates, postgraduates, full time, part time, EU/UK and International 1. Graduates with impact: Do you feel well prepared for developing a successful career? How can universities make sure you are well prepared? 2. Better Teaching: How can we improve the learning experiences and opportunities offered to our students? 3. Flexibility in Learning: What approaches to learning and assessment do you prefer and why?
  155. 155. Graduates with ImpactGraduates with Impact • Work experience • Extra-curricular learning opportunities • Working links with alumni • On-going employer contributions to course • Pro-active careers advice • Working in multi-cultural groups • Student engagement • Independent learning But, PDP not valued
  156. 156. We asked students what they thought the attributes ofWe asked students what they thought the attributes of graduates should be.graduates should be. • Reliability • Honesty • Ethical behaviour • Confidence and self esteem • Tenacity • Respect for others • Humility • Reflective practice • Appetite for learning, and learning skills • Innovation and creativity • Communication and interpersonal skills • Technical skills • Political awareness • Pro-activity • Passion • Humour
  157. 157. Employers say:Employers say: *Personal communication skills; using numbers, words and technology; team-working, customer care….. Also a “positive approach”, being ready to participate, make suggestions and accept new ideas and constructive criticism… **Honesty and trustworthiness, commitment, adaptability and accountability… *Report from UK Commission for Employment which compares 20 published definitions and found no agreement ** Recruitment company Reed surveyed 800 employers
  158. 158. Better teachingBetter teaching • Less group work, unless explicitly to develop team-working skills • Manage disruptive influences • Smaller groups • Less Powerpoint • Legible handwriting • Examples of successful assignments, so students know what is expected • Regular “homework” and class tests • Interactivity in lectures, less didactic • Good staff/student relations • Staff pro-active in encouraging learning • Peer review • “Challenge” meetings, Dragons’ Den, Debates • Variety of teaching methods • Relate theory to practice • Opportunities to engage with employers and the work place • Constructive feedback dialogue • Contemporary issues in business • Rewards for good teaching…
  159. 159. Flexible learningFlexible learning • Social networking sites, texting, mobile phone apps, UTube – not just VLE • On-line lectures and podcasts • Involve students in decisions on assignments and deadlines • Student engagement with curriculum development • Use “real life” contemporary case studies • Simulations and role play • Work-based learning • Extra-curricular learning • Independent learning

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