The document discusses the emerging regulatory environment in higher education in England. It outlines the government's policy drivers of creating a more open, dynamic and affordable system with more competition. It also discusses the challenges of uncertainty around issues like student number controls and future funding. Key projects of the Regulatory Partnership Group are outlined, including developing a new operating framework and financial memorandum to replace HEFCE's and provide accountability for all public funds. The replacement is planned for introduction in autumn 2013 after consultations.
The document summarizes an event discussing two projects aimed at improving the transparency and efficiency of higher education data collection in England. Project A will map the current regulatory system, while Project B ("Information Landscape") will review current data collection and identify opportunities to reduce duplication and burden. The projects aim to align data needs with a new regulatory framework, make information more open and useful, and engage stakeholders in developing principles and potential solutions.
This document discusses funding and regulatory issues in higher education in Wales from the perspective of HEFCW, the Higher Education Funding Council for Wales. It provides an overview of HEFCW's role in supporting higher education, distributing funding, and implementing the new regulatory framework established by the Higher Education (Wales) Act 2015. Key points include that tuition fee grants are now paid directly by the Welsh government, reducing HEFCW's budget by £237 million; a review of student funding and finance in Wales is underway and will report in 2016; and the new regulatory system will focus on approving institutional fee and access plans.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Comparing the use of consolidated public sector accounts - Caroline Aggestam ...OECD Governance
This presentation was made by Caroline Aggestam Pontoppidan, Copenhagen Business School, at the 15th Annual OECD Public Sector Accruals Symposium held in Paris on 26-27 February 2015.
This document summarizes the resume of Jo Ellen Dinucci, an Associate Vice President for Finance and Administration with over 30 years of experience in higher education, banking, and corporate finance. She currently holds a leadership role at Boise State University, where she has implemented an ERP system, overseen bond issuances, and managed various auxiliary units. Dinucci has extensive expertise in strategic planning, financial reporting, and process improvement.
The State of Facilities at cIcu InstitutionsSightlines
cIcu institutions are not immune to the issues facing finance and facilities leaders across higher education, including: constrained capital and operating budgets; aging campus buildings; and growing backlogs. However, there are strategies that can allow institutions to survive and thrive despite these challenges.
In this exclusive hour-long webinar for cIcu institutions, Sightlines:
- Explores current national trends,
- Shows how our cIcu clients have been affected, and
- Discuss the proven strategies for success
Presentation By Enora Pruvot, Deputy Director for Governance, Funding & Public Policy Development at the European University Association
EAIE, Sevilla, 13 September 2017
The document summarizes an event discussing two projects aimed at improving the transparency and efficiency of higher education data collection in England. Project A will map the current regulatory system, while Project B ("Information Landscape") will review current data collection and identify opportunities to reduce duplication and burden. The projects aim to align data needs with a new regulatory framework, make information more open and useful, and engage stakeholders in developing principles and potential solutions.
This document discusses funding and regulatory issues in higher education in Wales from the perspective of HEFCW, the Higher Education Funding Council for Wales. It provides an overview of HEFCW's role in supporting higher education, distributing funding, and implementing the new regulatory framework established by the Higher Education (Wales) Act 2015. Key points include that tuition fee grants are now paid directly by the Welsh government, reducing HEFCW's budget by £237 million; a review of student funding and finance in Wales is underway and will report in 2016; and the new regulatory system will focus on approving institutional fee and access plans.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Comparing the use of consolidated public sector accounts - Caroline Aggestam ...OECD Governance
This presentation was made by Caroline Aggestam Pontoppidan, Copenhagen Business School, at the 15th Annual OECD Public Sector Accruals Symposium held in Paris on 26-27 February 2015.
This document summarizes the resume of Jo Ellen Dinucci, an Associate Vice President for Finance and Administration with over 30 years of experience in higher education, banking, and corporate finance. She currently holds a leadership role at Boise State University, where she has implemented an ERP system, overseen bond issuances, and managed various auxiliary units. Dinucci has extensive expertise in strategic planning, financial reporting, and process improvement.
The State of Facilities at cIcu InstitutionsSightlines
cIcu institutions are not immune to the issues facing finance and facilities leaders across higher education, including: constrained capital and operating budgets; aging campus buildings; and growing backlogs. However, there are strategies that can allow institutions to survive and thrive despite these challenges.
In this exclusive hour-long webinar for cIcu institutions, Sightlines:
- Explores current national trends,
- Shows how our cIcu clients have been affected, and
- Discuss the proven strategies for success
Presentation By Enora Pruvot, Deputy Director for Governance, Funding & Public Policy Development at the European University Association
EAIE, Sevilla, 13 September 2017
Acsa leadership summit presentation lcff lcap w video web links (final w n...ACSASummit
The document provides an overview of the Local Control Funding Formula (LCFF) and the Local Control Accountability Plan (LCAP) in California. It summarizes that the LCFF aims to provide more equitable and flexible school funding, especially for disadvantaged students, and the LCAP is meant to increase transparency and accountability through local goal-setting and reporting. Key points include that the LCFF will be phased in over 8 years, the 8 state priority areas that must be addressed in each LCAP, and the requirement that local districts involve stakeholders in developing their LCAPs.
The document summarizes several ongoing reviews that will impact post-16 education in Scotland. Key points include:
1) Reviews cover college governance, ICT infrastructure, and the role of colleges. Recommendations include regionalization and shared services.
2) Budget cuts of 7-23% are expected over the next few years for colleges. Capital funding is also being cut significantly.
3) The "Putting Learners at the Centre" review proposes a more interconnected, sustainable, and learner-centered post-16 system focused on employment.
4) Colleges will receive regional funding to enhance regional provision and outcomes. Courses must focus on recognized qualifications and job skills. Funding models will
The document discusses strategic leadership in turbulent times for higher education. It notes the changing policy landscape for universities with increasing division globally and within countries. It outlines some of the demands being placed on higher education institutions, such as greater efficiencies, preventing extremism, and acting as engines of economic growth. This is leading to an increasingly marketized and stratified system of higher education. It emphasizes the importance of strategic leadership to set a distinctive institutional offer and lead across boundaries during this time of change.
This document discusses the formation of UK Research and Innovation (UKRI) and the role of Research England within UKRI. Some key points:
- UKRI will bring together existing research councils like the MRC and EPSRC with Innovate UK to form a single funding and innovation agency.
- Research England will focus on research and knowledge exchange funding and policy for higher education institutions in England as part of UKRI.
- Research England aims to create conditions for a healthy research system, provide funding for universities, gather evidence on policy impact, engage with universities, and work closely with devolved administrations.
- UKRI presents opportunities like increased funding and tackling societal challenges, while issues around
Knowledge, Innovation & Entrepreneurship: The role of Universities - Andrea-R...OECD CFE
Presentation by Andrea-Rosalinde Hofer, OECD LEED Policy Analyst, at the seminar organised by the OECD LEED Trento Centre for the Officers of the Autonomous Province of Trento on 22 October 2015.
https://www.trento.oecd.org
The Transition Advisory Team met to discuss transformation priorities for LSU. They reviewed recommendations from subcommittees on academics, research, student experience, operations/technology, and finance. The recommendations included increasing research funding, focusing research on priority areas, improving student recruitment and retention, expanding online courses, streamlining procurement, and generating new revenue sources. Next steps include the Board of Supervisors receiving quarterly updates on progress implementing the transformation priorities.
UK Research and Innovation (UKRI) will bring together the UK's seven Research Councils, Innovate UK, and Research England to form a new organization that coordinates research and innovation funding and activities. Research England, which will oversee research and knowledge exchange funding for English higher education institutions, will have four main roles within UKRI: funding research and knowledge exchange, gathering evidence and analytics, engaging with institutions, and collaborating with devolved administrations. UKRI aims to advance fundamental research, benefit society, and boost the economy through challenges in key areas like batteries, manufacturing, and robotics. It will also focus on global issues through programs like the Global Challenges Research Fund.
This document discusses current efforts in Finland to transition national scholarly journals from toll access to open access. It provides background on Finnish journals, which are mostly run by small societies with limited budgets. The Kotilava project aims to provide an improved technical platform called Journal.fi and create a sustainable funding model. The proposed model would establish a national consortium that research organizations pay into based on the number of articles published by their researchers. This would generate funding for journals who commit to open access standards. The timeline outlines a staged adoption process over several years to transition more journals. Key challenges include gaining sufficient participation and ensuring long-term sustainability.
The document summarizes key financial indicators and forecasts for UK higher education from 2014-2015 to 2019-2020. It finds that while total income is expected to increase, surpluses and cash flow are forecasted to decline. Forecasts also show growth in overseas student numbers and income slowing compared to past trends. Brexit, skills policy, social mobility, and funding stability are highlighted as major factors shaping the financial landscape for UK universities in coming years.
This document provides an introduction, executive summary, and scope for research on identifying support needed by the UK's further education sector to implement shared services models. The research objectives are to describe possible shared services models and current activities in both further and higher education. It will also review previous shared services projects funded by the Learning and Skills Council and provide recommendations on short and long-term support needed for implementation. The research methodology includes interviews with key stakeholders and a review of documentation, with a particular focus on collaboration fund projects and case studies of colleges working together.
The document discusses efforts to improve access to and success in higher education in the UK. It notes progress in widening access over the last decade but remaining gaps, particularly for disadvantaged groups and part-time/mature students. Initiatives described include targeting investment in outreach programs to underrepresented areas through the National Collaborative Outreach Program; developing new degree apprenticeships; addressing barriers to student success; and using metrics to measure learning and drive improvements in teaching through the Teaching Excellence Framework. The goal is to further increase productivity by improving access to higher-level skills training.
The district is engaging the community to find out what residents value in public education. This process will help district leaders allocate dollars for the 2012-13 school year.
From Boiler Room to Board Room: Creating Alignment with Non-Facilities Profes...Sightlines
Learn how Lebanon Valley College and the University of Georgia are creating alignment from the boiler room to the board room using Sightlines' third-party data and analysis.
Challenges to the Physical Campus: How to Change the Conversation about Facil...Sightlines
This document summarizes a panel discussion on challenges facing physical campuses. The panel discusses trends of slower campus space growth compared to enrollment growth. They address how aging buildings and growing maintenance backlogs are being managed with limited funding. Strategies proposed to address these issues include building strategically to support plans, reducing underutilized space, prioritizing investments over 5 years, maintaining buildings annually, and incentivizing savings to increase capital budgets. The panelists from University of Vermont and Bentley University discuss how they are implementing these strategies and securing support.
Financial Literacy in Australian schools. A presenation by Delia Rickard,
Senior Executive Leader Financial Literacy, Consumers, Advisers and Retail Investors, Australian Securities and Investments Commission. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
How UMass is reducing its deferred maintenance backlogSightlines
With enrollment swelling over 70,000 students, facilities and finance leaders at the University of Massachusetts system and its individual campuses knew they must implement a plan to address this growth while properly maintaining their facilities. Using a comprehensive strategy, the University of Massachusetts system is on track to reduce its deferred maintenance backlog by nearly 30% over the next three years. One representative from the UMass system discussed the benefits of a system-wide approach for handling deferred maintenance, and how Sightlines’ data helped provide the necessary tools.
New & Next Webinar Series | Top Facilities and Operations Challenges Facing C...Morgan Noonan
Cushman & Wakefield’s Education Practice Group is a full-service, integrated advisory team focused on real estate solutions for the education sector. Join the Group’s Global Leader, Craig Cassell, as he shares thoughts and ideas on recent trends in the industry regarding enhancing the student experience, driving operational savings, and funding new buildings and renovating existing ones.
Taming Deferred Maintenance Before the Roof Caves In (2016 Sightlines NACUBO ...Sightlines
This document provides an overview of facilities trends in higher education based on data from 377 institutions in the Sightlines State of Facilities Database. Some key findings include:
- Space is growing faster than enrollment, with the exception of some research institutions. 67% of campus space was built between 1955-1975 or 1995-2015.
- Despite increases in capital investment, deferred maintenance backlogs continue to rise as investment has not been enough to address aging campuses.
- After years of flat funding, facilities operating budgets saw modest increases in 2014-2015.
- Case studies of Rutgers University and Chapman University show strategies they are employing to address challenges like older building stock and inadequate capital investment through policies around space utilization and
2012 The governance of economic regeneration in England: Emerging practice an...Lee Pugalis
This document summarizes a paper about the evolving governance of economic regeneration in England following the 2010 election of a coalition government. It discusses how the new Local Enterprise Partnerships (LEPs) represent a reterritorialization strategy to replace the previous regional development agencies. The paper analyzes the emerging governance structures of LEPs, including the different interests involved and issues of accountability. It argues that if LEPs are to differ meaningfully from the past approaches, their form of governance will need to undergo a substantive transformation beyond just symbolic politics.
Civil_Society_Democarcy_and_Governance_in_South_Asia_Issues_Constraints_and_E...Dr.Sonam Dixit
This document discusses the role of civil society in democracy and governance in South Asia. It makes the following key points:
1. Civil society has played an important role in restoring democracy in countries like Pakistan, Bangladesh, and Nepal through democratic movements.
2. However, civil society organizations in South Asia still face challenges like being divided along ethnic, religious and regional lines. They also tend to lack independence from political parties and governments.
3. For civil society to strengthen democracy and governance, it needs to become more representative, address issues of good governance, and hold governments accountable in an objective manner. Overcoming issues like political influence and regional divisions will help civil society play a more effective role.
Acsa leadership summit presentation lcff lcap w video web links (final w n...ACSASummit
The document provides an overview of the Local Control Funding Formula (LCFF) and the Local Control Accountability Plan (LCAP) in California. It summarizes that the LCFF aims to provide more equitable and flexible school funding, especially for disadvantaged students, and the LCAP is meant to increase transparency and accountability through local goal-setting and reporting. Key points include that the LCFF will be phased in over 8 years, the 8 state priority areas that must be addressed in each LCAP, and the requirement that local districts involve stakeholders in developing their LCAPs.
The document summarizes several ongoing reviews that will impact post-16 education in Scotland. Key points include:
1) Reviews cover college governance, ICT infrastructure, and the role of colleges. Recommendations include regionalization and shared services.
2) Budget cuts of 7-23% are expected over the next few years for colleges. Capital funding is also being cut significantly.
3) The "Putting Learners at the Centre" review proposes a more interconnected, sustainable, and learner-centered post-16 system focused on employment.
4) Colleges will receive regional funding to enhance regional provision and outcomes. Courses must focus on recognized qualifications and job skills. Funding models will
The document discusses strategic leadership in turbulent times for higher education. It notes the changing policy landscape for universities with increasing division globally and within countries. It outlines some of the demands being placed on higher education institutions, such as greater efficiencies, preventing extremism, and acting as engines of economic growth. This is leading to an increasingly marketized and stratified system of higher education. It emphasizes the importance of strategic leadership to set a distinctive institutional offer and lead across boundaries during this time of change.
This document discusses the formation of UK Research and Innovation (UKRI) and the role of Research England within UKRI. Some key points:
- UKRI will bring together existing research councils like the MRC and EPSRC with Innovate UK to form a single funding and innovation agency.
- Research England will focus on research and knowledge exchange funding and policy for higher education institutions in England as part of UKRI.
- Research England aims to create conditions for a healthy research system, provide funding for universities, gather evidence on policy impact, engage with universities, and work closely with devolved administrations.
- UKRI presents opportunities like increased funding and tackling societal challenges, while issues around
Knowledge, Innovation & Entrepreneurship: The role of Universities - Andrea-R...OECD CFE
Presentation by Andrea-Rosalinde Hofer, OECD LEED Policy Analyst, at the seminar organised by the OECD LEED Trento Centre for the Officers of the Autonomous Province of Trento on 22 October 2015.
https://www.trento.oecd.org
The Transition Advisory Team met to discuss transformation priorities for LSU. They reviewed recommendations from subcommittees on academics, research, student experience, operations/technology, and finance. The recommendations included increasing research funding, focusing research on priority areas, improving student recruitment and retention, expanding online courses, streamlining procurement, and generating new revenue sources. Next steps include the Board of Supervisors receiving quarterly updates on progress implementing the transformation priorities.
UK Research and Innovation (UKRI) will bring together the UK's seven Research Councils, Innovate UK, and Research England to form a new organization that coordinates research and innovation funding and activities. Research England, which will oversee research and knowledge exchange funding for English higher education institutions, will have four main roles within UKRI: funding research and knowledge exchange, gathering evidence and analytics, engaging with institutions, and collaborating with devolved administrations. UKRI aims to advance fundamental research, benefit society, and boost the economy through challenges in key areas like batteries, manufacturing, and robotics. It will also focus on global issues through programs like the Global Challenges Research Fund.
This document discusses current efforts in Finland to transition national scholarly journals from toll access to open access. It provides background on Finnish journals, which are mostly run by small societies with limited budgets. The Kotilava project aims to provide an improved technical platform called Journal.fi and create a sustainable funding model. The proposed model would establish a national consortium that research organizations pay into based on the number of articles published by their researchers. This would generate funding for journals who commit to open access standards. The timeline outlines a staged adoption process over several years to transition more journals. Key challenges include gaining sufficient participation and ensuring long-term sustainability.
The document summarizes key financial indicators and forecasts for UK higher education from 2014-2015 to 2019-2020. It finds that while total income is expected to increase, surpluses and cash flow are forecasted to decline. Forecasts also show growth in overseas student numbers and income slowing compared to past trends. Brexit, skills policy, social mobility, and funding stability are highlighted as major factors shaping the financial landscape for UK universities in coming years.
This document provides an introduction, executive summary, and scope for research on identifying support needed by the UK's further education sector to implement shared services models. The research objectives are to describe possible shared services models and current activities in both further and higher education. It will also review previous shared services projects funded by the Learning and Skills Council and provide recommendations on short and long-term support needed for implementation. The research methodology includes interviews with key stakeholders and a review of documentation, with a particular focus on collaboration fund projects and case studies of colleges working together.
The document discusses efforts to improve access to and success in higher education in the UK. It notes progress in widening access over the last decade but remaining gaps, particularly for disadvantaged groups and part-time/mature students. Initiatives described include targeting investment in outreach programs to underrepresented areas through the National Collaborative Outreach Program; developing new degree apprenticeships; addressing barriers to student success; and using metrics to measure learning and drive improvements in teaching through the Teaching Excellence Framework. The goal is to further increase productivity by improving access to higher-level skills training.
The district is engaging the community to find out what residents value in public education. This process will help district leaders allocate dollars for the 2012-13 school year.
From Boiler Room to Board Room: Creating Alignment with Non-Facilities Profes...Sightlines
Learn how Lebanon Valley College and the University of Georgia are creating alignment from the boiler room to the board room using Sightlines' third-party data and analysis.
Challenges to the Physical Campus: How to Change the Conversation about Facil...Sightlines
This document summarizes a panel discussion on challenges facing physical campuses. The panel discusses trends of slower campus space growth compared to enrollment growth. They address how aging buildings and growing maintenance backlogs are being managed with limited funding. Strategies proposed to address these issues include building strategically to support plans, reducing underutilized space, prioritizing investments over 5 years, maintaining buildings annually, and incentivizing savings to increase capital budgets. The panelists from University of Vermont and Bentley University discuss how they are implementing these strategies and securing support.
Financial Literacy in Australian schools. A presenation by Delia Rickard,
Senior Executive Leader Financial Literacy, Consumers, Advisers and Retail Investors, Australian Securities and Investments Commission. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
How UMass is reducing its deferred maintenance backlogSightlines
With enrollment swelling over 70,000 students, facilities and finance leaders at the University of Massachusetts system and its individual campuses knew they must implement a plan to address this growth while properly maintaining their facilities. Using a comprehensive strategy, the University of Massachusetts system is on track to reduce its deferred maintenance backlog by nearly 30% over the next three years. One representative from the UMass system discussed the benefits of a system-wide approach for handling deferred maintenance, and how Sightlines’ data helped provide the necessary tools.
New & Next Webinar Series | Top Facilities and Operations Challenges Facing C...Morgan Noonan
Cushman & Wakefield’s Education Practice Group is a full-service, integrated advisory team focused on real estate solutions for the education sector. Join the Group’s Global Leader, Craig Cassell, as he shares thoughts and ideas on recent trends in the industry regarding enhancing the student experience, driving operational savings, and funding new buildings and renovating existing ones.
Taming Deferred Maintenance Before the Roof Caves In (2016 Sightlines NACUBO ...Sightlines
This document provides an overview of facilities trends in higher education based on data from 377 institutions in the Sightlines State of Facilities Database. Some key findings include:
- Space is growing faster than enrollment, with the exception of some research institutions. 67% of campus space was built between 1955-1975 or 1995-2015.
- Despite increases in capital investment, deferred maintenance backlogs continue to rise as investment has not been enough to address aging campuses.
- After years of flat funding, facilities operating budgets saw modest increases in 2014-2015.
- Case studies of Rutgers University and Chapman University show strategies they are employing to address challenges like older building stock and inadequate capital investment through policies around space utilization and
2012 The governance of economic regeneration in England: Emerging practice an...Lee Pugalis
This document summarizes a paper about the evolving governance of economic regeneration in England following the 2010 election of a coalition government. It discusses how the new Local Enterprise Partnerships (LEPs) represent a reterritorialization strategy to replace the previous regional development agencies. The paper analyzes the emerging governance structures of LEPs, including the different interests involved and issues of accountability. It argues that if LEPs are to differ meaningfully from the past approaches, their form of governance will need to undergo a substantive transformation beyond just symbolic politics.
Civil_Society_Democarcy_and_Governance_in_South_Asia_Issues_Constraints_and_E...Dr.Sonam Dixit
This document discusses the role of civil society in democracy and governance in South Asia. It makes the following key points:
1. Civil society has played an important role in restoring democracy in countries like Pakistan, Bangladesh, and Nepal through democratic movements.
2. However, civil society organizations in South Asia still face challenges like being divided along ethnic, religious and regional lines. They also tend to lack independence from political parties and governments.
3. For civil society to strengthen democracy and governance, it needs to become more representative, address issues of good governance, and hold governments accountable in an objective manner. Overcoming issues like political influence and regional divisions will help civil society play a more effective role.
A Power Point Presentation of 10 selected jokes to amuse, to teach and to reflect upon LIFE\'s Lessons. It can be used as a motivational English Lesson.
For animation effects, download as a power point.
This document discusses self-leadership and creating a self-leadership strategy. It suggests that to develop an effective strategy, one must strengthen fundamental people skills. These include skills like initiative, creative thinking, active listening, and managing stress. The document also recommends focusing on developing honesty, forward-thinking, inspiration and competence. Overall, it argues that differentiation requires strengthening core people powers and selecting a strategy focused on differentiation through developing people's fundamental skills and capacities.
The document discusses Enron's rise and fall and the causes of its corporate scandal. It summarizes how Enron grew rapidly through the 1990s by evolving its business model to focus on energy trading and contracts. However, cracks began to emerge in 2001 as Enron restated earnings and losses came to light. Enron filed for bankruptcy in December 2001 after it was revealed that special purpose entities were used to hide debt and losses. The failures of corporate governance mechanisms like the board, executives, and auditors allowed improper accounting practices that inflated financial reports and hid Enron's true financial situation.
The presentation discusses various aspects of Corporate Governance and involved issues, keeping in view the recent developments and controversies arose in conglomerates such as Tata and Infosys. It aims at portraying the extant position in filed of Corporate Governance vis-a-vis a pragmatic view of what it would be.
This document discusses post-secondary vocational education and training (VET) programs across OECD countries. It outlines the variety of VET program models, governance structures, and funding approaches used. It also examines common policy challenges in ensuring VET programs meet labor market needs, manage costs, improve quality, and increase completion rates. The OECD's "Skills Beyond School" project aims to address these issues through country reviews, reports, and developing comparative data on VET outcomes.
The document discusses plans to revise the WASC accreditation process and handbook for 2012-2020. It outlines key issues like graduation rates, credit transfer, and accountability. It proposes combining the first review with the proposal stage, shortening the process from 5 to 3 years, and using more off-site reviews. Task forces will focus on retention, learning outcomes, reporting, and institutional reviews. Revisions aim to streamline compliance while promoting improvement and accountability.
This document discusses trends and potential futures for higher education in the UK. It focuses on three main trends: funding of higher education, demand for higher education, and innovation in higher education. It considers questions around how higher education may evolve, including changes to funding models, regulation, competition and new entrants to the market. The document also discusses potential changes to financial models of universities, unbundled delivery models, and evolving social priorities that universities may need to address. It provides initial questions for discussion around this vision of potential futures in higher education.
Launching the Admin Burden in Canada (ABC) Partnership Initiative - Janet Hal...CASRAI
CASRAI introduces a new initiative to support and inform efforts at Industry Canada and the funding agencies to achieve a tangible reduction in the adverse impacts of research administration burden in the Canadian research ecosystem. The end goal is to allow researchers to spend more time on research. This collaborative project will focus on the various issues that contribute to undue administrative burden in the various research management processes shared between the research-performing and the research-funding sectors in Canada. The participating organizations will partner with Industry Canada and with the federal agencies in initiatives to reduce undue burden in related federal programs and identify institutional processes that could be streamlined.
This document discusses the International Accounting Education Standards Board's (IAESB) role in establishing standards for accounting education and professional development. The IAESB aims to strengthen the global accountancy profession through high-quality education standards, promoting adoption of International Education Standards, and monitoring implementation of standards. It also discusses emerging trends impacting accounting education, key stakeholders, the IES revision project, and consequences of revising the standards.
This document provides an overview of international good practices and effective approaches to financial education. It discusses the need for financial education as a complement to financial inclusion and consumer protection. It outlines the global recognition of financial literacy as a life skill and describes how countries can design enabling frameworks through national strategies for financial education. It identifies common barriers to financial education and discusses effective approaches, including identifying the target audience, training trusted providers, addressing contextual factors, and monitoring and evaluating interventions. The document concludes that while financial education can improve financial well-being, it requires a long-term process and other policies may also be needed to fully protect consumers.
The Irish experience of developing and implementing a national qualifications framework is documented. A particular emphasis is placed on the evolution of the institutional structures maintaining the framework.
1. Consider a consistent approach to delegation between LGBs/academy councils to ensure clarity and alignment across the trust.
2. Restricting sub-committees and using shared committees where possible can reduce workload and encourage collaboration.
3. Having common clerking and meeting processes makes governance more efficient and supports joined-up working at both trust and academy levels.
The document summarizes the evolution and current state of the World Bank's efforts to establish itself as a "Knowledge Bank". It traces the evolution from 1996 when the term "Knowledge Bank" was first used to the current strategies around open knowledge, measurement of impact, and increasing internal and external connectivity. The document outlines challenges around measurement, silos, and outdated technology. It proposes shifts to better balance knowledge and lending work and promote a culture more conducive to innovation. Annexes provide details on the Knowledge and Learning Council and Knowledge Advisory Commission established to strengthen governance.
Embedding excellence in work-based learningSophie Fryer
This document discusses embedding excellence in work-based learning (WBL) in Wales. It outlines initiatives taken over the past year to define and improve excellence in WBL, including a Quality Improvement Fund for practitioner CPD, best practice events, and developing a strategic vision for excellence in WBL. Feedback from consultation on the vision supported a collaborative approach and more CPD. The challenges outlined include raising skills levels, literacy/numeracy, defining excellence consistently, availability of training, and balancing collaboration and competition. Short and long term priorities proposed include continued quality networks, expanded National Training Federation of Wales role, and communities of practice.
1. The Regulator's view outlines Ofqual's role in regulating qualifications and assessments in England since it was established in 2010, including its objectives and key events in its first year.
2. Current issues discussed include reforms to GCSEs, diplomas, and the qualifications and credit framework, as well as ensuring reasonable adjustments for disabled learners and transparency about entry requirements for higher education.
3. Looking ahead, the document notes Ofqual will evaluate regulatory arrangements for qualifications frameworks and a new policy framework amid reforms to qualifications for 14-19 year olds.
The document discusses whether accreditation can keep pace with changes in higher education. It notes that accreditation has faced criticism over the past decade for not adapting quickly enough. However, accreditors have also taken steps to reform processes and increase flexibility, efficiency and transparency. Going forward, further discussion is needed on how accreditation can better align standards, enhance credibility with stakeholders, reduce costs while maintaining quality, and encourage innovation in higher education.
The document discusses the evolving regulatory landscape for higher education in England. It notes the increasing diversity of higher education providers and students. The regulatory framework is being updated administratively through tools like the Register of HE Providers rather than legislative changes. Quality assessment approaches may also be revised following consultations. Regulations around student protection and specific course designation are other areas under review to ensure a sustainable and equitable system as the higher education sector becomes more diverse.
The document discusses the evolving regulatory landscape for higher education in England. It notes the increasing diversity of higher education providers and students. The regulatory framework is being updated administratively through tools like the Register of HE Providers rather than legislative changes. Quality assessment approaches may also be revised following consultations. Regulations around student protection and specific course designation are important to maintain standards and equitable treatment as the sector becomes more diverse. Legislation may eventually be needed to address issues and properly regulate the changing HE landscape.
The Lean pilot at the University of Oxford focused on streamlining processes around acquiring and delivering scholarships. Through workshops and process mapping, inefficiencies were identified and quick wins implemented, such as altering invoicing and automating payment approvals. Longer-term, the pilot precipitated a team merger and redistribution of work. While Lean proved effective for targeted processes, broader change remains challenging due to Oxford's complex organizational structure.
This document discusses governance trends in higher education, including increasing accountability, transparency, and focus on culture and succession planning at the board level. It outlines principles of good governance practice, including defining roles and responsibilities, balancing short and long-term priorities, and focusing on both external stakeholders and internal organizational health. Academic governance is one of the primary responsibilities of governing bodies, and there is a focus on assuring teaching quality and student outcomes. Effective boards evaluate their own performance and avoid common pitfalls like lack of teamwork or imbalance between oversight functions. The document also notes current issues around board diversity and professionalization.
NTLT 2012 Peter Coolbear Keynote Presentation to ConferenceNTLT Conference
The document discusses the need for evidence-based strategies to improve organizational performance in teaching and learning. It notes there is significant variation in learner outcomes across organizations. Developing practices supported by robust evidence is important for achieving synergies between individual practice improvement and organizational change that benefits learners. The document advocates establishing projects focused on collecting evidence of learner benefit to drive sustainable changes in practice.
Student Finance England provided a business update for the 2012-2013 academic year. Over 1.1 million applications were received and core operational targets were achieved, with over 91% of calls answered and over 99% of applications paid on time. New processes were introduced and customer satisfaction increased. For 2013-2014, applications are forecast to be similar to last year with 20% already received. Key upcoming challenges include new fee loans and part-time student volumes and processes. SLC's strategic priorities are sustaining operations, transforming systems and processes, managing change, serving customers, and responsible financial management.
The document proposes reforms to higher education reviews in the UK that focus quality assurance efforts where most needed and give students more power to hold universities accountable. Key proposals include retaining a universal review system but with significantly less frequent full reviews for providers with a strong track record; ending mid-cycle reviews and using a risk-based approach with reviews every 6 years for most institutions and every 4 years for newer schools. The QAA would also make greater use of existing data and concern reporting rather than annual reviews, and more closely partner with professional accrediting bodies.
OFFA's role is to promote and safeguard fair access to higher education for lower income and under-represented groups following the introduction of higher tuition fees. OFFA provides guidance to universities and colleges on developing access agreements and monitors agreements and outcomes. The 2014-15 guidance places an increased focus on evidence-based practices, evaluation of activities, demonstrating strategic approaches, greater challenges to institutions, growth in outreach activities, stronger collaboration, consideration of equality and diversity, incorporating student voice, and changes to the National Strategy for Access and Student Success.
The document provides an update on attendance monitoring and other issues from UKBA. It discusses a recent meeting between UKBA and higher education organizations where UKBA clarified their position on attendance monitoring and committed to forming a working group. It outlines principles that could guide attendance monitoring, including focusing on academic engagement and aligning processes with general student policies. The document also discusses upcoming changes to Tier 1 graduate entrepreneur and PhD extension visas and next steps regarding attendance monitoring principles.
The ARC Practitioner Group discusses policy and process issues related to subjects allied to medicine, nursing, and social work. It considers the demands of professional bodies that regulate these fields as well as accreditation requirements. The group includes representatives from the Nursing and Midwifery Council and Health & Care Professions Council. Over the last year, it discussed topics such as regulatory issues, data practices, student health, and training delivery methods.
The Academic Registrars Council Complaints and Appeals Practitioner Group was established to represent the higher education sector on issues relating to student complaints and appeals. The group provides guidance on best practices, produces publications on managing academic appeals and extenuating circumstances, and is currently working on guidance for postgraduate research and collaborative programs. It also aims to identify good practices to share and develop consistent recording of complaint and appeal information across institutions.
The Academic Registrars Council Postgraduate Practitioner Group's remit is to consider advice on all aspects of postgraduate matters, share best practices in administering and enhancing postgraduate programs, and enhance the postgraduate student experience. Recent meeting themes discussed included avoiding common mistakes with research students, graduate school models, the nature of the UK doctorate degree, skills training programs, and using surveys to improve postgraduate education.
The Assessment Practitioners Group meets twice a year and by email regularly to consider best practices in student assessment, assessment regulations and quality assurance, and to discuss national assessment issues. The group is chaired by Wendy Appleby and interacts with other practitioner groups, particularly around quality and standards issues. Topics of discussion include grade point averages, assessment malpractice, reasonable exam adjustments, and e-assessment.
The document summarizes challenges facing higher education in the UK, including unpredictable student numbers and government policy, the impact of student choice on universities, global competition and new digital providers, and the need for universities to adapt to economic and demographic changes through increased diversity, new roles, and cooperation.
The document summarizes the Annual Conference 2012 of the Academic Registrars' Council (ARC). ARC is a membership organization for Academic Registrars that aims to promote best practices, provide professional development, and represent its members. The conference introduced new members to ARC's purpose and activities. ARC is organized through an executive committee and practitioner groups. It provides career development opportunities for members through various events, forums, and peer support.
The document summarizes a presentation on change management given by Irene Roele. It discusses several topics related to managing change, including why change initiatives often fail due to poor planning and assumptions of direct control. It also covers types of change, challenges of big data for organizations, and recommended reading on change management and strategic leadership.
A presentation outlines a new risk-based approach to quality assurance in England. Key outcomes of the HEFCE consultation include longer six-year or shorter four-year review cycles based on institutional risk factors. Reviews will have greater transparency and be more tailored to individual institutions. The new approach focuses on continued enhancement and keeping students at the heart of quality assurance, while reducing unnecessary burden through a lighter-touch system relying more on risk triggers and the QAA Concerns Scheme. Implementation will begin in 2013 with the first reviews under the new method starting in early 2014.
1) The document discusses issues with the current HE data collection and reporting landscape in the UK. There is a lack of coordination between different data collectors, inconsistent definitions, and duplication.
2) It proposes several recommendations, including establishing governance for data exchange across the sector, developing common standards like a data model and lexicon, and creating an inventory of all data collections.
3) Improving data management within HE institutions is also key, as many schools have an incomplete picture of their own reporting requirements currently.
4) While establishing coordination and standards across the sector will be challenging given existing practices, it is an important opportunity that can help reduce burden through things like unique identifiers and shared services.
The document summarizes data from the UCAS annual conference and exhibition in 2012. It provides statistics on:
1) Applicant and acceptance numbers for 2012 which showed declines compared to 2011, with total applicants down 7.1% and acceptances down 6.2%. UK applicants saw larger declines than EU or non-EU applicants.
2) Data on reapplicants showing over a quarter of younger UK reapplicants changed their mind about what/where to study. Mature UK reapplicants were least confident of being accepted.
3) Acceptance rates remained high for applicants with AAB and ABB A-levels, with the proportion of such applicants and acceptances increasing between 2008
6. GOVERNMENT’S AIMS
• Create an open, dynamic and affordable HE system with
more competition and innovation, and a level playing
field for new providers
• Maintain the highest quality of HE, safeguarding the
strong international reputation of English universities
• Reduce the regulatory and administrative burden,
adopting a risk-based approach while improving
accountability to students
• Regulatory framework should protect interests of
students and public investment
8. Students at the Heart of the System
and BIS Technical Consultation
• “to deliver a better student experience; to
promote social mobility and widen participation;
to create a more responsive HE sector in which
funding follows the decisions of learners and
where successful institutions are freed to thrive”
• An operating framework which ensures
accountability for public funding, protects the
collective student interest and gives priority to
quality improvement
10. HEFCE’s Financial Memorandum
PRINCIPLES UNDERPINNING THE RELATIONSHIP
• Institutional autonomy
• Low risk sector
• Regulation proportionate to risk
• Support and engagement strategy
• Openness - Risk letter
11. HEFCE’s Financial Memorandum
FORMAL REQUIREMENTS: REFRESHING YOUR MEMORY
Part 1 sets out:
– Our responsibilities to institutions
– Institutions’ responsibilities to HEFCE
– Financial management and
sustainability
– Other requirements on institutions
– Accountability and risk assessment
– supporting annexes give details of the mandatory
requirements of the financial memorandum; the
Audit Code of Practice; institutional support
strategy; and consent for financial commitments
12. HEFCE’s Financial Memorandum
FORMAL REQUIREMENTS: REFRESHING YOUR MEMORY
Part 2 (issued each year as the ‘grant
letter’) gives
- conditions specific to each institution
- a schedule of funds available in the
academic year
- he educational provision the
institution has agreed to make in
return for those funds.
13. Financial Memorandum-Formal
Requirements
• Risk management, internal control, corporate governance
• Monitor performance
• Sustainability and financial viability
• Inform HEFCE of adverse changes
• Regularity
• Value for money
• Audit processes
14. Technical Consultation Proposals
• The introduction of an independent lead
regulator
• A single regulatory framework for
provider designation for student support
and HEFCE teaching grant
• The adoption of a single gateway for
entry to the higher education sector
• Reforms to Degree Awarding Powers
(DAPs) and University Title (UT) criteria
• Simplifying the process for changing
corporate status
15. Government’s response to
consultation
13 June 2011 ministerial letter to HEFCE and SLC
• expresses its intention to move its reform agenda
forward primarily through administrative, rather
than legislative means.
• sets out the next steps for HEFCE and the SLC,
working with the other national agencies through
the Regulatory Partnership Group (RPG) in taking
forward the vision in the White Paper.
16. New regulatory framework for HE
Funding and legislation Funding and regulation
Student loans
Universities
and colleges Standards and quality
HE statistics
Student complaints Fair access
18. RPG Projects overview
RPG meetings Operating Financial Data Corporate
Framework Memorandum Governance Forms
December Draft Consultation Challenging Report
2012 proposition project!
March 2013 Consultation Challenging Further work
project!
June 2013 Final Final? Challenging Further work
proposition project!
Leads Paul Greaves Ian Lewis Tim Wilson Anthony
HEFCE HEFCE Andy Youell MacClaren
Steve Egan Steve Egan HESA QAA
HEFCE HEFCE Mark Allanson
David Wallace David Wallace HEFCE
SLC SLC
19. Regulation of alternative
providers – lots of questions!
• Student number • FOI?
controls? • Financial sustainability
• Tuition fee caps? checks & monitoring?
• Loan caps? • Public sector equality
• Off quota recruitment? duty?
• WP and FA? • Ability to charge
• Information? differential fees?
• Student complaints • QA?
(OIA)?
20. Response the HE White Paper
11 June 2012
• Review the existing student support course designation
system for alternative providers to include SNCs and more
robust and transparent requirements on:
– QA
– financial sustainability
– management and governance
• Consult later this year on the process of applying SNCs to
alternative providers who have courses designated for
student support purposes
21. Regulatory Partnership Group
PROGRAMME OF WORK
• Developing an operating framework – description of the
funding and regulatory arrangements for English HE and the
contracts/memoranda of understanding that facilitate it
• Designing a successor to HEFCE’s financial memorandum – a
document to set out the expectations of those in receipt of
public investment, whether through HEFCE grant or SLC-
arranged loan
• Redesigning the data and information landscape – taking the
opportunity to look at data collection and streamlining its
collection in the interests of efficiency and reducing burden
• Investigating constitutions and corporate forms adopted by
organisations that provide HE in England.
22. Looking forward
SECURING EFFECTIVE ACCOUNTABILITY
• HEFCE and SLC – to develop a coherent
operating framework (OF) for reformed HE
that provides:
– Accountability for public funds
– Protects the collective student interest
– Gives priority to quality improvement
• FM replacement forms part of the new OF
23. Looking forward
SECURING EFFECTIVE ACCOUNTABILITY
• A two stage process
– Consult on principles – early 2013
– Consult on detail – around May 2013
– Operationalise from autumn 2013
• Key issues
– What are public funds?
– Putting self in position of students
– Where do they get assurance from
• Quality?
• Complaints procedures?
• Financial sustainability?
24. Looking forward
SECURING EFFECTIVE ACCOUNTABILITY: POTENTIAL WAYS FORWARD
• Legislation
• Co-regulation/self-regulation
– “….we comply with the requirements of the
new FM and you can take comfort…..”
Aim: Be clear for students what they can take
comfort from and what they cannot – influence
where they go
25. A new financial memorandum
Some key questions:
• What are public funds? What can be included?
• Who and what organisations are included?
– The replacement FM needs to cover the public and
collective student interests; and to be able to apply to all
providers?
• How will it be described?
– “Providers of HE: statement of accountability
requirements”?
– “Accountability of providers of HE to students and the
public”?
• What sanctions are available for non-compliance?
– Removal of designation?
– Others?
26. What does it all mean for you?
REGULATION AND THE HE COMMUNITY
• Consultation on SNCs for alternative providers with
designated courses (November 2012)
• Consultation on the new operating framework
(Spring 2013)
• Admission of the second cohort of students paying
fees of £6,000 - £9,000 (September/October 2013)
• Introduction of a successor to HEFCE’s financial
memorandum, covering all public investment from
whatever source (Autumn 2013)
These objectives in tensionDecisions take timeMultiple external uncertaintiesApparent inconsistencyLead and lag unpredictable (Access, NSP)320bn quantitative easing ↑pension deficitUKBA immigration policy – verseas YFinancial control vs. student choiceW Participation (Ycost) vs Market disciplineNo legislationImpact of tuition fees on CPI then government finances
First principle is institutional autonomy. Introduction to the FM says “Under the Further and Higher Education Act 1992, which established HEFCE, the Secretary of State is not entitled to frame his conditions of grant to us by reference to specific institutions, or to particular courses of study or programmes of research, or to the criteria for the selection and appointment of academic staff or for the admission of students. This is designed to safeguard both institutional and academic autonomy, which are widely regarded as key factors in the success of English higher education. We strongly endorse these principles”However HEFCE has a clear regulatory duty to ensure that universities in receipt of public funds provide value for money and are responsible in their use of these funds. We also ensure that the funding we distribute accurately reflects what is delivered. In addition, we now act as the principal regulator for those universities and colleges that are exempt charities, advising the Charity Commission where appropriate. We aim to reduce the accountability burden on institutions by enabling other public bodies, wherever possible, to rely on our systems of oversight and assurance.HEFCE is also legally responsible for making sure that the quality of learning and teaching is assessed in each university and college across England. We also assess the quality of research, enabling us to fund research selectively by supporting excellence wherever it is found
The Model Financial Memorandum sets out the formal relationship between HEFCE and the governing bodies and accountable officers of the higher education institutions (HEIs) it funds. It reflects our responsibility to provide annual assurance to Parliament that: Our funds are being used for the purposes for which they were givenRisk management, control and governance in the sector is effective Value for money is being achieved.
.
We have been asked to develop the new operating framework and replacement for the financial memorandum within the existing legislative framework, but HEFCE’s powers are limited to attaching conditions to the grants it provides; it is legally prevented from attaching conditions to funding derived from other sourcesHEFCE sanctions will continue to carry weight for the next two years and possibly three years. When funding for old regime students is phased out a large number of HEIs will still continue to receive substantial HEFCE funding either through teaching funding or through research, but 30 of them will receive less than £5 million per year which is less than the maximum penalty HEFCE can impose under existing legislation (all explained in paragraph 23 of Ian’s paper). Since we also have a statutory duty to ensure quality and one of the sanctions is withdrawal of funding, we won’t have that sanction (see paragraph 21).
We have been asked to develop the new operating framework and replacement for the financial memorandum within the existing legislative framework, but HEFCE’s powers are limited to attaching conditions to the grants it provides; it is legally prevented from attaching conditions to funding derived from other sourcesHEFCE sanctions will continue to carry weight for the next two years and possibly three years. When funding for old regime students is phased out a large number of HEIs will still continue to receive substantial HEFCE funding either through teaching funding or through research, but 30 of them will receive less than £5 million per year which is less than the maximum penalty HEFCE can impose under existing legislation (all explained in paragraph 23 of Ian’s paper). Since we also have a statutory duty to ensure quality and one of the sanctions is withdrawal of funding, we won’t have that sanction (see paragraph 21).
Legislation – whatever you feel able to say about thatVoluntary agreement - This will require all parties to be willing to sign up to and abide by such a voluntary agreement. This would be tested if one or more institutions decided to leave, so casting doubt on whether effective accountability can be achieved through such a voluntary agreement. It may be that such a voluntary agreement could operate for a limited time, but not in the long-term. The threat of legislative action, though, may be sufficient to ensure a voluntary agreement is effective (paragraph 32)