9. Quality Assessment
• Verification of methodology for our own
review processes
• An annual Provider Review – data
focused including success, retention,
NSS etc
• A periodic (5 yearly) HEFCE Assurance
Review (HAR)
17. Personal
development
87 79 (↓8%) 81 83 82
How are we performing?
2015 2016 FEC mean score
2016 (%)
Top quartile mean
score 2016 (%)
England mean
score 2016 (%)
Personal
Development
87 79 81 83 82
The course has
helped me to
present myself
with confidence
89 80 81 81 81
My communication
skills have
improved
88 81 83 84 84
As a result of the
course, I feel
confident in
tackling unfamiliar
problems
85 76 81 83 82
22. Better the devil you know |A review of applications 2016/17
UH based numbers to date
Business 35
Computing 25
Sport 12
Creative 39
IYS 45-50
Early Years 20
Total 176 - 181
23. College owned numbers to date
Performing Arts 12
Public Services 16
Music 9
Travel 7
Health and SC 6
Total 50
Better the devil you know |A review of applications 2016/17
26. • Studynet training 7th September 09.30 – 11.30 led by Dominic Bygate
from UH
• A series of support workshops will be available for staff to attend on a
weekly basis to include:
Support session for staff new to HE, embedding employability,
delivering at the right academic level, wider support for learners,
developing resilience in young people
Workshops
Editor's Notes
A number of significant changes have been happening over the past few years
Removal of student number controls (SNC)
Increased fees
Increase in alternative providers of HE
Increased competition within the sector
Satisfaction rates and VfM are key
Trading standards reported variable practice across the sector
CMA allowed initial transition year 2015/16. They now have clear expectations
OIA - provides an opportunity for students to complain to an independent body if they have exhausted all college/university procedures and remain dissatisfied
Green Paper proposing future for HE
White Paper and HE Bill followed
White paper - confirming plans to:
Improve teaching quality – Introduce a Teaching Excellence Framework (TEF) to link funding to the quality of teaching in universities.
Simplifying the processes for entering the HE market
Creating a new market regulator of higher and further education and alternative providers, the ‘Office for Students’, in place of the Higher Education Funding Council for England (HEFCE)
Creating a research and innovation funding body, UK Research and Innovation (UKRI).
The government’s proposed TEF is intended to encourage higher education institutions to raise standards in their teaching, which can only be a good thing. TEF panels will assess institutions based on common metrics including student satisfaction and additional evidence provided by the institutions. The exact details are currently being consulted on. Institutions will be awarded a TEF level and will be able to raise their fees by RPI inflation or a proportion of it.
Metrics sill being agreed
Pilots to be conducted 2016/17
WHC achieved excellent bill of health in 2014 HER allowing us to meet conditions necessary to enter year 1 of the TEF
Observations:
Streamlined, more efficient, less bodies involved
QAA as quality assurance body up for tender
New regulatory body OfS comprises of HEFCE and OFFA
QAA tenure ended
Quality assurance of HE has been open to tender
Funding body HEFCE to lead revised operating model
Pilots to take place throughout 2016/17
Sector to be advised further following these
Do our mechanisms improve academic outcomes and the student academic experience?
Yes. Remember we were commended by QAA previously for ‘Enhancing student learning opportunities’ and have systems in place to regularly review and enhance this further
Initial Year Science – Extended Degree Science introduced 2016/17
30 places to 50 secured
Two million graduates per year exit university in the UK
What chance do WHC graduates have?
How do we maximise their skillset?
What skillset are employers looking for
Engagement with employers highlights this
Not about which uni students attended but more about the professional experience and specific skills gained
So which specific skills do students need?
Reference to NSS results for personal development
113 responses across our HE courses (HNs and FDs)
Significant decline in personal development across the piece
We need to focus our attention on reversing this and ensuring our learners have the skills and confidence when exiting our courses. Workshops will specifically target this.
Need to focus on developing resilience and grit in our students and ensure they are competent and confident problem solvers
A model for us to consider
Providing our learners with an edge/headstart
Using Linkedin to:
Allow learners to track their development and monitor their skills and experiences developed whilst on programme
Allow us to engage with alumni
Allow students to engage with former alumni
Networking opportunities
Job opportunities
Group discussions/topical news relevant to course
Target 184 overall
The above figures are guesstimates and are by no means guaranteed
Target overall was 63 (13 down)
Clearing places offered down year on year
University's dropping tariff means Clearing is incredibly challenging
Impact of Brexit on international student recruitment unknown – uni’s rely on this
Accepting learners with 80 UCAS points this year at Clearing
The ‘Mark Garvey Approach’
