Thats Quality 2017 universities Wednesday 26 th and Thursday 27 th - - PowerPoint PPT Presentation

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That’s Quality 2017 universities

Wednesday 26th and Thursday 27th July 2017 West Park Conference Centre

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Welcome, housekeeping and getting started

• Toilets
• Fire alarm
• Accommodation & food
• Emergency phone – 07966104056
• sparqs staff
• Workbooks and handouts

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Event aims and objectives

Aim: to equip you with the knowledge and tools to use the quality enhancement agenda to deliver change for your students’ learning and teaching experience. By the end of the event you will:

• A broad understanding of student partnership and student engagement in quality

enhancement.

• An awareness and understanding of the five elements of the Quality Enhancement

Framework.

• An understanding of the new Enhancement Theme and how it relates to your

students.

• An understanding of the different sources of data and information universities use

and how you can use these to make change.

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Agenda Day One

10.00 – 10.30 Registration and coffee 10.30 – 10.45 Introduction and welcome 10.45 – 12.15 Quality Enhancement in Scotland and why it matters to students 12.15 – 12.30 Coffee break 12.30 – 13.30 What is student partnership? 13.30 – 14.15 Lunch

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Agenda Day One (continued)

14.15 – 15.15 Understanding the quality landscape 15.15 – 15.45 Coffee break and check into accommodation 15.45 – 17.00 Engaging Students in Institution-led Review 17.00 – 17.15 Conclusions and end of day one 19.00 Dinner

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09.30 – 10.00 Check-out, arrival and coffee 10.00 – 10.30 Introduction to day two 10.30 – 12.00 Engaging with the new Enhancement Theme 12.00 – 12.45 Lunch

Agenda Day Two

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Agenda Day Two (continued)

12.45 – 14.15 Understanding and Using Data 14.15 – 14.30 Break 14.30 – 15.30 What’s next? 15.30 – 15.45 Conclusions and finish

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Quality Enhancement in Scotland and why it matters to students

Debra Macfarlane, QAA Scotland Alison Cook, Scottish Funding Council Jodie Waite, NUS Scotland

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Enhancement-led approach to Quality

Debra Macfarlane Quality Enhancement Manager, QAA Scotland

• Evaluated through the Quality Enhancement

Framework since 2003

• Jointly owned by a number of agencies:

– Scottish Funding Council – NUS (Scotland) – Student partnerships in quality Scotland (sparqs) – Universities Scotland – Higher Education Academy and…

Quality of Learning & Teaching

ELIR Institution-led quality review Student engagement Public information Enhancement Themes

Quality Enhancement Framework

Enhancement in the Scottish University sector

• Aims to enhance the student

learning experience and encourage student engagement and participation in learning and in quality processes

• Emphasis is the quality of the

student experience of learning rather than on QA systems and processes themselves Deliberate steps to bring about improvement in the effectiveness of the learning experiences of students

How do Enhancement Themes work?

Enhancement Themes

• Enable a specific area to be explored in depth
• Collective activity and programmes of work

within each institution

• Launched in 2003, practice across the sector

shared at an annual conference

• Overseen by Scottish Higher Education

Enhancement Committee (SHEEC)

• Resources available online

14 Years of Themes…

• Assessment (03-04)
• Responding to Student Needs (03-04)
• Employability (04-06)
• Flexible Delivery (04-06)
• Integrative Assessment (05-06)
• The First Year: Engagement and Empowerment (05-08)
• Research-Teaching Linkages: enhancing graduate attributes

(06-08)

• Graduates for the 21st Century: Integrating the

Enhancement Themes (08-11)

• Developing and Supporting the Curriculum (11-14)
• Student Transitions (14-17)

Structure of the Theme

• Scottish Higher Education Enhancement

Committee (SHEEC)

• Institutional teams
• Theme leaders Group (TLG) incl students –

NEW for 2017

• Conference

• What will it involve? Scoping now.
• First event 6 Oct to set the agenda/plans for

the rest of the year and (in outline) the whole Theme. Are you on your institutional team?

• How much have you heard about the new

Theme at your institution? What do you think are the kinds of topics/strands that should be explored?

• You can shape the direction to improve the

SLE at your institution…

New Enhancement Theme: evidence-based enhancement

How does ELIR 4 work?

• Peer review of all Scottish HEIs on a

four-year cycle

• Student reviewers since 2003
• International reviewers since 2008
• First cycle: 2003-2007
• Second cycle: 2008-2012
• Third cycle: 2012-2016
• ELIR 4: 2017-2022
• Judgement and outcomes – areas of

positive practice, areas for development

The Enhancement-led Institutional Review (ELIR) process

Strategic priorities & student population Implications for learning and teaching Commitment to self-evaluation (use of data & reference points) Institutions taking action on findings

ELIR is interested in…

• Ensure focus on enhancement
• More opportunities for student engagement
• Promote institutional ownership
• Enable sufficient challenge alongside collegiate review
• Maximising value

ELIR 4 – Developing the approach Contextualisation

• Extended to a 5-year cycle:

– the of reviews the same as for ELIR 3 – (QMU and RCS up first in 2017-18)

• New ELIR handbook now online on QAA website
• sparqs will:

– update and re-issue ELIR Guidance for students – provide support to unis and SAs – contribute to QAA reviewer training

ELIR 4

• Student reviewers since 2003 & international reviewers since

2008

• First cycle (2003-07), second cycle (2008-12), third cycle (2012-

16

• ELIR 4 (2017-2022)

ELIR 4 team - minimum of 4 reviewers: 1 co-ordinating, at least 1 student, at least 2 academic staff Teams can now include 1 international reviewer (NOW OPTIONAL), academic reviewers can now have a professional services background (NEW) and an additional student (NEW)

ELIR 4

• Emphasises the learner

perspective

• Focuses the ELIR team on the

student learning experience

• Promotes student engagement

at the institution: students as active partners

Student involvement in ELIR 4

• Student Reviewer on review team
• Student views in shaping the focal points of

the review are key from the beginning of ELIR process (Student Partnership Agreements way in which to do this)

• Reflective Analysis
• Visits (Planning and Main Visit)
• Annual Discussions
• Follow on activity – Focus On projects

Student involvement in ELIR 4

• Self-evaluation document

(Reflective Analysis) & Advance information set

• Two-part visit – varying lengths
• Published reports

ELIR – the whole process

It’s not just a review visit…

• Outcome and Technical reports
• ELIR thematic reports
• Follow-up activity
• Focus On projects
• Sector overview reports
• Analysis of institutional SFC

returns

• Annual discussions

Learning from ELIR

• Ongoing nature of ELIR there is the opportunity

for student engagement throughout the cycle

• Annual discussion agenda includes:
• Outcomes of the institution-led quality

reviews (from the previous academic year)

• Current developments in student

engagement

• Progress with ELIR, relevant to the

institution's position in the cycle (for example: preparations for ELIR; year-on response; progress with actions following the ELIR)

• Enhancement Themes activity

Learning from ELIR – ELIR annual discussions

Focus On: What is it?

• All HEIs in the sector work

collectively to promote policy and practice on the topic.

• One topic is chosen each academic

year and all Scottish HEIs work collectively to promote policy and practice around this topic.

• Staff and students identify priority

areas and a programme of activity is designed to ensure a positive impact on practice in the sector.

Focus On projects

Focus On projects cover topics that occur frequently in ELIR

• utcomes as positive practice or areas for development

Focus On How do we chose topics?

• Aspects of the approach to ILR experience were

identified as areas of positive practice in 11 out of 18 ELIRs across the cycle (2012-16).

• Aspects of the postgraduate student experience

were areas for development in 13 out of 18 ELIRs.

Themes arising from ELIR

• Training and support for postgraduates that teach (8)
• Support for staff supervising research students (5)
• Oversight of the postgraduate student learning experience (3)
• Developing a research community (3)
• Managing the quality of student support with increased

postgraduate student numbers (3)

• Monitoring and enhancement arrangements (2)
• Postgraduate student representation (2)
• Equivalence of the postgraduate experience across an institution (2)
• Induction (1)
• Consistency of information for postgraduate students (1)

Focus On: The PGR student experience priority areas

• 1. Training and support for postgraduate

students who teach (PGWTs)

• 2. Support for staff who supervise research

students

• 3. Building a research community for PGRs
• 4. Student representation for PGRs

Focus On: 2017-18 Feedback on Assessment

• Revisiting topic from 2014-15 – how far have we come?
• What has changed?
• What issues remain?
• What can we do to make it better?

Can you help us?

• The enhancement work we do with the sector

affects policy and practice – we need you to help

• It provides new reference points for HEIs in

evaluating their policy and practice which links back to ILR & ELIR

• Your engagement has a significant impact

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Coffee Break

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What is Student Partnership?

Simon Varwell sparqs Development Consultant

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By the end of this session you will:

• Be able to describe the work of sparqs.
• Have considered the concepts of ‘students as experts’ and

‘students as partners’.

• Have gained an understanding of Scotland’s Student

Engagement Framework

• Have had the opportunity to consider your role in leading and

developing student engagement in your institution.

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All about sparqs

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Who are we?

• Student Partnerships in Quality Scotland
• Full-time staff in Edinburgh and Inverness
• Works with all institutions and students’ associations in

the university and college sector.

• Funded by SFC, steered by all the sector agencies.
• www.sparqs.ac.uk

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Our Vision is of:

Students making a positive and rewarding difference to their

• wn and others’ educational experience, helping shape the

nature of learning and contributing to the overall success of Scotland’s universities and colleges.

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To make this Vision a reality our Mission is to

Ensure students are able to engage as partners in all levels of assurance and enhancement activities including:

• Commenting on and shaping their own learning experience.
• Taking an active part in formal student engagement

mechanisms, including quality processes and strategic decision making.

• Shaping the development of the student experience at

national level.

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Our strategic aims

• Supporting students
• Supporting institutions
• Supporting the sector
• Developing a culture

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Students as experts

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Why are students experts?

• Quality Enhancement Framework.
• Centrality of user experience.
• Student expertise:

– Why you learn – How you enjoy learning – What you do (or want to do) with the knowledge

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Why are students experts? Students Staff

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Scotland’s Student Engagement Framework

A Student Engagement Framework for Scotland

There are five key elements:

• 1. Students feeling part of a supportive institution.
• 2. Students engaging in their own learning.
• 3. Students working with their institution in shaping the

direction of learning.

• 4. Formal mechanisms for quality and governance.
• 5. Influencing the student experience at national level.

The use of the term ‘learning’ throughout the framework can apply to learning, teaching and assessment.

A Student Engagement Framework for Scotland

There are six features of effective student engagement:

• 1. A culture of engagement.
• 2. Students as partners.
• 3. Responding to diversity.
• 4. Valuing the student contribution.
• 5. Focus on enhancement and change.
• 6. Appropriate resources and support.

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Students as partners in quality enhancement

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Students Partners Quality Enhancement

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Lunch

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Understanding the quality landscape

Hannah Clarke Development Consultant

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Session objectives

By the end of this session you will be aware of:

• The difference between quality assurance and quality

enhancement.

• The updated Quality Enhancement Framework.
• The purpose and impact of the Quality Code.
• Student Partnership Agreements.
• Outcome Agreements.

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Assurance v enhancement “Are you doing what is expected of you?” “How can make what you’re doing even better?”

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The Quality Enhancement Framework

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Quality Enhancement Framework

Student Engagement Institution-Led Review Enhancement- Led Institutional Review Public Information Enhancement Themes

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Review of QEF

• Planned review of quality arrangements took place between

2014-16.

• Decision taken to lengthen the external review cycle from 4–5

years precipitated discussions about strengthening student engagement in all elements of the QEF.

• National Working Group on Student Engagement established

to look at strengthening student engagement in the QEF.

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• Student Reviewer on review team.
• Student views in shaping the focal points of the review are key

from the beginning of ELIR process (Student Partnership Agreements will be used to help students contribute to discussions to determine focal points of review).

• Reflective Analysis.
• Visits (Planning and Main Visit).
• Annual Discussions.
• Follow on activity – Focus On projects.

Student involvement in ELIR 4

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ELIR 4 2017-22

The main focus of the review is to consider the university’s approach to improving the student learning experience. Features:

• Focus on enhancement
• Conducted by peers
• Contextualised

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Working Group on Student Engagement Recommendations continued…

• Student engagement in sector committees (Scottish

Higher Education Enhancement Committee and Enhancement Theme Leaders’ Group).

• Recognising the role of students’ association staff

members in institutional and sector level processes.

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The Quality Code

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UK Quality Code

Three main sections:

• Part A: setting and maintaining academic standards
• Part B: assuring and enhancing academic quality
• Part C: information about HE provision

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UK Quality Code – Part B5

There are seven indicators, including:

• Indicator 1: “Higher education

providers, in partnership with their student body, define and promote the range of opportunities for any student to engage in educational enhancement and quality assurance.”

• Indicator 5: “Students and staff

engage in evidence-based discussions based on the mutual sharing of information.”

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Student Partnership Agreements

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Partnership Agreements

Two sections (or more!)

• Section A describes the different ways students and the

university interact – to show students how they can work with staff to change things if they want to.

• Section B shows what the Students Association and the

University are going to work on together over the next year. – A significant consultation process to create a document with the agreement of staff and students. – Signed off jointly by principal and SA president.

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SPAs – what works?

• 1. Development
• Shared ownership; Working group includes a variety of students and

institutional staff; Projects informed by evidence; Proper consultation with staff and students.

• 2. Content and implementation
• Equal weight given to Part A & Part B; Learning and teaching focused; No

duplication of existing strategic plans; Outcome-focused; Action plan in place; Clearly communicated in to students and staff across the institution.

• 3. Monitoring and Review
• Regular meetings to assess progress; Reviewed and updated on an annual

basis; Additional section on the impact of the agreement; But, evaluation so far underdeveloped.

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Outcome Agreements

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Outcome Agreements

• Outcome Agreements set out what colleges and universities plan to

deliver in return for their funding from the Scottish Funding Council.

• A mix of technical information and self-reflection.
• Guidance and existing OAs are on the SFC website.
• Student engagement in shaping OAs is required: “We expect

universities to summarise how – from the outset of the process – their Outcome Agreements have been developed in consultation with students [and] the university’s students’ association”. (SFC Guidance for the development of University Outcome Agreements: 2017-18 to 2019-20)

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Outcome Agreements

• Widening access – learning that is accessible and diverse, attracting and

providing more equal opportunities for people of all ages, and from all communities and backgrounds.

• High quality learning and teaching – an outstanding system of learning that is

accessible and diverse where students progress successfully with the ability, ideas and ambition to make a difference.

• World-leading research – world-leading universities, nationally and

internationally connected with a global reputation for their research.

• Greater innovation in the economy – a national culture of enterprise and

innovation leading to a more productive and sustainable economy.

• High-performing institutions – a coherent system of high-performing,

sustainable institutions with modern, transparent and accountable governance arrangements.

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Things to consider

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Things to consider

• Where is your university in each element of QEF?
• What is the body where you and your university monitor

progress against the Quality Code?

• Do you have an SPA? How can you engage with management

in developing or reviewing/updating yours?

• How do you and your university management collaborate on

your Outcome Agreement?

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Session objectives

By the end of this session you will be aware of:

• The difference between quality assurance and quality

enhancement.

• The updated Quality Enhancement Framework.
• The purpose and impact of the Quality Code.
• Student Partnership Agreements.
• Outcome Agreements.

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Coffee break and check into accommodation

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Engaging Students in Institution- led Review (ILR)

Stef Black Development Consultant

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Session objectives

By the end of this session you will:

• Have developed an understand to the background, purpose

and aims of ILR

• Understand the role that students can have in ILR
• Have developed your knowledge of the different ways to

support & facilitate student engagement, at all stages of the ILR process

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Background & Context

• One of the five pillars of the Quality Enhancement Framework

(QEF)

• Formal review process that all institutions must undertake to

assure and enhance the quality of provision

• Guidance comes from SFC, who set out broad principles to

which institutions should adhere to, but ultimately each institution has flexibility in the process

• All credit-bearing provision must be reviewed, and on a cycle
• f no less than every six years
• Student engagement expected at all stages of the ILR

process

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Scope of ILRs

• Undergraduate and taught postgraduate awards
• Supervision of research students
• Provision delivered in collaboration with others
• Transnational education
• Work-based provision & placements
• Online and distant learning
• Provision which provides only small volumes of credit

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SFC guidance states that…

”ILRs need to produce robust, comprehensive and credible evidence that the academic standards

• f awards are secure and the quality of

provision in Scottish HEIs is of high quality and being enhanced”

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“The process is intended to be robust and holistic, but one that is useful to the subject team and the Faculty in providing a periodic juncture for reflection, evaluation and focus on future plans and opportunities.”

• UWS SHR Booklet

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Other things to consider

ILR not only covers reviews of academic subject areas, but also reviews of professional services. Thematic reviews – reviews of whole areas, such as Student Support Services, or of student cohorts across the Institution, such as Student Parents. PSRB –included in ILR or separate to the review process?

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Standards are secured by comparison with external reference points:

• The UK Quality Code
• Scottish Credit and Qualifications Framework (SCQF)
• Subject Benchmark Statements
• Professional, Statutory and Regulatory Bodies (PSRB)

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Purpose & Aims

• To identify and reflect on good practice
• To make recommendations for future developments
• To highlight key areas of strengths or weaknesses
• To monitor the provision of the learning and teaching
• To consider whether feedback from students has been acted

upon

• To consider the effectiveness of the academic support provided

(including online resources, lecture recording and library resources)

• To identify good practice in pedagogy, assessment and student

support, and how it is disseminated within the Faculty/division.

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This can be summed up as:

• 1. Management of the student learning experience;
• 2. Management of quality and standards;
• 3. Management of enhancement and promotion of good

practice;

With an emphasis on enhancement and the deliberate management of enhancement.

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What will ILR examine?

Previous review report and response Institutional Information Staff profiles Applicant & Admission data Programme Development Module Descriptors Strategic development (Learning and teaching strategy ) External Examiner reports Monitoring & review processes Staff/Student meetings (agendas/minutes) Staff Development Opportunities Student Support

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The Panel

Staff member from Quality

• Dep. (Secretary)

External Reviewer

Academic Staff member or DLT (external dep.)

Deputy Principal (Chair)

Student

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Post Review

The review panel agrees a report of the review. The panel will make recommendations for action to a variety of groups within the University. These may relate to operational, procedural or curricular matters within the division, or may be concerned with University policy and be directed at various committees within the University. The report will also identify good practice for wider dissemination across the University.

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Examples of outcomes

Areas for commendation

• Effectiveness of staff/student

arrangements, both informal and formal

• Collaborations between the

divisions in sharing modules across programmes

• The supportive environment

provided for PGR students

• The use of innovative

assessment methods Areas for recommendation

• Be proactive in providing

feedback to students, and in making students aware of mechanisms for obtaining advice

• Reflect on methods of

communication with the student body

• Review the merits of group

assessment

• Establish departmental policy on

the use of lecture recording technology

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What next….?

• Annual Report – 30th Sept to QAA & SFC

– The Annual Report will provide a summary of the ILR outcomes for the preceding academic year, as well as indicating the role and nature of student engagement in ILR and any main themes, recommendations and commendations.

• QAA Analysis of institutional provision – 30th Nov to SFC

– They will produce an overview and analysis of an institutions’ annual report that will then be sent to SFC; this is so SFC can be assured that robust provision is in place.

• University specific ‘Education Committee’ – updates and monitoring
• Department specific action plans

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Cyclical Process

Plan Do Check Act

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Timeline

Collating of core documents & SED Discussion with key staff and students pre-review Documents circulated to panel ILR panel takes place Initial outcomes report reviewed; action plan formed Follow up review (one year on) Initial meetings between subject and quality dep.

STUDENTS STUDENTS STUDENTS STUDENTS STUDENTS

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Student Engagement

• Why is student engagement in ILR important?
• How can students be involved?
• Who do we mean by ‘students’
• How can you support student engagement?

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Why is student engagement important?

• Students are experts in their own learner

journey.

• Students offer an alternative & necessary

perspective.

• Student views on the standards of provision are

an important and valuable element.

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How can students be involved?

“It is expected that students will be engaged at all stages of the ILR process including the development of the self-evaluation, as full members

• f ILR teams, and in follow-up activity.”

SFC guidance to higher education institutions on quality for the cycle August 2017- 2022

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How can students be involved?

• 1. Before - contributing to the gathering and researching of

evidence on the student learning experience and working to develop the self-evaluation document (SED).

• 2. During - meeting with the review panel to discuss their

experiences, or as a full member of the ILR panel.

• 3. After - involving them in all follow-up activity, including

responding to the action points that arise from the review and/or helping develop action plans and future developments.

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Who do we mean by students?

Who are these students? Are they - sabbatical officers, lead reps, course reps, other elected officers, ordinary students….? Who should be involved, and at what stage? Who decides?

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Who (and how) should be engaged?

COURSE REPS LEAD REPS SABBATICAL OFFICERS BEFORE DURING AFTER

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Some things to consider….

• Institutions have flexibility in deciding how (and who) to

gather evidence from as part of the review process

• Institutions should take into account the specific

demographics of their student population and characteristics

• f provision
• The review should differentiate between the views of different

categories of students, such as part-time/full-time, different levels of programme and entrants from school/from further education

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Benefits & challenges of student engagement in ILR

Role Benefits Challenges Solutions Sabbatical Officer e.g. availability e.g. repetitive Lead Rep Course Rep Elected Officer Student

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How can you support student engagement?

• 1. Training
• 2. Working in Partnership
• 3. Ongoing Provision

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Training

The best way to ensure meaningful and lasting engagement from students is to provide those who will be engaging in the ILR process with proper training. This training can be done in partnership with the University, or alternatively, the Association can develop and deliver training, with support from the institution.

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What should the training include?

Background of ILR Aims & Purpose The role of the student What questions to ask/will be asked What topics will be covered Analysing Skills Listening and reflective skills Communication/questioning skills Facilitating discussion

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Working in Partnership

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Ongoing Provision

• 1-2-1 support for panel members
• Dedicated staff support throughout ILR
• Dedicating time to the process
• Follow up meetings and time spent gathering feedback
• Annual review of training and processes

Creating a legacy of student engagement

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Feedback

Spending time with the students who get involved in the ILR process (regardless of what stage) is a great way to ensure that the support and training you are providing continues to be suitable, and that the students feel capable and confident in contributing to the review process.

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Thoughts? Questions?

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End of Day One!

• Dinner at 7pm.
• Check-out after breakfast.
• Start again tomorrow at 9.30am.

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That’s Quality Universities 2016

Welcome to Day Two!

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09.30 – 10.00 Check-out, arrival and coffee 10.00 – 10.30 Introduction to day two 10.30 – 12.00 Engaging with the new Enhancement Theme 12.00 – 12.45 Lunch

Agenda Day Two

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Agenda day Two (continued)

12.45 – 14.15 Understanding and Using Data 14.15 – 14.30 Break 14.30 – 15.30 What’s next? 15.30 – 15.45 Conclusions and finish

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Introduction to Day Two

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Welcome to Day Two

One thing you enjoyed/learned yesterday. One thing you’re interested in finding out more about.

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Reflections on yesterday

• What did you like about the format and delivery of

yesterday?

• How could we enhance it for next year?

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Engaging with the new Enhancement Theme

Professor Karl Leydecker The University of Dundee

Page dundee.ac.uk

Professor Karl Leydecker Vice-Principal for Learning & Teaching

Introducing the next enhancement theme

26 July 2017

116

Scottish University of the Year 2017

Page dundee.ac.uk

The benefits of a themes approach

• Engages students and staff.
• Fosters a spirit of cooperation and collaboration across the sector, in contrast to the competitive ethos in

some HE sectors.

• Important to continue the work on transitions and ensure a successful transition to the new theme.

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What makes for a good theme?

• The topic has to be something that really matters to students, to staff (meaning academic and

professional services staff), and to senior leadership of universities.

• Needs to inspire people to want to make a real difference.
• Needs to be of its time, so that it goes with the grain of the major issues facing higher education in

Scotland today.

• The Transitions theme has certainly fitted the bill and transitions will remain a central focus for

universities in Scotland in years to come.

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The new theme: Evidence-Based Enhancement

• Title is provisional. Needs to be developed to ensure it captures the imagination and is immediately

engaging.

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How was this theme chosen?

• Review of the themes approach taken place, including duration, the extent to which the themes

could/should engage disciplines or continue to be topic-based with HEIs taking the lead in engaging disciplines with the themes.

• Consultation with all HEIs and discussions in key sector forums such as US LTC, UQWG, and the Theme

Leaders’ Group.

• Success of current theme has led the sector to conclude that the current approach remains broadly

right.

• Broad consensus also emerged on topic of the new theme.

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What is the scope of the theme?

• Still to be fully scoped but some emerging ideas.
• Not a narrow theme. Not just about metrics and data. Not just about learning analytics. Needs to

encompass qualitative as well as quantitative evidence.

• There is a need to better understand metrics and data, to improve metrics and data, to become better at

using evidence to motivate change and enhancement, to evidence more effectively what works, and how to share best practice more effectively.

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Why is this a compelling theme now?

• Exponential increase in the availability and visibility of data and evidence: LEO, TEF, widening access,
• UCAS. Much greater granularity.
• Universities are investing in new data systems that are transforming their ability to generate data

internally about student performance, including learning analytics.

• Data revolution, part of the digital revolution, is touching everyone in the sector: students, staff, senior

leaders, sector as a whole.

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Compelling for the sector

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Compelling for the sector

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Compelling for the sector

125

• TEF revealed the need for the Scottish sector to understand its own data much better. National reporting
• f performance measures in Scotland is largely absent and there is a very patchy understanding of

Scotland’s collective performance.

• League table compiler press releases about Scotland’s performance (e.g. https://tinyurl.com/ya3qput4)

go unquestioned.

• Scotland needs to be able to contribute to debate around changing landscape for public information

driven by UK govt.

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Compelling for the sector

• Next few slides illustrate the perils of a superficial approach to data and metrics. Simple averages mask a

more complex picture.

• E.g. Scottish graduate destination data shows greater consistency of performance by Scottish HEIs, but

no Scottish HEI is matching the best performing English HEIs.

• On retention, the marked improved of one or two HEIs in Scotland means performance is now more

consistent and improving at the sector level (and closer to English average) but does this mask some downward trends for a number of HEIs in Scotland?

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Positive destinations

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Young student retention

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Compelling for students

• We should resist the UK government’s mantra of data being something that students consume in a

market driven approach.

• Data and evidence work best to drive enhancement when students and universities are engaged in a

partnership approach. Example of student partnership agreement approach at University of Dundee incorporating performance indicators https://tinyurl.com/yc4hfdhh.

• Liz Thomas in her keynote emphasized the effectiveness of student-evidence-led approaches to

retention.

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Compelling for students

• Students are keen to see a culture of transparency about data and evidence.
• Student representatives are able, and should be encouraged, to generate their own evidence to make a

compelling case for enhancement (e.g. Dundee University Students’ Association recently conducted a Student Matters survey in partnership with the University to identify welfare issues faced by students. Over 1,000 responses, presented to the University Court, and prompting action to strengthen support for mental wellbeing).

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Compelling for staff

• Compelling presentation of evidence can help to galvanise staff to transform learning, teaching and the

student experience.

• Case Study: Duncan of Jordanstone College of Art and Design at University of Dundee: for years Design

was in the bottom quartile in NSS, and ranked in the 40s in the Guardian University Guide. Research performance perceived to be privileged over teaching.

• Design now ranked top in the UK for NSS and top in UK in Guardian; now immense pride in and focus on

learning, teaching and the student experience throughout the School (& University).

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Compelling for students and staff

135

Exploring the impact of undergraduate credit-bearing careers education: Preparing our graduates

https://www.hecsu.ac.uk/assets/assets/documents/non_hecsu_reports/UoD_- _Exploring_the_impact_of_undergraduate_credit_bearing_careers_education.pdf

(Ruth O’Riordan)

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Compelling for universities

• My sense is that there is a strong alignment between the theme and the issues that universities in

Scotland are grappling with.

• Dragan Gasevic, in his keynote at the Enhancement Themes Conference 2017, emphasized the need for

universities to learn how to present data to students individually in ways that drive positive responses and avoid unintended consequences. This applies equally at the level of the whole university and the sector.

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Conclusion

• The Themes approach can allow us to pull together as a sector in challenging times.
• Our aim must be to develop and share excellent practice in relation to the use of multiple types of data

and evidence to motivate and drive enhancement.

• Should also strengthen our ability to assess what works most effectively, and to evidence our success in

delivering enhancement (e.g. as a result of the Transitions theme).

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Our purpose

Our reason for existing is simple. It’s what we do today and it’s what we have always done. It is to transform lives, locally and globally through the creation, sharing and application of knowledge

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University of Dundee – who we are

We make a difference: this delivers impact We work across boundaries, with an interdisciplinary and team-based approach We adopt an enterprising approach, embedded in the curriculum We act locally and globally We’re a modern university working

• n solutions to 21st century problems

We transform lives

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Global reputation

Scottish University of the Year The Times/Sunday Times Good University Guide 2016 and 2017 Top 10 in UK National Student Survey 2016 1st in Scotland International Student Barometer 2017 1st in UK Times Higher Education Young University Rankings 2017 World Top 200 University Times Higher Education World University Rankings 2016 Gold award Teaching Excellence Framework (TEF) 2017 Scotland’s Most Innovative University 2016 Reuters

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University of Dundee in numbers

16,000 students 3,200 staff £73M research income in 2015/16 £254M turnover £740M benefit to Scottish economy

→ We generate £7 of benefit for every £1 of Scottish government funding → University of Dundee activity supports 1 in 12 jobs in Dundee city and over 8,000 in Scotland

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@sparqs_Scotland #TQ17uni

New Enhancement Theme: evidence-based enhancement

• How much have you heard about the new Theme

at your institution?

• What are the kinds of topics/strands that should

be explored under this Theme?

• How accessible is this topic for students?
• Reflecting on the Student Transitions Theme, what

worked well and what could we do better in terms

• f engaging students in the Theme?

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Lunch

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Understanding and Using Data

Dr Alastair Robertson University of Abertay

abertay.ac.uk

Dr Alastair Robertson Director of Teaching and Learning Enhancement Abertay University

Understanding and Using Data

abertay.ac.uk

• 1. Overview
• Data available e.g. NSS, DLHE, internal student surveys….
• 2. Data for Enhancement at Abertay University
• Why, what and how?
• 3. Spotlights on:
• National Student Survey (NSS)
• Teaching Excellence Framework (TEF)
• Internal student surveys

Session format

abertay.ac.uk

• A lot and it is increasing rapidly!

Nationally published data Graduate destinations- (DLHE) Longitudinal Education Outcomes (LEO) including Scottish data National Student Survey (NSS) Teaching Excellence Framework (TEF) Internal data Internal student surveys Learning analytics (student records, VLE engagement, library use, attendance etc)

What data is available?

abertay.ac.uk

1. Why?

• Accountability- external reporting, strategic planning (KPIs), QA
• Reputation- league tables, student recruitment etc.
• Enhancement- student retention, attainment, new data= fresh insights into the student

experience

Data for Enhancement at Abertay University

• 2. What?
• NSS, DLHE, TEF, LEO, internal student surveys
• 3. How?
• QA e.g. (annual monitoring, ILR, ELIR), portfolio review
• Enhancement e.g. sharing good practice, annual action planning (Programme, School,

University), student partnership agreement, in-module changes (internal student surveys)

• 4. Who?
• University and SA Executives, Heads of School, Programme Leaders, Directors of T&L,

Student Services, Strategic Planning, Registry, Information Services and Estates.

abertay.ac.uk

National Student Survey (NSS)- introduction

• Annual UK-wide survey since 2005
• Measures final year students’

perceptions of various aspects of their learning experience

• Results are used by Universities

and Student Associations for enhancement

• Results published annually on

Unistats website to inform student choice

• Since 2005, satisfaction levels have

increased steadily, including problematic areas such as Assessment and Feedback

abertay.ac.uk

National Student Survey (NSS)- questionnaire

• 2005-16 questionnaire, 23 questions covering:
• 1. Teaching, 2. Assessment and feedback, 3. Academic support, 4. Organisation

and management, 5. Learning resources, 6. Personal Development, 7. Overall satisfaction and 8. Student Association.

• 2017, redesigned questionnaire with 3 new scales to cover student engagement

and partnership. 27 questions covering:

• 1. Teaching, 2. Learning Opportunities, 3. Assessment and feedback, 4.

Academic support, 5. Organisation and management, 6. Learning resources,

• 7. Learning community, 8. Student voice and 9. Overall satisfaction.

abertay.ac.uk

National Student Survey (NSS) 2017

Stage 1- institutions’ own results (quantitative and qualitative) available this Friday, 28th July. Results embargoed. Stage 2- all participating institutions’ results provided on Friday, 4th August but still embargoed. Stage 3- HEFCE publishes all results on Wednesday, 9th August.

abertay.ac.uk

National Student Survey (NSS)- activities

In small groups:

• 1. Review the NSS 2017 questionnaire and identify questions which are of particular

interest/ relevance to your priorities in your SA. 10 mins.

• 2. What is your institution’s current approach to NSS analysis and action planning?

What opportunities are there for SA involvement? Do they, for example, feed into Student Partnership Agreement discussions? 10 mins. On an individual basis or as institutional teams:

• 3. What are your next steps? How can you maximise the use of data obtained

through NSS for enhancement purposes at your institution? List your top three practical actions. 10 mins.

abertay.ac.uk

Teaching Excellence Framework (TEF)- introduction

• Introduced 2015-16 (TEF 1), 2016-17 (TEF 2)

results recently published

• “The TEF aims to recognise and reward excellence

in teaching and learning, and help inform prospective student choices within higher education.” HEFCE

• Developed by Department for Education in England,

consultation with a range of stakeholders

• Participation is voluntary.
• Results are publically available
• Links to above inflation fee rises in England

deferred until 202/21 but all tbc (possible changes in Government policy).

abertay.ac.uk

How is TEF assessed?

• Complex!
• Performance on a set of core metrics benchmarked with

reference to different student groups e.g. FT/ PT, age, disadvantaged, disability, sex, ethnicity for previous three years.

• TEF 2 core metrics on:

1. Teaching (NSS qs1-4) 2. Assessment and Feedback (NSS qs5-9) 3. Academic support (NSS qs10-12) 4. Non-continuation (HESA) 5. Employment or further study (DLHE) 6. Highly skilled employment or further study (DLHE)

• Provider submission (15 pages maximum) to provide further

evidence against criteria on teaching quality, learning environment and student outcomes/ learning gain.

abertay.ac.uk

TEF 2 Results

• TEF 2 results:
• 295 participating providers (England 281, Wales 7,

Scotland 5, NI 2)

• Gold 59, Silver 116, Bronze 56, Provisional 64
• All outcomes, data and contextual submissions

published by HEFCE

• Assessments by external peers and all final decisions

made by an overall TEF panel.

• Three main outcomes: Gold, Silver and Bronze

(Provisional for providers with insufficient metrics for assessment)

• Assessments valid for three years.

abertay.ac.uk

TEF 3 and beyond

• Direction of travel is towards subject level TEF with

fully implementation for 2019-20.

• Scottish Universities participation in TEF 3 and

beyond- tbc

• Scottish Government’s future position- tbc
• Tuition fee rises beyond inflation- tbc
• TEF long term lifespan- tbc
• Last week HEFCE announced their intention to trial

Subject Level TEF alongside institutional level TEF for 2017-18.

• Experimenting with two models, in the first instance.

abertay.ac.uk

TEF for Enhancement

• Evidence that TEF has already had an impact and

influencing institutional behaviour- main driver for participation is reputation

• Rapid learning curve for institutions- closer relations

between learning and teaching, planning and student communities

• Evaluation of TEF 2 underway and TEF 3 planned.

abertay.ac.uk

TEF for Enhancement- activity

• Imagine you are a student representative at:

1) Keele University (TEF Gold) 2) London School of Economics (TEF Bronze)

• At your table, read through the contextual submissions for both institutions and

plan key messages/ campaigns for the two universities. 20 minutes.

• Present back your key points to the room. 5 minutes.
• Individually or as institutional teams.

What are your thoughts on potential opportunities or challenges presented by TEF for your institution? 5 minutes.

abertay.ac.uk

And finally, what about important internal data?

• Large focus on this session has been on key external data but what about

internal data?

• In particular, module surveys provide:
• Triangulation with external surveys e.g. NSS
• Wider participation (years 1-3, masters)
• Provision of module level data, not just programme
• Significant opportunities for class rep partnership working with module leaders

abertay.ac.uk

Challenges faced

• Highly variable response rates between modules. The move to in class

completion of module surveys caused the average response rate to jump from 14.2% in 2015/16 term 2 to 38.7% in term 1 of 2016/17.

• A programme-focussed class representative system in need of review.
• Timing of surveys. Surveys run in week 7 have both formative and

summative purposes at the moment but are not fulfilling either purpose effectively

• Closing the feedback loop.
• More efficient and effective analysis of survey results.
• Guidance to both staff and students in terms of communicating the

importance of surveys and value of student feedback and also for students to understand the need to provide constructive, appropriate feedback through surveys.

Case study- Internal Student Surveys review

abertay.ac.uk

• Working Group commissioned by University’s Teaching and Learning

Committee involving staff and student representatives

• Recommendations for 2017/18:
• Upgraded software
• Timing of surveys moved to week 11 each term
• More effective closing of the feedback loop (class reps working in partnership with the

module leader)

• Encourage ongoing staff-student dialogue (formative feedback through various

mechanisms, including use of new technologies)

• Mid term inclusive Division Level student voice fora to replace programme

committees.

Internal Student Surveys review

abertay.ac.uk

Questions?

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Break

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What’s next?

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Some questions for reflection

• What is the key thing you’re taking away from the

event?

• What do you want to explore further/do some

work on?

• How are you going to do this?
• Who do you need to talk to from within and/or
• utside your institution?

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To finish…

Evaluation forms! Get in touch with us! Hannah.Clarke@sparqs.ac.uk Simon.Varwell@sparqs.ac.uk Stef.black@sparqs.ac.uk

Thank you!

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The End!