Login

close

Login

If you are a registered HEi-know user, please log in to continue.


Unregistered Visitors

You must be a registered HEi-know user to access Briefing Reports, stories and other information and services. Please click on the link below to find out more about HEi-know.

Find out more
Volatility at home and Brexit spell uncertainty for UK universities, warns Moody's

UK universities face significant uncertainty stemming from domestic policy volatility and the impact of Brexit, according to a report by the leading credit rating agency Moody's.

Advance HE announces Athena Swan review

Advance HE has announced plans to conduct a major review of the Athena SWAN Charter -- a flagship accreditation scheme which recognises the work of higher education institutions and research institutes to address gender equality within academia and research.

A quarter of stressed students consider dropping out of university, study finds

Over a quarter of students are so stressed during exam periods that they seriously consider dropping out of university, a new study has found.

BTEC students entering HE need better support to overcome "second class" perceptions, says report

Students who enter university with alternative qualifications to A level such as BTECs can benefit from better support to tackle barriers in their transition into higher education, a study led by the University of Sheffield has found.

HE Insight Paper 30 -- Evolution of the TEF Years 3 – 5: Subject Pilots and More Metrics

With the deadline for HE sector responses to the government’s consultation on plans for the subject-level Teaching Excellence Framework rapidly approaching, Professor Jon Scott , a TEF panel member and Pro Vice-Chancellor (student experience) at the University of Leicester outlines the proposed next steps and options in the evolution of the TEF.

Digital skills of all teaching staff need development, says report

Universities need to develop the digital skills of all staff - not just a few specialists - to promote teaching excellence, a new report has concluded.

Research for the Quality Assurance Agency (QAA) into how “digital capability” can promote teaching excellence found that teaching with technology does not always transform learning, and that it is not always used to its full potential.

Institutions often prioritised “developing digitally-capable individual practitioners above everything else” and there was a focus on IT accessibility rather than change-management, researchers said.

The study - carried out by Sheffield Hallam University - found there was “minimal consensus” in the higher education sector about what was meant by “digital capacity” or “teaching excellence”.

The aim was to find out what digital strategies “had the most evidence of enhancing and transforming the student learning experience”. The study concludes that technology can help teaching, but is never a substitute for good teaching practice, such as “student-centred learning”.

Under the Teaching Excellence Framework, universities will be asked to measure student satisfaction with teaching.  

In a foreword to the report, Professor Chris Husbands, Vice-Chancellor of Sheffield Hallam University and Chair of the Teaching Excellence Framework panel, said: “One of the most pressing of questions for university academics is to think in challenging and applied ways about the relationship between digital capabilities and teaching excellence.”

He said higher education was “still grappling with the breadth and depth of the digital transformation” and that the “terms of trade” for universities had changed in some fundamental ways.

“Yet at the core the purposes of universities and of advanced learning remain in many ways unchanged: developing understanding at the very highest level through the engagement with the most current knowledge about a field and the most sophisticated methodological tools available.”

Among the other findings of the report is that the promotion of digital capability for teaching excellence requires “strategic ownership” and needs to “address resistance to change”. Digital capability needed to be valued if it was to promote teaching excellence and better staff training was needed.

The study gives key principles for “developing digitally-capable teaching excellence” including “start with pedagogy every time” as well as the importance of having a robust strategy backed by evidence and encouraging people to innovate.

Professor Husbands said: “It is important to explore and to understand the ways in which the opportunities afforded by changing technologies can support teaching of the highest quality.”

Violin 123RF
Back