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Research England is launching a new fund in autumn 2018 to support the scaling up of existing, strategically-significant, internationally-collaborative research relationships between English Higher Education Institutions and universities and research organisations outside of the UK.
The graduate unemployment rate is at its lowest level in 39 years, a new analysis has revealed. report by Prospects, the graduate careers advice charity, shows that the unemployment rate for graduates six months after leaving university fell to 5.1 per cent this year – the lowest since 1979 when it was 4.9 per cent.
Universities will be “willing contributors” in the drive to publish ethnic minority pay differentials and some already make the data public, according to an equality think tank.
A big expansion of degree apprenticeships “is crucial” to create a high-quality system that can plug the skills gap, according to MPs.
The Office for Students has launched a new competition for funding of up to £500,000 for universities and colleges looking for innovative ways to help students find graduate-level employment close to home.
Ross Renton, Pro Vice Chancellor Students, and Sophie Williams, Students' Union Chief Executive, both at the University of Worcester, consider the implications of the findings of a new survey on students' views on the Teaching Excellence Framework.
An informal consortium of students’ unions has produced what they are describing as the UK’s largest research project to date on students’ views of the Teaching Excellence Framework metrics. The report from Trendence UK gathers the views of almost 9,000 full-time undergraduate and post graduate students in 123 institutions. Notably there are no mentions of the more formal consortium, the National Union of Students or any work they may have carried out in this area.
For most universities there will be very few surprises in the outcomes of the research, particularly where there already exists a close relationship between the institution, students and Students’ Union. Within the University of Worcester, we carried out an exercise last year to gather the views of students and staff on what they think is excellent teaching, which helped to inform our own TEF submission.
Most of the students surveyed in this new research supported the idea of an exercise that encourages excellence in teaching . Perhaps this would also be the case if we asked this question of the public? Universities should seriously consider what they need to do in response to student’s belief identified in the study that the TEF should also consider IT and library resources. This could easily be captured in future versions of the TEF fromresource spend data or targeted questions within the NSS.
Outcomes, and specifically value for money, have been a key feature of the rhetoric surrounding the new higher education landscape from both the media and the Government. What they might find surprising is that employability - one of the few easily measurable outcomes - is at the bottom of the list of factors that demonstrate a university has excellent teaching. What is often missed is the value students place on having access to high quality staff. This study supports that opinion with staffing being the number one factor to measure quality, from students' point of view. We recognise this opinion from our own students at Worcester, where teaching and contact with teachers is what students expect and value most.
It is also interesting to see that students don’t consider retention and progression data as relevant as we might perhaps expect. This may be due to some students believing that this is also the responsibility of the individual to engage and participate rather than the just the University. Students are sometimes the ones who are most critical of their peers failing to engage, whilst staff attempt to retain students as much as possible.
To state the obvious, no one wants a Bronze TEF rating! Fundamentally, as much as no university wants a Bronze, students also don’t want to be at a Bronze institution. What many of us may not have predicted is that 11 per cent of students from an ethnic minority background say that they would have reconsidered applying to their university if it had been rated Gold. Why would a Gold rating put students off applying? It would be disastrous if such a large number of students were to be deterred either through self-doubt or concerns about the perceived culture of a ‘Gold’ institution. The Office for Students needs to seriously consider what can be done to prevent this potential issue by encouraging collaboration between institutions with initiatives such as the National Collaborative Outreach Programme.
The Government should be interested to learn that students have a more nuanced understanding of the relationship they have with their University. It is evident that ‘Value for Money’ is not the main focus of the relationship. The Government wanted the TEF to provide a ‘clear signal to students’ about ‘value for money andpotential employment outcomes’. This report signals that our students may have other priorities that need to be considered.
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