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Professor Malcolm Todd, Deputy Vice-Chancellor/Provost (academic and student experience) at the University of Derby, comments on what he sees as the most significant higher education news and opinions making headlines in the first week of 2020.
Vivienne Stern, Director of Universities UK International, introduces the launch of Year Three of UUKi's Go International: Stand Out campaign, calling on employers to promote the value of international experience.
University leaders have written to the University and College Union to formally outline their commitment to continuing to work with UCU to deliver long-term reform of the Universities Superannuation Scheme. The move comes as UCU members at 60 universities begin strike action in disputes over both pensions and pay.
A platform providing a single access point for businesses to university expertise and funding opportunities has been further developed by the National Centre for Universities and Business, Research England, and UK Research and Innovation, to help 'smart match' business and industry with higher education institutions, in a bid to boost R&D collaboration. Shivaun Meehan, Head of Communications at the NCUB, outlines the latest features of Konfer.
Eight out of 10 postgraduate students taking a taught course in the UK report continued satisfaction with the experience over a five-year period.But a survey of more than 70,000 postgraduates across 85 higher education institutions who responded to the Advance HE Postgraduate Taught Experience Survey (PTES) highlights for the first time areas where institutions could do better still to boost satisfaction levels.
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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