B3 AND B5 CONSULTATIONS:YOU SPOKE, WE HEARD

Dr Ian Giles, Emeritus Fellow, University of Southampton

B3 Learning and teaching

• New chapter for the UKQCHE• Incorporates

• CoP section2, part B Flexible and distributed learning (including e-learning)

• student engagement with their learning and teaching

• assessment for learning• Takes an inclusive approach to learning

and teaching

B3 Expectation

Consultation Version

Higher education providers, working in partnership with their students, create and systematically review and enhance learning environments and teaching practices to provide opportunities for every student to become an active and independent learner.

Final Published Version

Higher education providers, working with their staff, students and other stakeholders, articulate and systematically review and enhance the provision of learning opportunities and teaching practices, so that every student is enabled to develop as an independent learner, study their chosen subject(s) in depth and enhance their capacity for analytical, critical and creative thinking.

B3 Indicators

Consultation version• 10 indicators• Three sections

• The basis for effective learning and teaching

• Enabling active and independent learners

• Facilitating and supporting effective learning and teaching

Final published version• 9 indicators• Three sections

• The basis for effective learning and teaching

• The learning environment• Student engagement in

learning

B5 Student engagement

• New chapter for the UKQCHE• What is student engagement?

• improving the motivation of students to engage in learning and to learn independently >> B3

• the participation of students in quality enhancement and quality assurance processes, resulting in the improvement of their educational experience >> B5

B5 Expectation

Consultation

Higher education providers take deliberate steps to engage students, individually and collectively, as partners to enhance their learning experience.

Final Published Version

Higher education providers take deliberate steps to engage all students, individually and collectively, as partners in the assurance and enhancement of their educational experience.

B5 Indicators

Consultation version• 7 indicators• No sub-sections

Final published version• 7 indicators• Explanatory sections

• Defining student engagement• The environment• Representational structures• Training and on-going support• Informed conversations• Valuing the student contribution• Monitoring, review and

continuous improvement

Environment

• Different meanings• Physical, social, learning and virtual

environments• Broader cultural meaning - ethos

• The characteristic spirit of a culture or community as manifest in its beliefs and aspirations

Diversity

• UK Sector• HEPs• Subjects• Staff• Students

Inclusion

Both chapters apply to students studying at all academic levels (that is any UG, PGT and PGR student) irrespective of their:• location, mode of study, age, disability, gender

reassignment, pregnancy or maternity, race, ethnic origin or national identity, religion or belief, sex or sexual orientation, previous educational background, breaks since the last experience of academic study, or time spent in the workplace, nationality or fee status

Inclusion is like a maze

Partnership

• The terms 'partner' and 'partnership' are used in a broad sense to indicate joint working between the interested parties.

Partnership

• In this context partnership working is based on the values of: • openness; • trust and honesty; • agreed shared goals

and values; and • regular communication

between the partners.

Partnership

• It is not based on the legal conception of equal responsibility and liability; rather partnership working recognises that all members in the partnership have legitimate, but different, perceptions and experiences.

• By working together to a common agreed purpose, steps can be taken that lead to enhancements for all concerned. The terms reflect a mature relationship based on mutual respect.

Partnership

B3 – learning & teaching• HEP• Staff• Students• Collaborative partners• External stakeholders• PSRBs

B5 – student engagement• HEP• Staff• Students• Collaborative partners• External stakeholders• Students’ union

Partnership

Partnership working can occur both in informal and formal arrangements, including representation mechanisms involving a students' association, guild or union where one exists.

Qualified staff

• Who to include• Need to be qualified –

different to have a specific qualification

• Need subject knowledge and/or practice experience and know how to support learning effectively

UK Professional Standards Framework

• UK agreed benchmark for initial and continuing professional development for any staff teaching or supporting learning in HE

Collaborative Partners

Where learning and teaching is delivered through a collaborative arrangement, the responsibilities of each of the partners is defined in a written agreement.

Ultimate responsibility for the academic standards of the award and the quality of learning opportunities made available rests with the degree-awarding body.

Sound practice in the management of such an arrangement is articulated in Chapter B10: Management of collaborative arrangements.

Enhancement from reflective, evidence-based practice

• Institutional level• Faculty / departmental level• Programme level• Module level• Session level• Individual member of staff• Individual student

Examples of sound practice

• Thank you for the examples you suggested!

Questions