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The UK’s European university

Green PaperFulfilling our Potential:Teaching excellence, social mobility and student choice

ADM – 2 December, 2015

Green Paper – implications for HEPs

Key proposals

PART A Teaching Excellence, Quality & Social Mobility (TEF)PART B Opening up sector - new providers/student protectionPART C Simplifying the architecture (Office for Students)PART D Reducing complexity & bureaucracy of research funding


Teaching Excellence Framework (TEF)

AIMS• Improve teaching quality & securing standards• Improve information for students• Improve information for employers • Give teaching equal status with research• Reward HEIs that recruit and successfully support

students from disadvantaged backgrounds

Benefits for HEIs• Successful TEF will allow HEIs to increase fees


What is Teaching Excellence?

Themes• Teaching quality

• Learning Environment

• Student outcomes and learning gain

EDUCATION


TEF objectives

TEF Level 1:• Setting and testing ‘baseline’ for HE delivery• Securing academic standards

TEF Level 2-4:• Improve student academic experience &

student outcomes• Recognising and rewarding teaching

excellence


Mechanism

• TEF has to be applied for• One application per year• Cost of TEF assessment borne by institutions• Assessment by expert panel (academic, student

representatives and employer/professional body)• Institutional level, with proposed move to

subject/discipline level for TEF 2 and abovebut• Aggregate discipline plus HEI level information to

give institutional rating


TEF: Year 1 Level 1

• Meet or exceed expectations for ‘baseline’ quality & standards - by Feb 2016

• Institutions will automatically achieve TEF 1 by holding recent successful QAA review (Kent – March, 2015)

• Lasts up to 3 years (from 2016/17)

IMPACTReputation – attract

more studentsInflationary increase

in fees 2017/18No additional

burden?


TEF: Year 2 Levels 2-4

• Details to be announced 2017• Provider needs to apply to be assessed• Last up to 3 years• Common metrics:

• NSS (teaching quality & learning environment)• DLHE and HMRC• HESA (retention/continuation data)

• Preconditions:• Observing CMA published guidance on consumer

protection law• Approved Access Agreement• Fulfilling WP recruitment


Institutional evidence of excellent teaching

• Mission, size, context, priorities & provision • Student diversity• Teaching intensity and contact time CPD, reward

and recognition for teaching staff • Employer and PSRB involvement in course design &

delivery • Student engagement


Provision of Information

• For students:• Accessible and clear information about teaching

quality, so that:• They can meet their aspirations• They can judge teaching quality across courses and

disciplines—as they can compare research ratings

• For employers:• Better and clearer information about courses and

degree outcomes for employers, in order that:• They can identify and recruit graduates with the skills

they require


Rationale

• Need to demonstrate value for money• Insufficient, inconsistent and inadequate

information about: • quality of teaching and• quality of courses, subjects covered and skills

gained and academic output

• Too great a focus on research—teaching poor cousin—students prioritise contact hours, class size and quality of teaching

• Better deal for students, employers and the taxpayer—graduates should be more work ready


TEF and Information

• A precondition of TEF is observance to the CMA guidance

• CMA requires:• Course content and structure• Composition of the course• Delivery and contact hours• Workload and assessment• Experience of the staff teaching• Tuition fees and associated costs• Fair terms and conditions• Complaints processes• Pre and post contract changes• Advertising standards—all claims by all must be valid!• Accessible and clear information


TEF and Information cont.

• Information currently aimed at students…• What changes required for employers?• Degree classification:

• Grade inflation• Introduction of GPA:

– Which gives more detail about content of course(?)– 13 point scale to distinguish achievement– HEIs should report if they have introduced, but ot a pre-

requisite for TEF (yet?)


Information: Kent’s position

• Huge amount of work to bring Programmes Plant into line

• T&Cs being addressed• QAA commended Kent on provision of

information• HEAR/European Diploma Supplement provides

large amount of course data• GPA?


TEF and disadvantaged groups

• TEF contingent on facilitation of access and success of disadvantaged groups

• Agreed Access Agreement• Delivery against targets

• Metrics in TEF will be broken down and reported by WP indicators

• Govt wants continued success in widening access

• Ambitious targets (but some still unclear)


Social mobility and widening participation

• WP to drive social mobility (and income generation)

• Ambitions/targets:• Double proportion of people from disadvantaged

backgrounds from 13.6% (2009) to 27.2% by 2020 • Increase number of BME students going to HE by

20% by 2020• Improve the whole students life cycle to graduation,

for BME• Progression of while males from disadvantaged

backgrounds


WP: Kent’s position

• 25% of student body from disadvantaged background

• 31% of intake BME (2014) (likely 33%, 2015)• Rank 39 of 145

• Good degree (2.1+)• White 87%• BME 68%• 19% differential; rank 114 of 145• Student Success Project

• Continued work in Partner Schools (to address white males)

• Continued work in Associate Colleges and FE


Governance: Office for Students (OfS)• Gateway for new providers• QA• TEF• Data and information• OFFA: WP and success• Promoting the student interest• Value for money for students & taxpayer• Assuring financial sustainability• Management and governancehttps://bisgovuk.citizenspace.com/he/fulfilling-our-potential

https://bisgovuk.citizenspace.com/he/fulfilling-our-potential

https://bisgovuk.citizenspace.com/he/fulfilling-our-potential


So where is Kent now against TEF metrics?

Indicator Scores Rank

Entry tariff 363 46

NSS teaching 81.5% 55NSS student experience 85.4% 38Completion 90.7% 392.1 % 80.0% 21

Graduate Employment 76.7% 36

Times Ranking Published September 2015


…and broken down by Subject

Q1 Q2 Q3 Q4Teaching quality 6 10 18 6

Stu. experience 11 11 8 10

Entry standards 5 18 14 3

Grad. prospects 20 12 6 1

Teaching quality

Stu. experience

Entry standards

Grad. prospects

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%


Where do we want to be 2020?• Top 20 scores NSS at subject level• Top 20 in TEF• Enhance teaching spaces, learning resources

and student facilities • 80% of staff to hold teaching qualification• Increase entry tariff to top quintile• Improve employability options• Increase student diversity• Eliminate disparities relating to BME, status,

postcode and disability


How should we address:• Teaching Quality

• Top 20 scores NSS at subject level• Top 20 in TEF

• Learning Environment• Enhance teaching spaces, learning resources and

student facilities • 80% of staff to hold teaching qualification

• Student Outcomes and Learning Gain• Increase entry tariff to top quintile• Improve employability options• Increase student diversity• Eliminate disparities relating to BME, status,

postcode and disability

THE UK’S EUROPEAN UNIVERSITY

www.kent.ac.uk

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