The Higher Education Academy – support for Foundation degrees Val Butcher Senior Adviser Employability, Enterprise, Work-based and Work-related Learning 23rd March 2005
The Higher Education Academy structure CEO Professor Paul Ramsden Directors: Programmes Including Subject Centre Network (Cliff Allan) Registration & Accreditation (Victoria Eaton) Finance & Administration (Jane Pithers) Research & Evaluation (Professor Mike Prosser)
The need for change • Quality Assurance to Quality Enhancement • Fragmentation and confusion (LTSN, ILTHE, NCT, HESDA, NTFS) • Joined-up development • Fill gaps: • Stronger voice in policy-making • Greater strategic input • Research, development and evaluation • More than the sum of the existing parts
The HE Academy • Provide strategic advice for the HE sector, government & funding bodies on policies and practices that will impact/enhance the student experience • Support and advance curriculum and pedagogic development • Facilitate the professional development and increase the professional standing of all staff in higher education
Support for Foundation degrees • Senior Adviser for HE in FE: Colin Rainey • Senior Adviser for Widening Participation: Liz Thomas • Senior Adviser for Employability and Work-based Learning: Val Butcher • Associate Director and Assessment: Professor Brenda Smith working with • Subject Centre Network • Foundation Degree Forward • Skills for Business Network (SSDA and SSCs) • Association of Colleges • Regional Skills Councils, Local Skills Development Agencies, Regional Development Agencies • QAA
Developing work with HE in FE Given the current levels of participation, and the likely increase in the number HE students studying in the FE sector it is appropriate that the Higher Education Academy should support staff in this sector, and contribute to enhancing the experiences of these students To this end, the Academy has received £500,000 over three years from HEFCE to establish a programme of support for enhancing HE learning and teaching provision in FE colleges from 2004-05 onwards.
Principles • A focus on enhancing the student experience • Recognise the distinctiveness and diversity of the further education sector, and the delivery of HE in FE • Responsive to the needs of colleges and practitioners in FECs • Be outcomes based, demonstrating impact • Collaborative whereby we work within existing support frameworks and infrastructures
Our key objectives will be to: • Provide an effective means for staff supporting HE in FECs to engage with the wider support infrastructure for improving student experiences in HE. • To share access to HE information and resources. • To share good practice and work with colleges to enhance management strategies and policies to improve all aspects of the HE student experience. • To combine efforts with key partners to deliver a coherent and integrated support infrastructure to enhance HE learning and teaching policies and practice in FECs • To promote professional and scholarly development to increase the professional standing and recognition of all staff supporting HE in FECs. • To develop a stronger evidence-base of effective practice to improve the quality of the student experience.
Key outcomes will be: • Improved access to and use of appropriate resources and materials by HE staff in FECs to enhance HE provision in FECs and the overall HE student experience. • Effective strategies and policies to enhance the student experience deployed in FECs. • Increased body of knowledge and evidence to inform HE policy and practices in FE colleges. • Professional development of staff teaching HE in FECs. • Coherent and integrated infrastructure of support and advice operated by the Academy and key partners. • An effective regional support infrastructure.
What will we do? • Promote means to share appropriate resources and materials • Promote and support professional and scholarly staff development • Promote recognition of HE staff in FECs • Facilitate research on key enhancement themes • Broker programmes of support on thematic areas concerning the HE student experience in FECs, which will be decided in collaboration with staff in the FE sector • Offer tools and approaches to assist senior managers to enhance HE student experience
How? This will be put in place when Colin Rainey takes up his post Monday April 4th, after appropriate consultation. We anticipate some of the following approaches being used to achieve our objectives :
Approaches • Dedicated web-site for FE based users, with links to appropriate resources and materials. • The production and distribution of hard copies of resources and materials to reach FE staff with limited computer/internet access. • Resources will be allocated to clusters of SCs relevant to the main subjects covered in FECs to deliver appropriate activity and resources. It is envisaged that this will include training and networking events, the provision of specialist resources and possibly the secondment of FE staff. Academy-central staff and in particular senior advisers for employability, assessment, widening participation and HE in FE will work with clusters of SCs to develop appropriate action plans.
Approaches • Support and develop existing regional infrastructures to facilitate reaching and supporting HE staff in FECs. • Work in partnership with key agencies already established in supporting FECs, particularly those working at a regional or sub-regional level – RSCs, LSDA, AoC, FDF, RDAs, QAA etc to deliver events, share resources and provide support and expertise. • Offer workshops and events, targeted at defined groups on specific themes, probably in partnership with others (above).
Approaches • Establish a research programme and network to disseminate research findings. • Promote and support the scholarly development of HE in FE staff. • Develop our Registration and Accreditation functions to support staff development.
Hot News! CETL Foundation Direct, University of Portsmouth, will provide a physical and virtual centre to support the University's significant and growing number of Foundation Degree students. Foundation Direct will provide integrated, innovative and accessible student support services, appropriate to the diverse range of predominantly work-based Foundation Degree students. Personal Development Planning will underpin the complete student lifecycle from pre-entry activity, through the programme and subsequent career progression. Delivery, through a campus-based centre, telephone support and web-based resources, will provide flexible support at the time and place to meet student needs. Foundation Degree partners, including employers and FE colleges, will be engaged in Foundation Direct through collaborative delivery, staff development and shared good practice Frank.Lyons@port.ac.uk