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KIS 2012-13 review

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  1. KIS 2012-13 review

  2. 2012/13 collection feedback 2012/13 was the first collection of KIS so there were teething problems… Key milestones:

  3. Submission stats Date of first submission:

  4. Common issues

  5. How was it for you? • In your groups discuss and list the key areas that proved problematic and any areas that you feel went well. • For example…. • Evolving guidance • Communication (both internal and external) • Collation of information • Particular fields/concepts

  6. Audit

  7. Background and process • For 2012/13 HEFCE are undertaking pilot audits at 10 HEIs and 2 FECs chosen at random.

  8. Summary of findings • At the majority of institutions HEFCE found a well managed process • Generally good quality systems and processes, especially given this is the first time institutions prepared the KIS • Some issues around interpreting guidance and maintenance of an adequate audit trail to the data returned were identified…

  9. Coverage

  10. KIS or no KIS? • A graduate entry medical programme  • A 3 year full-time BA hons in Sociology  • A HNC in English literature  4. A new undergraduate degree programme in French  • A course available in 11/12 but no longer recruiting 

  11. KIS types 1. Full course level KIS 2. Multiple subject ss ‘placeholder’ KIS 3. Subject level KIS

  12. Type one or type two?

  13. Type 3 – subject level KIS • Institutions should produce 1 type 3 KIS for every applicable JACS L2/LDCS subject • e.g. ‘other languages and area based studies’ • Learning & teaching calculation based on 60 credit split (50:50) • Ideally using only students on multiple subject courses unless this is unrepresentative • How many stages should a type 3 have? • Depends on level and the norm for the course

  14. Type 2 – ‘placeholder’ KIS • Type 2 records are used for multiple subject courses that don’t meet the criteria for a type 1. • Type 2 records were used for approximately 20% of all courses in 2012/13 • This type of record (currently) contains limited information in its own right and instead directs users to the related KIS records which can be used to give a broad picture. More burdensome?

  15. Directly and indirectly funded numbers • ‘…where the funding for a long established aim has moved from the franchising arrangement to be directly funded the NSS history etc is lost. Again, this is highly artificial as the aim is the same, the students are recruited in the same way with the same ultimate outcome. The lack of NSS data is not helpful to the student and maybe harmful to our recruitment’. Feedback from the EEK survey (139/300 – 46.3%)

  16. Part-time courses (guidance for 2012/13) • Separate KIS records are not required for part-time courses where a full-time version is available • Return information based on a full-time version of the course (total for 120 credits) • Even if the course is only available part-time • Calculating LTA methods • Same number of stages as a FT course This is changing for 2013/14….

  17. Audit findings

  18. Field requirements and concepts

  19. Calculating learning, teaching and assessment methods • Non-credit bearing activity – add to the numerator and denominator in the calculation: In this year there is also a 2 hour careers talk aimed at business students which all are expected to attend. (740+2)/(1200+2)*100 Total spent on Scheduled Learning and teaching is 61.8%

  20. Calculation steps 1. Determine the modules that are available 2. Rank in order of number of students taking the module as part of the course in the relevant year. 3. Determine the modules that contribute to 1 FTE/120 credits. 4. Calculate an average value from these modules: Overall proportion in scheduled teaching and learning = Hours in scheduled/total hours

  21. Calculating learning, teaching and assessment methods continued… • Additional placement hours can be a problem as they should be capped at 10 per credit…But where external requirements dictate that students spend significantly more than 10 hours per credit, follow the same treatment as non-credit bearing hours.

  22. Test your knowledge! • In your groups work through ‘Calculating learning, teaching and assessment methods’ tasks 1-4

  23. Task one Using the information in the table below indicate which modules would be used to calculate the learning and teaching methods for the first stage of the BA Hons Business Studies degree. Each stage of this course is 120 credits.

  24. Task two Using the table below select which modules would be used for calculating the learning teaching and assessment methods for the 120 credit stage of a BA Hons History degree: The sum of the credit values is 130 not 120 In the calculation you would need to scale back the last module by ¼ to make the calculation 120 credits • Does this module selection pose any problems? (I.e. is it in line with the guidance/will the calculation work)

  25. Task three Poppleton have used the modules below to calculate the learning and teaching methods for the KIS type 3 for Sociology. The last two modules in the list have been discounted because they have fewer students enrolled. Do you think their approach correct and why? Type 3s should be based on 60 credits or ½ FTE

  26. Task four • In your groups match the activities to the categories

  27. WBL or placement? Work-based learning (scheduled) Placement (placement) Learning away from the institution that is neither a year abroad nor WBL. The term covers any learning, other than years abroad and work-based learning, that takes place through an organised work opportunity, rather than in a university or college setting, and includes managed placements.  Structured learning that occurs in the work place. Work-based learning is a structured academic programme, controlled by the higher or further education institution, and delivered in the workplace by academic staff of the institution, staff of the employer, or both. For 2013/14 both appear under PLACEMENT

  28. Estimate or accurate? • 40% LTACT and ASSACT marked as estimates for 2012/13– expected to decrease for 2013/14 • When can ‘estimates’ be used? • The course is new • The course has been redesigned • If you are using data from a partner institution?

  29. Non-credit assessment • Indicates whether the course includes required assessments that cannot be associated with the award of credit, yet are nonetheless a requirement of successful completion of the course. • Examples: • Placements and observations • Class tests • What about CRB checks etc. that are required for entry to the programme? • These should not be included as they are on entry not during the course.

  30. Audit findings

  31. UCAS feed The UCAS feed to KIS only includes courses for which all of the KIS specific fields have been completed so if a course is missing support information it will not be included in the file. KISCOURSE.UCASCOURSEID1: Warning: UCASCourseids are not on the current list of courses supplied by UCAS. This was last updated on the XX-XX-XXXX

  32. Fees • How do I report zero fees? If the students on a particular course would never pay fees a zero fee is needed. In 2012/13 this wasn’t possible so a fee of £1 had to be reported through UCAS or a switch requested through HESA/HEFCE. For 2013/14 you are able to report zero fees through UCAS and HESA/HEFCE (but may need a switch)!

  33. Fees for years out • How do I report fees for sandwich years? Compulsory sandwich years should be reflected in the learning and teaching methods (via a year with 100% placement) and in the fee data. For example: Year 1 = £9000 Year 2 = £9000 Year 3 = £1000 (sandwich year) Year 4 = £9000 The average maximum is therefore (9000+9000+1000+9000)/4 = £7,000

  34. Fees continued… Where any of the fields KISCourse.ENGFEE, KISCourse.SCOTFEE, KISCourse.WAFEE, KISCourse.NIFEE, KISCourse.WAIVER, KISCourse.MEANSSUP, KISCourse.VARFEE or KISCourse.OTHSUP exist then all must exist KISCourse.FEETBC must equal 1 when any of the following exist: KISCourse.ENGFEE, KISCourse.NIFEE, KISCourse.WAFEE, KISCourse.SCOTFEE, KISCourse.VARFEE , KISCourse.WAIVER, KISCourse.MEANSSUP, KISCourse.OTHSUP …Or in other words if you return one you must return them all! For 2013/14 the link between fees and support is being broken so you can return partial information initially.

  35. Audit findings – fields and concepts

  36. DLHE data (for 2012/13) DLHE data includes: Salary data includes: Responses from those in full-time employment (unless the KIS course is part-time only) Self-employed leavers but not voluntary • Responses from full-time graduates unless the KIS course is Part-time only • Responses from those in both full and part-time employment This is changing for 2013/14….

  37. Post-collection issues • UNISTATS • Search facility • Data download • Updates & sign off • The 12061 record is currently open for updates to be made • Updates need to be signed-off before they can be published

  38. Audit findings: Process and publication

  39. Unistats User experiences

  40. Who is using unistats Domicile of Unistats website users (based on Google Analytics data for number of visits, launch to 9 January 2013 inclusive) • Much lower use at weekends- consistent with a substantial proportion of use by professionals or employees during their working day • Suggests a substantial proportion of usage to date has been by careers professionals, others in advisory roles and HE staff

  41. Awareness • There is both awareness and usage of the Unistats site across all four nations of the UK, although dominantly in England (and across all its regions) • However, 8% of visits were from outside the UK (and 15% within the last 2 months) • Participants in the evaluation survey and user testing fieldwork did not identify any of Unistats’ direct competitors as having a higher level of brand recognition than Unistats

  42. How are they getting there • Web analytics reveal that most users to date have come to the site directly by typing in the URL (73%), rather than following a link from another website (‘referrals’, 10%) or from a search engine (18%) • Of those using a search engine, the majority (over 60%) searched for the term “Unistats” • At this early stage, most (68%) of referrals to the site have been from the widgets on HEI sites • Social media currently account for very few referrals to the site

  43. How are they using the site • The analytics data show that use of the site to date has been substantial, with the average length of visit over 8 minutes • Analysis of user behavior suggests that 38% of visits involve use of the search function on the site • Of these in-site searches, 21% of the 200 most commonly searched terms have been HE institutions (compared with 73% course subjects) • This pattern of behavior is significant as the current search functionality does not produce results for institutions or locations (or information other than course titles)

  44. What are their thoughts You can see the differences in the levels of employment after the course which is useful in decision which course to pick. I also like how you can know how different courses are taught in different ways (Sixth form student) Useful facts and figures. Well summarized and presented. Important data has been considered and well presented. (Parent) Comparison page is very easy to read. Shortlist option is useful (Sixth Form Student) Subject categories should be explained better e.g. Social Science included Economics (Sixth Form Student) I liked the clear layout of the site and how easily you can get around it, I think the shortlist and comparison button are very clever and useful rather than having 5 windows open and having to click back and forth to compare statistics (Sixth Form Student) Search by institution is ‘bizarre’. A-Z is not easy to use. For example City of Westminster is not under C but other City institutions are. (Careers Adviser) Needs to be more clear where info comes from, brand of site (Parent)

  45. Next steps • Unistats search facility • Improvements and optimisation of searches on current site expected post-September 2013 • Mobile phone app • Unistats mobile site is expected for this calendar year • Promotional activity • To take place this year and designed to raise Unistats profile • Revisions to the widget • Changes based on user feedback are expected • Presentation of data not meeting thresholds • A group is discussing the issue in March

  46. KIS 2013/14

  47. The context – EEK! • A survey of providers was undertaken following their completion of data submission for year 1 • Designed to understand the issues and difficulties institutions had experienced • 40% of providers responded to the survey (85 HEIs, 42 FECs and 3 alternative providers) • Suggestions for change to the technical specification were encouraged… • …much of the change for 2013/14 aligns with user requirements (both institutional and student)

  48. Coverage

  49. KISCourse.KISTYPE NEW! • Institutions are now able to return KISTYPE 1s for all of their provision irrespective of cohort sizes • KISTYPE 2s and 3s will still exist as concepts in the record specification for those institutions who find them useful • This will allow teaching & learning methods etc to be returned for all courses • KISTYPE 2s now have additional information returned for them e.g. fee information

  50. Coverage for franchise arrangements • In general the KIS for franchised provision should be returned by the teaching institution… • …even where the course contains students registered at different institutions (for example where an FEC has both direct and indirect funding) • The exceptions to this rule are: • Where the entirety of an institution's provision is franchised out from a single institution i.e. everything delivered at Poppleton College is from Poppleton University so that the college does not do a KIS – in such cases the registering institution (University) would return the KIS • Where the course is delivered at two or more institutions as part of the same course – in such cases the registering institution would return the KIS