The Impact of Diplomas on Higher Education

1. The Impact of Diplomas on Higher Education Andrea Harris Education Development Manager

2. Learning from the Challenge Enhancing understanding by: • Sharing experience • Discussing potential impact • Reflecting on our daily work • Using development opportunities to improve.

3. Introduction • strategic level • understanding and interpreting the qualifications • operational level • Informing staff and processes • Providing progression routes • Interaction with wider education and skills sector. • Examples from Kingston University. Aim to focus on challenges at an:

4. Kingston University • Predominantly recruiting • Vocational heritage • Ethnically diverse • WP strong • 70% students from 20 mile radius A Comprehensive University

5. Strategic Challenges • Understanding the qualifications • Interpreting the qualifications in relation to: • Institutional direction • Response to 14-19 reforms The scope of the Education Reform raises questions about the mission of individual HEIs and how we respond as a sector.

6. Understanding the Qualifications A new type of qualification • Education not training • Academic rigour within applied learning • Incorporating functional skills • Importance of parity of esteem • Acknowledgement of students’ aims

8. Participating in Development & Delivery • Active relationships with local Diploma Development Partnerships (DDPs). • Shared staff development opportunities. • Meet the learners • Making resources and facilities available. • Extending existing support to Diploma students. Working locally to gain institutional experience.

9. Example After working closely with Royal Borough of Kingston DDP on bid documents, it was important to find ongoing opportunities for collaboration: • Need for appropriate and engaging marketing materials. • UK Marketing leading a team of Student Ambassadors and local level 2 BTEC students. • Working with teacher to develop learning materials. • Enabling team of young people to create the marketing materials themselves. Bringing student voices together.

10. Interpreting the Qualifications Responding to change at an institutional level A new qualification asks us to: • speak with confidence • shape the character of learning • provide leadership where appropriate and an institution-wide commitment

11. Example Seeking senior management support Using Student Targets and Recruitment Committee: • Access at PVC and Dean level • To influence the discussion • To shape the response

12. Operational Challenges • Informing and engaging staff • Responsive admissions practices • Providing progression routes for learners Actively responding to Education Reform to support learner progression.

13. Informing and Enabling Staff • Using a student-focussed approach • Tracking need for information across range of interaction • Understanding learners • Utilising expertise of centre and faculty • Providing a developmental experience • Curriculum knowledge / Process knowledge • Working across institutions: • LLNs • Local Authorities • Aimhigher Sharing information and expertise

15. Example Staff Update Communications • Faculty-specific activity, including: • 14-19 Update sessions • Tailored information via ‘link libraries’, e.g. online resources providing links to core information such as key organisations and qualification specifications. • Institutional activity, including: • Kingston University Admissions Conference focussed providing information and dealing with applicants. • 14-19 e-bulletin with ongoing headline news

16. Responsive Admissions Processes Changes in the types of qualifications that applicants hold bear implications for our systems: • Publishing entry requirements • Offer making • Reviewing a portfolio of achievement • Providing feedback to candidates Faculty, admissions and marketing working together.

17. Bringing Staff Together • Staff structure links Marketing and WP staff within UK Marketing • UK Marketing work closely with Applicant Services on core marketing literature • Applicant Services and Marketing staff receive training about qualifications and curriculum • Faculty-specific admissions support Strategy and vision that support fair admissions

18. Kingston University Approach Understanding Level 2 & 3 Qualifications Educating Staff Student-centred marketing and admissions Monitoring Impact Informing Practice

19. Providing Progression Routes If we consider the broader educational reform to be one tool for widening participation we must take responsibility for learner progression: • Clear information, advice and guidance • Suitable range of courses • Facilitating move into all subject areas • Taking account of changed learner experience on course Ensuring adequate opportunities for success.

20. Example Working with SLLLN to explore progression barriers • SLLLN works in three sector areas: Sport & Leisure, Healthcare, Engineering & Construction • Identified academics meet with FE staff and employers to improve understanding • Curriculum mapping identifies progression routes and potential barriers • Progression Agreements formalise this work and provide clear information for applicants from vocational courses

21. Monitoring Impact • Using KU (SITS), HEFCE and HESA data we offer course providers with information about the number/type of students who have applied, accepted, enrolled and progressed. • We also provide this info to schools and colleges • Faculty-based WP champions are also asked to identify particular issues to address each year Understanding what effect this work is having

22. Example 5 Using formal schemes to assess support offer • Compact Scheme - fair admissions scheme • Provides a unique environment to try out support • Offers a pool of data and personal experience with which to review institutional practice • Enabled us to identify inequalities and show that when they are removed students have a successful experience

23. Diplomas Can we use this model to identify potential challenges for Diploma students? Understanding Level 2 & 3 Qualifications Educating Staff • How are you finding information about Diplomas? • How is that being passed on to staff in departments and faculties? • What response is required in marketing materials? Elsewhere? • How can we monitor whether these actions have been successful? Monitoring Impact Informing Practice Monitoring Impact Informing Practice

24. a.l.harris@kingston.ac.uk 0208 417 2784