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JISC ICT STRATEGIC WORKSHOP Physical Infrastructure for Teaching and Learning: Current status Future needs Management issues. Jim Port J M Consulting Ltd. J M Consulting work. 2001 Study of Science Research infrastructure. Published by OST

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JISC ICT STRATEGIC WORKSHOPPhysical Infrastructure forTeaching and Learning: Current status Future needs Management issues

Jim Port

J M Consulting Ltd

j m consulting work
J M Consulting work

2001 Study of Science Research infrastructure.

Published by OST

2002 Studies of infrastructure for Teaching and Learning and Arts and Humanities Research

(HEFCE June 2002/31, 35)

Based on case studies and visits to 23 universities and colleges covering full range of types

Financial Strategies

Costs of non-traditional modes

Teaching Quality Enhancement Committee

  • Teaching and learning in higher education makes a vital contribution to the UK economy and society
  • Teaching is the largest activity in HE – 60% of academic staff time and 70% of space
  • Resources for teaching have been seriously squeezed over a decade of efficiency gains (see graph)
  • Big changes in student population, T&L methods and technologies
  • New requirement for HEIs to take strategic responsibility for their infrastructure
developments in t l
Developments in T&L
  • Growth in student numbers
  • Diversity of the student population
  • Rise of new subjects (health professions, media creative arts etc)
  • Changing QA and QE regimes
  • Changes in schools and in expectations and abilities of pupils
  • ICT
  • Demands of stakeholders including employers, professional

J M Consulting Infrastructure report

  • Government agendas (White Paper)
strategic challenges for institutions in teaching and teaching quality
Strategic challenges for institutions in teaching and teaching quality
  • Enthusing students
  • Dealing with a diverse range of student needs
  • Responding to new technologies and modes
  • Responding to a changing staff mix and the need to adapt traditional practices
  • Pressures to demonstrate efficiency
  • New delivery – e.g. work-based learning
  • Staff development and rewards
  • Partnerships and collaboration
  • Maintaining an international perspective

TQEC report

what space will be needed for t l in future
What space will be needed for T&L in future?
  • no “business model” of what constitutes efficient or effective teaching, or of how it will or should change
  • no “specification” of how (e.g.) a degree in History should be taught, or what it should cost, or what infrastructure it needs.
  • So cannot answer from a strategic academic perspective

A pragmatic approach

  • What infrastructure do we have now?
  • Whats wrong with it?
  • How does it need to change for current purpose?
  • What will drive future changes?
  • How can we manage it better in future?
facts and figures
Facts and figures

Physical infrastructure is £26bn buildings plus £8bn contents

  • Well-known maintenance backlogs (£3.5bn)
  • 40% of HE estate is unsuitable (EMS)
  • 50% is 1960,70s and nearly life-expired
  • Legislative non-compliance
  • Development constraints

Equipment is important but difficult to quantify or value

Buildings can be split by cost as:

  • 60% for teaching
  • 34% for science research
  • 6% for arts research

Note importance of plant and services

findings remedial needs of estate
Findings: remedial needs of estate

3 categories

  • Generic Institutional Infrastructure
  • Well-found laboratory (or equiv)
  • Advanced (capacity-building)
  • Generic Institutional is largest element: across 12 institutions investment required is average 30% of asset value of buildings – range 5% to 45%
  • This is £8bn across sector - £4.6bn for teaching
  • Plus backlog on classroom equipment (£0.5bn)
  • Plus ICT and WP investment for teaching
findings future needs
Findings – future needs
  • On-going maintenance – current spend of 1.3% or 1.8% of asset value is probably ok if no backlogs
  • for renewal and replacement institutions need to plan to spend 4-5% of asset value on an annual basis. Evidence for this: HEFCE study – 60 year lifetime with two major refurbishments and some modest continuing spend
  • Sector is actually spending about 2.5-3%
what could change space needs radically
What could change space needs radically?
  • The end of the traditional campus (no sign)
  • Dramatic growth in student numbers in HEIs (no funding)
  • Major change in number or style of institutions (slow)
  • Substantial changes in space utilisation (if only!)
  • Significant changes in pedagogy and teaching styles (slow)
  • Big shifts in the learning blend (I.e. mix of modes – lecture, labs, electronic, simulations, work-based etc) - happening
  • Developments in ICT and related technology - happening

We had to conclude that NONE of these was likely to be a significant driver of change in the 5-10 year horizon

what can we assume about change
What can we assume about change?
  • Much of the growth will be in FECs or off-campus
  • Needs for traditional learning space will rise more slowly and be off-set by improved utilisation
  • Institutions will need to be more flexible in their use of infrastructure and to value and manage it more carefully than they have in the past
  • The pace of change will be driven by what academic staff can manage, not by what technology can deliver
  • But e-Learning is on the up
    • Recent governement policy (research consortia, mergers)
    • Cost pressures (hardening attitudes to use of estate)
    • Widening participation and new mixed modes of teaching
why do we have these serious investment backlogs
Why do we have these serious investment backlogs?
  • Capital schemes have rewarded growth (e.g. JIF, SRIF, Poor Estates, Follett etc)
  • Multiplicity of bidding schemes and directed initiatives have not encouraged strategic planning
  • Research funding below full cost
  • Decline in T unit of resource
  • The 1960s and 70s bulge of buildings
  • Lack of long-term asset management strategy
  • Generally low priority and status of commercial business management skills
  • High priority given to immediate needs over infrastructure
  • But culture varies greatly between institutions (many new universities have been forced to be more radical and managerial – and some claim no estates problems)
a few myths non solutions
A few myths: (non-solutions)
  • Its much better in the USA (not really)
  • Private capital (limited applicability)
  • Borrowing (risky)
  • Fund-raising (needs time and big investment)
  • More efficient utilisation (some scope)
  • Collaboration (some scope)
  • Past capital schemes should have sorted this (even JIF/SRIF - £2bn only affected 5% of infrastructure)
  • It’s all due to poor funding (some institutions have done much better than others – note the 5% examples)
  • Policy initiative on institutional responsibility for whole-life asset management (backed by a funding councils initiative to produce institutional strategies)
  • Government remedial investment programme (like SRIF for teaching and arts as well as science research, triggered by institutional strategies for long-term sustainability of assets related to academic strategies )
the future he needs to develop
The futureHE needs to develop:

A business model for T&L

Integrated academic and financial/estates strategies

The new Academy for T&L in Higher Education

The new Leadership Foundation

A highly-professional approach to commercial property and asset management

Full economic cost recovery on research and other projects