Developing our agenda for the Higher Education White Paper

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					      An era of change:
the context for students’ and
 understanding the student
         experience

  Art, Design, Media Creative Learning &
               Teaching Day



               Aaron Porter
            November 2011
                   Overview

- Introduction
- Who is going into HE, student trends
- Student Experience research
- Implications from the HE White Paper
- Key questions to consider for the future
Who is going into HE?
Changing Demographics
                 Student Numbers
                                                               2006: Top-up fees
350000                                                         introduced
                        1992 HE Act: 44         1998: First
300000                                          tuition fees
                        "new" Universities in
250000                  England

         1970s: Post-
200000
         Robbins         1990: First
         Expansion of    student loans
150000
         HE Sector
100000

50000


    0
 19 4

 19 6

 19 8

 19 0

 19 2

 19 4

 19 6

 19 8

 19 0

 19 2

 19 4

 19 6

 19 8

 19 0

 19 2

 19 4

 19 6

 19 8

 20 0

 20 2

 20 4
      06
      6

      6

      6

      7

      7

      7

      7

      7

      8

      8

      8

      8

      8

      9

      9

      9

      9

      9

      0

      0

      0
   63

   65

   67

   69

   71

   73

   75

   77

   79

   81

   83

   85

   87

   89

   91

   93

   95

   97

   99

   01

   03

   05
 19
                               All subjects
                     Medicine & Dentistry
                               Languages
             Hist & Philosophical studies
                 Linguistics and Classics
                       Physical Sciences
              Engineering, Technologies
       Social Science combined with arts
                Architecture, Build & Plan
Interdisciplinary, other combined subjects
              Biology, Vet Sci,Ag & related
                           Social Studies
                                      Law
                   Creative Arts & Design
   Science combined with social science
Mass communication and Documentation
                Mathematical & Comp Sci
               Business & Admin studies
               Subjects allied to Medicine
                                Education

                                              0          10          20           30          40          50           60         70          80        90

                                                  Managerial and Professional Occupations   Intermediate Occupations   Routine and manual Occupations
65% of students believe that if they
 are expected to pay more for their
  university experience they would
      have higher expectations


 NUS/HSBC Student Experience Report (2010)
School students are likely to think university
      will be very different from school
                                                  94%
        Being organised and using my time
                                                12
                                                 0
                                               11 7      25                      62
        efficiently will be key to university 1
  %
                                                         82%
        I will have a whole new lifestyle at
                                              13
                                             21 4 7      19           28                   35
                     university
                                                         79%
       Doing well at university will require
                                              1
                                             3124 10          22           30               27
           learning to think differently

                                                              75%
Most of the time at university, there will
be a lecturer or tutor available that I can 41 5 8 6
                                             2                 20           33                  22
      go to for advice or information
                                                                    65%
I will see an academic tutor, lecture etc.,
                                                  2
                                               8 2 5 5    14         30               21         14
  regularly and really get to know them

                        Don't know                        No experience of
Base: All school        1 - Totally disagree              2
leavers (300)           3                                 4 - Neither agree nor disagree
                        5                                 6
                        7 - Totally agree
Chart 2: Students that fall into the lowest socio-economic group,
  DE, most likely to be motivated to choose a university that is
  close to home
Q3. What were the main reasons for choosing your university? Please indicate your top
   three reasons
     %
                                                                             53      A
                                                                                     B
                                                                                     C1
                                                                                     C2
                                                                                     DE


                                   31            30            31


                     22




                                           Close to home



Base: All first year students (630), A (100), B (157), C1 (132), C2 (68*) DE (68*)
*small base
    How do students currently
      consider themselves?

• 37% of students strongly agreed that they
  are a “student engaged in a community of
  learning”

• However, 18% strongly thought that they
  were a “customer and expect the service
  that I have paid for”.

                   NUS/HSBC Student Experience Report, 2010
   However, there are significant
      differences by subject

• “student engaged in a community of learning”
  – 54% of medical students strongly agreed
  – 22% of business students strongly agreed


• “customer and expect the service that I have
  paid for”.
  – 23% business students strongly agree
  – 15% medical students strongly agree
                                               Bols, 2011
Chart 1: Reasons for wanting to go to university influenced by
  institution type
Q1. What were the main reasons for wanting to go to university? Please indicate your top
   three reasons

      %                   76
                     73                                                                      Total
        68                                                                                   Russell group
             62 62                                   63                                      Pre 1992
                                           55                                                Post 1992
                                 53             52
                                                                         49                  Other institutions
                                      48
                                                          44        44
                                                               38
                                                                              34         35 34
                                                                                                      32
                                                                                    29
                                                                                                 23




            To gain                Improve my          Improve my                  For the experience
          qualifications       chances of getting a earning potential
                                      job




Base: All first year students (630), Russell Group (143), pre 1992 (161), post 1992 (287), other institutions (38)
Chart 3: Reasons for choosing university influenced by institution
  type
Q3. What were the main reasons for choosing your university? Please indicate your top
   three reasons

      %                         81
                         79                                                            Russell group
                    71                                                                 Pre 1992
                                                                                       Post 1992
               61                                                                      Other institutions
                                     58


          45
                                               39                41 39


                                                                                       28 26
                                          24                24
                                                       19                         17
                                                                              9



        Had the subject/         Academic              Close to home          Suitable entry
        course I wanted       reputation of the                                requirments
                                 university




Base: All first year students (630), Russell Group (143), pre 1992 (161), post 1992 (287), other institutions (38)
• How would you rate the quality of the
  teaching and learning experience?
  – 2008:        85%
  – 2009:        89%


• How involved do you believe you are
  in shaping the content, curriculum or
  design of your course?
  – 2008 5-7     57%      23%
  – 2009 5-7     62%      31%
How would you like to be involved in
  shaping the content, curriculum or
  design of your course?

  – Being a course representative 18%
  – Being involved in setting assessment
    criteria                      31%
  – Providing feedback on course design
                                  74%
Chart 5: Information students received before starting
  course
Q 8. What information did you receive from your university before starting your course?
   Please select all that apply

                      Accommodation options and costs                                                     86   %
    Sources of financial support sources and application
                                                                                                     74
                         procedures
                                        Students’ Union                                         69

                                         Course content                                    65

                    Student advice & guidance services                                60

             Social/ cultural/ sporting activities/ clubs                        55

                                           Reading lists                    37

                            Disability/ dyslexia support               27

                      Materials/ supplies requirements                26

                                       Course timetable           23

                    Quantity of teaching/ contact hours           23

                 Private/ individual study requirements          22

                                     Quality of teaching     19
     Course marking scheme including exams and other
                                                            17
                 assessment procedures



       Base: All first year students (630)
  Chart 13: More contact time is the main thing that students say
    would improve the quality of their teaching and learning
    experience
  Q24. What would improve the quality of the teaching and learning experiences at your
    university?
        More interactive group teaching sessions/ tutorials                     38
               More individual teaching sessions/ tutorials                     38
                     More contact time with personal tutor                      36
               Lecturers/ tutors with better teaching skills                    35
                 Availability of facilities for practical work             27
                                               More lectures              22
            Additional support such as study skills training          20
                           Wider range of lecturers/ tutors           19
                                   Subject based networks            15
                                 Internet discussion forums          14
                                             Library support         14
                    Lecturers/ tutors with better academic
                                 qualifications                  9




Base: All answering section 3 (940)
• Male:            78% vs       Female: 73%
• 18 year olds:    80% vs       Over 21 year olds: 73%
• Disabled:        66% vs       non-disabled: 77%

Subject:           Contact hours      Satis. with contact hrs

Medicine and life sciences      19    80%
Physical sciences and related   18    84%
Arch., building and planning    14    68%
Law                             13    69%
Business and admin. studies     13    73%
Mass comms and doc.             13    76%
Education                       13    78%
Creative arts and design        13    68%
Social studies                  12    65%
Languages                       10    65%
Historical and philosophy       9     66%
Chart 5: Majority of students receive their feedback on
  coursework within a month
Q37. How long – on average – does it take for you to receive feedback on your
  coursework?

                                                                              %




                                           33



                         18
                                                          16

                                                                         7
        4


   Less than a       One to two        Three to four   Five to six   Seven weeks
      week             weeks              weeks          weeks         or more

Base: All who receive feedback (967)
Would you like to receive feedback on
  your exams?

    – Yes                   90%
    – No                    6%
    – Don’t know            4%


Those that currently only receive written grades/
   marks and/ or do not receive any feedback
Languages                         10   65%
Historical and philosophy         9    66%
Chart 12: The majority of students use the internet and social
  networking sites on a daily basis as part of their studies
Q48. How often do you use these during term time as part of your studies?


       Internet as a source for
             information
                                                         69                                  26           41



           Virtual Learning
       Environment (VLE) such                  45                                42                      1
                                                                                                      10 1
        as Blackboard, Moodle



       Social networking sites
          such as Facebook
                                                      61                               20         9     6 2




                 Mobile phone                       55                            20             15     5 2




        Web-discussion forums       14              27                      34                   16      6

                                                                                                         %
            Daily         Weekly          Monthly          Termly         Less than one a term


Base: All using the internet as part of their studies (964); all using VLEs as part of their studies (709); all using
social networking sites as part of their studies (406); all using mobile phones as part of their studies (276); all
using web-discussion forums as part of their studies (258)
Chart 13: 46% of students agreed that ICT has enhanced their
  studies
Q50. To what extent do you agree with the following statements about the information
  and communication technology at university?



                                                                                   46%
      I feel that the use of ICT
      has enhanced my studies
                                       3 4    14                34                              45         1




                                                                                       38%
           I feel that ICT has
          enhanced my time at          3 6         20                 33                         37        1
          university in general




                                                                              54%
        My ICT skills meet the
         standard required to 2 3            11            30                              53              1
         enhance my studies



                                                                                                           %
        1 - Totally disagree       2     3   4 - Neither agree nor disagree    5   6   7 - Totally agree
Base: All answering section 6 (1003)
Chart 8: International students were significantly more
  likely to say they felt integrated with domestic students
Q65. How integrated do you feel with domestic students?
Q68. How integrated do you feel with international students?
                                                                                                   %
                                                               55%
   How integrated do
      you feel with
   domestic students
                             5        12           24                       31              24
     (only asked of
      international
        students)




  How integrated do                                                                  29%
     you feel with
     international
                                 16           17                       34              18        11
 students (only asked
      of domestic
       students)



         1 - Not at all               2             3 - Somewhat                 4           5 - Fully


 Base: All international students (204); All domestic students (804)
Chart 9: International students were significantly more
  likely to think that integration with domestic students
  was important
Q66. How important do you think that integration with domestic students is?
Q69. How important do you think that integration with international students is?
                                                                                                                %
 How important do                                         70%
   you think that
  integration with
 domestic students 21 3                         20            15            18                  37
 is? (Only asked of
    international
      students)




 How important do                                                      58%
   you think that
  integration with
    international               5   3       7            25                20          17                21
 students is? (Only
 asked of domestic
      students)


     1 - Not important at all           2            3    4 - Somewhat important   5        6        7 - Very important

 Base: All international students (204); All domestic students (804)
Chart 8: Students in higher socio-economic groups are the
  least likely to be concerned about their levels of debt
Q85. Are you concerned about your current levels of debt?
                                                                                                          %
  A                     39                                 31                                29




  B                      42                                     28                            27



 c1             27                            30                                   42




 c2                31                              31                                   36




DE              28                          25                                  47


       Not concerned (net)              Neither concerned nor not concerned                  Concerned (net)


      Base: A - with debts (145); B - with debts (214); c1 - with debts (127); c2 - with debts
      (108); DE - with debts (77)
“We cannot seriously believe that the
  present quality assurance model is
   sufficient to deal with the cut and
   thrust of the new market. It is too
  vague, too slow, and too distant
  from the student. I believe a firmer
 and more direct approach to quality
   monitoring should be taken and I
 think the QAA should have a totally
     changed structure and remit.”

Aaron Porter, Student Experience Conference,
              11th November 2010
 White Paper – Students at the
     Heart of the System
                 (Really?)
• Sustainable and Fair Funding
• Well informed students driving teaching
  excellence
• A better student experience and better
  qualified graduates
• A diverse and responsive sector
• Improved social mobility through fairer
  access
• A new, fit for purpose regulatory
  framework
  Sustainable and Fair Funding
• Biggest single shift in source of funding in history of
  HE. Little time for preparation, or consideration to
  some unintended consequences.
• Loss of state funding for teaching for arts,
  humanities & social sciences.
• Two pools for competition of places (AAB & £7.5k).
  New competition from FECs and Private Providers.
• Consider the demography of students that gain
  AAB, and consider which institutions they will
  progress to.
• Postgraduate funding…. Kicked into the long grass
  (again).
       Well informed students
     driving teaching excellence
• Tone from Government that the KIS and Student Charter
  is either a justification for higher fees, or the solution to the
  ‘information gap’. In isolation they are neither.
• KIS, cautious welcome. But prepare for unintended
  consequences. The metrics chosen will now be the focus
  of attention. Contact time? Graduate earnings? Feedback
  turnaround?
• Student Charters. Building on the recommendations from
  the Beer/Porter Student Charter group which reported in
  January 2010. Only has value if they are ‘living’
  documents, revisited on an annual basis between SU exec
  & institution. Ideally used in induction for students and
  staff.
• Inherent contradiction between more sophisticated analysis
  of quality – Professor Graham Gibbs’ ‘Dimensions of quality’,
  and narrow, utilitarian measures from govt (contact time etc.)
  A better student experience &
    better qualified graduates
• Increased student engagement – welcome. But
  needs to be done through the lens of co-production,
  and a move away from the ‘narrow box’ of student
  engagement.
• Risk based quality assurance. A more flexible
  approach.
• Improved links between HEIs and employers.
• Increased focus on academic representation.
• Time limits on OIA cases.
• More focus on information relating to graduate
  destinations. DLHE inadequate?
Diverse and responsive sector
• Increased competition for student places over
  time (AAB and £7.5k).
• What about subjects which may not have critical
  mass, or poor employment prospects?
• Too deep, too fast?
• Emergence of a two-tier system?
• Removal of barriers to entry for new providers:
  Easier to gain university title and change to legal
  status.
• The spectrum of potential private providers is
  vast.
      Improved social mobility
        through fairer access
• Mountain to climb.
• Impact of student demand (and institutional supply)
• New powers for OFFA. Long grass.
• Future progression to postgraduate study?
• Removal of key access infrastructure. AimHigher,
  EMA. Slap dash National Scholarship Programme
  introduced.
• National Careers Guidance is crucial, but little
  detail to date.
• Review to consider the introduction of a Post-
  Qualification Application system.
         A new, fit for purpose
         regulatory framework
• Browne’s proposal to merge HEFCE, QAA, OIA &
  HEA rejected.

• Reform of the powers and focus away from HEFCE.
  Previously a ‘funding council’. Now to be ‘lead
  regulator’ and ‘student champion’. Overseeing
  financial health of HEIs & delivering on
  strategic/Govt objectives.

• A “single, transparent regulatory framework” which
  should provide a level playing field for all providers
  (inc FECs and private providers). But also access to
  Degree Awarding Powers and access to student
  funding (loans) and remaining teaching grant.
    Opportunities for the future
• Undoubtedly a testing period, but also a period of great
  opportunity.

• The prevailing ‘hierarchy’ of institutions may start to get
  challenged.

• Renewed political pressure on institutions that have
  poor records on fair access & widening participation.

• Employer-engaged institutions likely to thrive, as student
  demand could re-shape the sector.

• Induction is critical. What are new students coming into?
      Thank you


       Questions?

Aaron Ross Porter Consultancy


a.porter@arpconsultancy.co.uk

				
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