Welcome slide

Enhancing learning, teaching and assessment: an overview of national

initiatives in the UK

Overview of HEFCE policy

• Late 1990’s key issues driving change:

– Raising the profile of L&T

– Public confidence in the quality of L&T

– Encourage continuous development

– Threat of global competition

– Efficient and effective use of resources

– Pedagogic research to inform developments

Teaching Quality Enhancement Fund (TQEF)

• TQEF established 1999 to support:

– Encouragement and reward

– Co-ordination and collaboration

– Dissemination and embedding of good practice

– Research and innovation

– Building capacity for change

• £89M 1999-2002

• £92M 2002-2005

More recent developments

• 2003 white paper:

– Establishment of HE Academy

– Support for professional development of HE staff

– Establishment of Centres of Excellence in T&L

(CETLs)

Enhancement 2006 to 2009

TQEF implemented through 3 strands:• Institutional

– L&T strategies– CETLs

• Subject– HE Academy

• Individual– National Teaching Fellow Scheme (NTFS)

HEFCE e-learning strategy

TQEF 2006 to 2009

• TQEF maturing – encouraging further embedding of institutional L&T strategies:

– Currently around £525 million invested across the

three strands supporting strategic change

– Sustaining continuous improvement - good practice

guide (HEFCE 2006/35) - to encourage

development and embedding of strategies

– Evaluation of HE Academy and interim evaluation of

CETL programme (to report early 2008)

Quality Assurance Framework

• Self-regulation

– From assessment to audit of processes.

• Evidence:

– Management of quality

– Student satisfaction

– NSS analysis

• Enhancement within English QA

• QAA – HE Academy collaboration

Developing a L&T strategy

• Context: size, structure, culture, mission, students

• Staff ownership in development and implementation

• Creating fora for discussion and debate

• Balancing centralised/devolved support/coordination

• Balancing top-down, middle out & bottom-up

• Links with other strategies e.g. HR

• Reflection/evaluation

Institutional priorities - examples• Institutional structures e.g. L&T committee

• Central support – e.g. development unit

• Developing staff – professional standards and HEA

• Reward and recognition e.g. awards, promotion

• Good practice – dissemination and assimilation

• Supporting innovation e.g. curriculum, ICT

• Improving assessment and feedback

• Supporting scholarship and pedagogic research

In the context of our national priorities 2006-2009

• Teaching informed and enriched by research

• Supporting continuing professional development

• Support for student and staff volunteering

• Supporting success and progression for students with diverse needs

Future challenges and opportunities

• Changing learner profile and expectations

• Providing a quality learning experience in a changing environment

• HE contributing effectively to the economy:

– The needs of employers

– The skills base

• Balancing national policies with institutional autonomy

• Review of fees cap

Further information

http://www.hefce.ac.uk/learning/enhance/

HEFCE 2006/35 “Embedding learning and teaching strategies: an approach to self-

assessment by higher education institutions”

HEFCE (2005) “Summative evaluation of the Teaching Quality Enhancement Fund”

HEFCE 2001/37 “Strategies for learning and teaching in higher education: a guide to

good practice”

HEFCE 2001/37a “Analysis of strategies for learning and teaching” by Graham Gibbs

http://www.heacademy.ac.uk/TLstrategies.htm