{"id":4256,"date":"2016-10-31T10:39:13","date_gmt":"2016-10-31T10:39:13","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=4256"},"modified":"2016-10-31T10:39:13","modified_gmt":"2016-10-31T10:39:13","slug":"he-policy-update-2","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2016\/10\/31\/he-policy-update-2\/","title":{"rendered":"HE Policy update"},"content":{"rendered":"<p><strong>Teaching Excellence<\/strong><\/p>\n<p>The <a href=\"https:\/\/www.heacademy.ac.uk\/system\/files\/resources\/teaching_excellence_in_the_disciplines.pdf?mc_cid=bd4b14a8c7&amp;mc_eid=372de92627\" target=\"_blank\">Higher Education Academy released a report<\/a> on teaching excellence in a range of subjects \u2013 part of their response to the teaching excellence framework.\u00a0 It includes a useful literature review and a report following interviews with academics.\u00a0 The conclusions of the report include:<\/p>\n<ul>\n<li>pedagogic approaches are different for different subjects \u2013 the roles and relationships between teachers and students, the degree of independence and engagement expected of students, the sources of knowledge and their modes of transmission, and the balance between a subject -centred and a student-centred emphasis;<\/li>\n<li>on some important issues, there is a lack of clarity about causality, especially in distinguishing between the effects of input and process factors. There is very considerable diversity in the HE student population, in relation to social and educational backgrounds, aspirations, support networks, nationality, age, race and gender and so on. To what extent do different students require different pedagogic approaches and different measures of \u2018teaching excellence\u2019?<\/li>\n<li>several of the deans interviewed mentioned the uncertainty of students\u2019 futures. They would be living in a fast-changing world. Higher education was seen as an important preparation, but a preparation for what?<\/li>\n<li>past excellence was no guarantee of future excellence. Teaching in higher education would need to adapt, recognising both the changing and diverse backgrounds of its students and their changing and uncertain futures<\/li>\n<\/ul>\n<p><strong>Schools and universities \u2013 and raising attainment:<\/strong><\/p>\n<p>Here is an interesting <a href=\"http:\/\/www.hepi.ac.uk\/2016\/10\/26\/making-outreach-work\/\" target=\"_blank\">HEPI blog\u00a0<\/a> \u2013 it cites the BU Fair Access research and is an interesting perspective on attainment v aspiration from Nottingham Trent.<\/p>\n<p>Changes to plans for schools were announced this week \u2013 while introducing the Technical and Further Education Bill, <a href=\"http:\/\/www.parliament.uk\/business\/publications\/written-questions-answers-statements\/written-statement\/Lords\/2016-10-27\/HLWS224\/\" target=\"_blank\">Justine Greening confirmed<\/a> that plans to force schools to become academies have been abandoned (which was expected).\u00a0 This does<strong>not<\/strong> affect the <a href=\"https:\/\/staffintranet.bournemouth.ac.uk\/aboutbu\/professionalservices\/ovc\/policyandpublicaffairsatbu\/whatshappening\/thelatestfromthepolicyteam\/wideningparticipation\/schoolsthatworkforeveryoneconsultation\/\" target=\"_blank\">\u00a0\u201cSchools that work for everyone\u201d consultation<\/a> which includes provisions relating to grammar schools and the way universities work with schools: We will be holding workshops to discuss our response to this proposal:<\/p>\n<ul>\n<li>Friday 4th November in Studland House S206 from 9.00-11.30<\/li>\n<li>Thursday 17th November in Christchurch House from 2.00-4.00<\/li>\n<\/ul>\n<p>Please contact <a href=\"mailto:Policy@bournemouth.ac.uk\">policy@bournemouth.ac.uk <\/a>if you would like to attend one of these sessions and read a presentation about the<a href=\"http:\/\/intranetsp.bournemouth.ac.uk\/documentsrep\/Schools%20that%20work%20for%20everyone%20consultation.pptx\" target=\"_blank\"> questions in the consultation here<\/a>, and a specific presentation about the <a href=\"http:\/\/intranetsp.bournemouth.ac.uk\/documentsrep\/Schools%20that%20work%20for%20everyone%20consultation%20-%20universities.pptx\" target=\"_blank\">questions relating to universities here.<\/a><\/p>\n<p><strong>International Students:<\/strong><\/p>\n<p><a href=\"https:\/\/www.ucas.com\/corporate\/news-and-key-documents\/news\/applicant-numbers-%E2%80%98early-deadline%E2%80%99-university-courses-increase?mc_cid=0f22e8c933&amp;mc_eid=372de92627\" target=\"_blank\">UCAS released<\/a> their early 2017 application figures on 27<sup>th<\/sup>\u00a0 October with extensive press coverage \u2013 notable highlights are a call in 9% in EU students \u2013 of particular concern given that funding reassurance has now been provided for this group \u2013 and interesting in the light of the next few bullets.<\/p>\n<p>After last week\u2019s storm in a teacup when Philip Hammond and \u201cother sources\u201d seemed to suggest that international students would be excluded from immigration numbers, quickly stamped on by No 10, who said firmly that this was not being considered, there have been a couple of WonkHe articles looking at the impact of the immigration changes (due to be out for consultation in the next few weeks).\u00a0 Of course, we don\u2019t know what the proposed changes might be yet, and while removing students from the numbers might mean that there is less focus on them, it isn\u2019t a complete answer to everyone\u2019s concerns about potential limits on international students \u2013 and it also doesn\u2019t address concerns about how restrictions might affect international (and EU) staff recruitment.<\/p>\n<p>The first <a href=\"http:\/\/wonkhe.com\/blogs\/policy-watch-over-exposed-international-students\/\" target=\"_blank\">WonkHe blog (David Morris, 24<sup>th<\/sup> October)<\/a> highlights where the international students are<\/p>\n<ul>\n<li>there are some very high percentages at UG level \u2013 mostly in London and in Scotland but also Liverpool \u2013 25%, Manchester \u2013 19%, Coventry \u2013 18%, Sheffield \u2013 17% \u2013 for example.<\/li>\n<li>the story in Scotland is different as reported widely (see the <a href=\"http:\/\/www.audit-scotland.gov.uk\/uploads\/docs\/report\/2016\/nr_160707_higher_education.pdf\" target=\"_blank\">report by Audit Scotland July 2016<\/a>) because the funding arrangements in Scotland have pushed them to recruit increasing numbers of international students and fee paying students from the rest of the UK.<\/li>\n<li>at PG level, the percentages are much higher \u2013 64% at Cardiff Metropolitan, 48% at Sheffield, 45% at Newcastle, 49% at Leicester, for example.<\/li>\n<\/ul>\n<p>In a <a href=\"http:\/\/wonkhe.com\/blogs\/data-international-recruitment-and-tef-modelling-the-amber-warnings\/?mc_cid=e94c95f7aa&amp;mc_eid=372de92627\" target=\"_blank\">second blog published on 26<sup>th<\/sup> October<\/a>, David looks at the anticipated link between quality and immigration using the THE\u2019s Mock TEF (flawed, as we know) \u2013 flagging particular risks for London universities but also pointing out our own position (at 94 in the Mock TEF and with 9% international students according to their analysis).<\/p>\n<p>The article concludes:<\/p>\n<p>\u201cFrom the Home Office\u2019s point of view, there seems an added futility here. There are more than twice as many international students at the top 20%\u00a0institutions of THE\u2019s mock TEF than there are at the bottom 20%. Only\u00a036,900 international students study at institutions that are projected for a Bronze TEF award, and several institutions in that category are more oriented to serving their local communities (and so not on the above list), such as Abertay, Cumbria, Bolton, and\u00a0Suffolk.\u201d<\/p>\n<p><strong>Impact, research and political engagement:<\/strong><\/p>\n<p>The Parliamentary outreach service have announced an event on <a href=\"https:\/\/www.eventbrite.co.uk\/e\/research-impact-and-the-uk-parliament-southampton-tickets-28883651780\" target=\"_blank\">Research, Impact and the UK Parliament in Southampton<\/a> in 18<sup>th<\/sup> January \u2013 it costs \u00a340 but should be interesting \u2013 if anyone does go, please let me know how it goes.<\/p>\n<p>I held a first workshop on \u201cinfluencing policymakers with research\u201d this morning as part of the RKE Development Framework \u2013 thank you to those who attended \u2013 we will do more.<\/p>\n<p>Latest calls for evidence are listed <a href=\"http:\/\/www.parliament.uk\/business\/committees\/inquiries-a-z\/current-open-calls-for-evidence\/\" target=\"_blank\">here<\/a>\u00a0 -lots of new ones added this week, including:<\/p>\n<ul>\n<li>the BEIS Committee\u2019s inquiry into \u201c<a href=\"http:\/\/www.parliament.uk\/business\/committees\/committees-a-z\/commons-select\/business-energy-industrial-strategy\/inquiries\/parliament-2015\/the-future-world-of-work-and-rights-of-workers-16-17\/\" target=\"_blank\">the future world of work and rights of workers<\/a>\u201d,<\/li>\n<li>the Women and Equalities Committee\u2019s inquiry into \u201c<a href=\"http:\/\/www.parliament.uk\/business\/committees\/committees-a-z\/commons-select\/women-and-equalities-committee\/inquiries\/parliament-2015\/un-sustainable-development-goal-5-16-17\/\" target=\"_blank\">Implementation of Sustainable Development Goal 5<\/a>\u201d [Goal 5 is a standalone goal to \u201cachieve gender equality and empower all women and girls\u201d. The Goals require a transformative approach; target 5.1 under Goal 5 is to \u201cend to all forms of discrimination against all women and girls everywhere\u201d.].\u00a0 Separately they are looking at \u201c<a href=\"http:\/\/www.parliament.uk\/business\/committees\/committees-a-z\/commons-select\/women-and-equalities-committee\/inquiries\/parliament-2015\/ensuring-strong-equalities-legislation-after-eu-exit-16-17\/\" target=\"_blank\">Ensuring Strong Equalities Legislation after Brexit<\/a>\u201d (closing 9<sup>th<\/sup> November)<\/li>\n<li>the Health Committee are looking at <a href=\"http:\/\/www.parliament.uk\/business\/committees\/committees-a-z\/commons-select\/health-committee\/inquiries\/parliament-2015\/care-quality-commission-accountability-inquiry-16-17\/\" target=\"_blank\">Care Quality Commission accountability<\/a><\/li>\n<li>the Justice Committee are looking at <a href=\"http:\/\/www.parliament.uk\/business\/committees\/committees-a-z\/commons-select\/justice-committee\/inquiries\/parliament-2015\/implications-of-brexit-for-the-crown-dependencies-16-17\/\" target=\"_blank\">implications of Brexit for the Crown Dependences<\/a> (the Channel Islands and the Isle of Man) and also at <a href=\"http:\/\/www.parliament.uk\/business\/committees\/committees-a-z\/commons-select\/justice-committee\/inquiries\/parliament-2015\/disclosure-of-youth-criminal-records-16-17\/\" target=\"_blank\">Disclosure of Youth Criminal Records<\/a><\/li>\n<\/ul>\n<p>As always, if you are interested in contributing to a BU response to any of these, please let me know- and read our responses to previous consultations <a href=\"https:\/\/staffintranet.bournemouth.ac.uk\/aboutbu\/professionalservices\/ovc\/policyandpublicaffairsatbu\/consultationsandcallsforevidence\/\" target=\"_blank\">here<\/a><\/p>\n<p>Best wishes<\/p>\n<p>Jane<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Teaching Excellence The Higher Education Academy released a report on teaching excellence in a range of subjects \u2013 part of their response to the teaching excellence framework.\u00a0 It includes a useful literature review and a report following interviews with academics.\u00a0 The conclusions of the report include: pedagogic approaches are different for different subjects \u2013 the&#8230;  <a class=\"excerpt-read-more\" href=\"https:\/\/microsites.bournemouth.ac.uk\/flie\/2016\/10\/31\/he-policy-update-2\/\">Read more &raquo;<span class=\"sr-only\"> about HE Policy update<\/span><\/a><\/p>\n","protected":false},"author":1273,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[369,34,259,1],"tags":[381,380,187,304,93],"class_list":["post-4256","post","type-post","status-publish","format-standard","hentry","category-policy","category-resource","category-tef","category-uncategorized","tag-attainment","tag-he-policy","tag-impact","tag-international-students","tag-teaching-excellence"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4256","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/1273"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=4256"}],"version-history":[{"count":1,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4256\/revisions"}],"predecessor-version":[{"id":4257,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4256\/revisions\/4257"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=4256"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=4256"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=4256"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}