Presentation on theme: "Learning from ELIR: piloting a new approach Thelma Barron, Assistant Director, QAA Scotland."— Presentation transcript:
Learning from ELIR: piloting a new approach Thelma Barron, Assistant Director, QAA Scotland
New approach piloted More user friendly, accessible information for wider audience Shorter overview reports focusing on positive practice and areas for development identified by ELIR Review Teams Two pilot reports published on-line, Dec 2011, based on evidence of 14 out of possible 19 ELIR reports, Potential synergy with Enhancement Themes and International Benchmarking work
Topics Two reports published on-line: Student representation and engagement in quality Staff development: Developing, Sharing and Recognising Good Practice Two further reports planned this summer: Supporting student engagement with learning Developing the curriculum Outputs to inform work on new Enhancement Theme, Developing and Supporting the Curriculum
Student representation and engagement in quality: key outcomes Sense of deepening student engagement in quality and commitment to enhancing the student learning experience Close partnership working between Students Associations and institutions (including on student representation and engagement in quality processes) Increasingly important role of Student Associations in delivering sparqs training to student representatives Clear commitment of institutions and Students Associations to improve through strategic initiatives Significant progress in small specialist institutions to formalise student representation at strategic level (e.g. by establishing sabbatical and development officer posts) Continuing development in representation and engagement of postgraduate students (HEA surveys)
Effectiveness of student representation at different levels Senior /strategic level: working well overall Faculty/ school level : positive developments to facilitate communication between student representatives and Student Associations, such school student officers, school student presidents variable levels of engagement, inconsistencies in practice in some cases, which institutions are taking steps to address Programme level: well established and operating well overall, although some residual issues of inconsistency in practice
Approaches to student feedback Wide range of methods in operation Impact of national student surveys more prominent (NSS, ISB, HEA pilots- PTES, PRES) Communication with students - closing the feedback loop still an issue for some institutions Scope to develop institutional engagement with specific student groups (e.g. part-time, distance –learning, research, international)
Institution-led subject review Effective engagement by student panel members and students in subject area; greater focus on student experience Student participation valued by both staff and students – promotes greater focus on student experience Students also engaging successfully in reviews of student facing support functions, where mechanisms exist
Areas for development Student engagement in strategic and policy development relating to learning experience Student representation at school level, including, in some cases, effectiveness of student: staff liaison committees Representation of postgraduate students, and participation on student representative committees Monitoring student experience across different locations and modes of study research student experience Communication with wider student body on institution- wide matters Promoting consistency of practice in student representation and policy implementation Building on informal feedback mechanisms to develop more systematic feedback arrangements
Questions and discussion
Staff development: Developing, Sharing and Recognising good practice Key Outcomes Strategic approaches to staff development – alignment with institutional priorities Continuing strategic role of Centres for Learning and Teaching - tailoring staff development to strategic needs, or targeting specific groups Some institutions provide staff development to overseas collaborative partners Widespread engagement with HEA staff development activities, including professional recognition scheme and HEA accredited PG certificates in learning and teaching Developing systematic approaches to sharing good practice Strong engagement with the Enhancement Themes, as a driver for strategic and staff development Clear progress in recognition and reward of excellence in learning and teaching
Areas for development Strategic approaches to staff development Staff development to support international students Ongoing staff development in support of learning, teaching and innovation Training for specific staff groups, including research student supervisors, graduate teaching assistants, and part-time staff Staff development for collaborative partners Continuing development of systematic sharing of good practice Promoting engagement with Enhancement Themes Developing approaches to recognition and reward for excellence in learning and teaching practice
Questions and discussion
New approach to Learning from ELIR: some key questions What is the purpose of Learning from ELIR? Is it a source of good practice or is it mainly evidence for longitudinal change? Who is the target audience? Can / should we develop the Learning from ELIR work more? How? Can this be more enhancement-facing? How?
Possible new directions Topical overviews drawing on a wider range of evidence of which ELIR reports are just one aspect Develop synergy with Enhancement Themes and Learning from International Practice work Seek permission to use institutional Reflective Analyses as source of evidence/ case studies for management of change?
Links to Learning from ELIR Reports The two pilot Learning from ELIR reports have been published on-line as PDF files and can be found via the following link: series-publications.aspxhttp://www.qaa.ac.uk/ImprovingHigherEducation/Pages/Learning-from- series-publications.aspx The report on Student representation and engagement is at : Learning-from-ELIR Student-engagement.aspx The report on Staff development is at Learning-from-ELIR Staff-development.aspx