1. HEAR and ePortfolios Phil Gravestock pgravestock@glos.ac.uk

2. Higher Education Achievement Report (HEAR) “The HEAR is a concise, electronic document produced by a higher education institution which provides a record of a student’s achievement during their time in higher education.”

3. Higher Education Achievement Report (HEAR) “The HEAR: measures and records achievement, providing students with a much broader picture than hitherto ensures that employers have better information about the distinguishing qualities of different graduates fits into, and promotes, a culture of lifelong learning by appearing to be less of an abrupt educational ‘end point’.”

4. Higher Education Achievement Report (HEAR) “The HEAR: begins in the first year of study and is accessible by the student at any time during their career with the institution. It is updated and validated at regular intervals by the institution – at least annually – and, as such, has the capacity to be used as a formative tool.”

5. Higher Education Achievement Report (HEAR) Section 6.1. Additional information recorded under one of three category headings: 1.Additional awards – accredited performance in non-academic contexts and individual units/modules studied (e.g. credit-bearing volunteering) 2.Additional recognised activities – roles and activities undertaken by students which demonstrate achievement but for which no recognition is provided in terms of academic credit 3.University, professional and departmental prizes

6. Student Learning Experience Curriculum: accredited and formal Co-curriculum: not accredited, but verified, can involve application of knowledge and understanding from the formal curriculum, or development of graduate attributes which are part of broad programme outcomes Extra-curriculum: not accredited, not verified, but achievement may still contribute to development of graduate attributes

7. HEAR and ePortfolios Combining a student- driven e-portfolio with an electronic HEAR will enable students to present themselves and their achievements from volunteering, work experience, or life more fully and effectively to potential employers

8. HEAR and ePortfolios

9. The Glos Philosophy Inclusive Students’ Union involvement Bottom-up approach Consideration of achievement, rather than activity

10. The Glos Approach Employable Gloucestershire Graduate Scheme (EGGS) Students submit Personal Statements of Achievement for verification –Based on achievement resulting from one or more activities Verification panel consists of staff (and students) from across the institution Achievement resulting from University- or SU- initiated activities can be included on a student’s HEAR

11. Attributes / skills developed... Application of Numeracy & ICT Business / Social Awareness Communication & Literacy Problem- solving & Creativity Teamwork & Leadership Community Engagement Culture Employment Enterprise Internship Research Sport Sustainability Experience gained through... PSA Communication & Literacy Award =

12. Attributes / skills developed... Application of Numeracy & ICT Business / Social Awareness Communication & Literacy Problem- solving & Creativity Teamwork & Leadership Community Engagement Culture Employment Enterprise Internship Research Sport Sustainability Experience gained through... Employment Award = PSA

13. Attributes / skills developed... Application of Numeracy & ICT Business / Social Awareness Communication & Literacy Problem- solving & Creativity Teamwork & Leadership Community Engagement Culture Employment Enterprise Internship Research Sport Sustainability Experience gained through... Generic Award = PSA

14. Attributes / skills developed... Application of Numeracy & ICT Business / Social Awareness Communication & Literacy Problem- solving & Creativity Teamwork & Leadership Community Engagement Culture Employment Enterprise Internship Research Sport Sustainability Experience gained through... Enterprise Award = Business/Social Awareness Award = PSA

15. Degreeplus

16. PERSONAL STATEMENT OF LEARNING FORMAL INFORMAL work VERIFIED FLEXIBLE ASSESSMENT and PDP UNACCREDITED Learning from training experience conference volunteeringlifesport UNSTRATEGIC STRATEGIC Recognition of Prior Learning for admission Demonstration of employability skills ASSESSMENT and IAG TRADITIONAL EBTA Skills/ employability award RPL EGGS HEAR §6.1 APL Shell Framework Named HE Award Accreditation of Prior Learning for advanced standing or exemption Degree Bite-sized chunks ACCREDITED EXTRA or CO- CURRICULAR Unrecorded or certificate of attendance CertificateDiploma Professional qualification culture In-house training

18. Refining EGGS Name changed: UoG Employability Award Separated out Culture/Sport Redefined ‘Domains’ Added a new award for internships –Internship Award verification to include an interview Employers joining the Verification Panel

21. Formal curriculum Work Graduate attributes Life

22. LEARNING AND TEACHING PRIORITIES Independent and collaborative learning Learning for life and employment Learning for the future Research/practice-informed learning and teaching Learning and Teaching Strategy THE GLOUCESTERSHIRE GRADUATE Successful graduates will be independent and collaborative learners prepared for life and work adaptable and critical thinkers reflective in planning and taking actions THE GLOUCESTERSHIRE ACADEMIC Members of staff will be transformational educators support students to develop their employability and real-world learning be adaptable and critical in their academic practice be reflective and informed by research and practice

23. 63% of students have taken part in formal volunteering since starting university Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010

24. 38% of student volunteers are introduced to volunteering through their university or students’ union Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010

25. 51% of recent graduates under 30 years old who are in paid work say that volunteering helped them to secure employment Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010

26. Students who receive support or their volunteering from their university are more satisfied with the experience of volunteering and derive greater personal development benefits Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010

27. intrinsic implicit competence knowledge disposition extrinsic explicit higher skill understanding attribute spectrum of development work-related teaching theory vocational received work-based mentoring application professional transformational spectrum of aspiration STUDENTS STAFF

28. EmbryonicDevelopingGrippingExplicit Mission Purpose Leadership Communications Recording Process Support L+T Staff People Students Employers