The UK’s European university Green Paper Fulfilling our Potential: Teaching excellence, social mobility and student choice ADM – 2 December, 2015

Key proposals PART A Teaching Excellence, Quality & Social Mobility (TEF) PART B Opening up sector - new providers/student protection PART C Simplifying the architecture (Office for Students) PART D Reducing complexity & bureaucracy of research funding Green Paper – implications for HEPs Page 2

Teaching Excellence Framework (TEF) AIMS Improve teaching quality & securing standards Improve information for students Improve information for employers Give teaching equal status with research Reward HEIs that recruit and successfully support students from disadvantaged backgrounds Benefits for HEIs Successful TEF will allow HEIs to increase fees Page 3 Green Paper – implications for HEPs

What is Teaching Excellence? Themes Teaching quality Learning Environment Student outcomes and learning gain EDUCATION Green Paper – implications for HEPs Page 4

TEF objectives TEF Level 1: Setting and testing ‘baseline’ for HE delivery Securing academic standards TEF Level 2-4: Improve student academic experience & student outcomes Recognising and rewarding teaching excellence Page 5 Green Paper – implications for HEPs

Mechanism TEF has to be applied for One application per year Cost of TEF assessment borne by institutions Assessment by expert panel (academic, student representatives and employer/professional body) Institutional level, with proposed move to subject/discipline level for TEF 2 and above but Aggregate discipline plus HEI level information to give institutional rating Page 6 Green Paper – implications for HEPs

TEF: Year 1 Level 1 Meet or exceed expectations for ‘baseline’ quality & standards - by Feb 2016 Institutions will automatically achieve TEF 1 by holding recent successful QAA review (Kent – March, 2015) Lasts up to 3 years (from 2016/17) IMPACT Reputation – attract more students Inflationary increase in fees 2017/18 No additional burden? Green Paper – implications for HEPs Page 7

TEF: Year 2 Levels 2-4 Details to be announced 2017 Provider needs to apply to be assessed Last up to 3 years Common metrics: NSS (teaching quality & learning environment) DLHE and HMRC HESA (retention/continuation data) Preconditions: Observing CMA published guidance on consumer protection law Approved Access Agreement Fulfilling WP recruitment Green Paper – implications for HEPs Page 8

Institutional evidence of excellent teaching Mission, size, context, priorities & provision Student diversity Teaching intensity and contact time CPD, reward and recognition for teaching staff Employer and PSRB involvement in course design & delivery Student engagement Page 9 Green Paper – implications for HEPs

Provision of Information For students: Accessible and clear information about teaching quality, so that: They can meet their aspirations They can judge teaching quality across courses and disciplines—as they can compare research ratings For employers: Better and clearer information about courses and degree outcomes for employers, in order that: They can identify and recruit graduates with the skills they require Green Paper – implications for HEPs Page 10

Rationale Need to demonstrate value for money Insufficient, inconsistent and inadequate information about: quality of teaching and quality of courses, subjects covered and skills gained and academic output Too great a focus on research—teaching poor cousin—students prioritise contact hours, class size and quality of teaching Better deal for students, employers and the taxpayer—graduates should be more work ready Green Paper – implications for HEPs Page 11

TEF and Information A precondition of TEF is observance to the CMA guidance CMA requires: Course content and structure Composition of the course Delivery and contact hours Workload and assessment Experience of the staff teaching Tuition fees and associated costs Fair terms and conditions Complaints processes Pre and post contract changes Advertising standards—all claims by all must be valid! Accessible and clear information Green Paper – implications for HEPs Page 12

TEF and Information cont. Information currently aimed at students… What changes required for employers? Degree classification: Grade inflation Introduction of GPA: –Which gives more detail about content of course(?) –13 point scale to distinguish achievement –HEIs should report if they have introduced, but ot a pre- requisite for TEF (yet?) Green Paper – implications for HEPs Page 13

Information: Kent’s position Huge amount of work to bring Programmes Plant into line T&Cs being addressed QAA commended Kent on provision of information HEAR/European Diploma Supplement provides large amount of course data GPA? Green Paper – implications for HEPs Page 14

TEF and disadvantaged groups TEF contingent on facilitation of access and success of disadvantaged groups Agreed Access Agreement Delivery against targets Metrics in TEF will be broken down and reported by WP indicators Govt wants continued success in widening access Ambitious targets (but some still unclear) Green Paper – implications for HEPs Page 15

Social mobility and widening participation WP to drive social mobility (and income generation) Ambitions/targets: Double proportion of people from disadvantaged backgrounds from 13.6% (2009) to 27.2% by 2020 Increase number of BME students going to HE by 20% by 2020 Improve the whole students life cycle to graduation, for BME Progression of while males from disadvantaged backgrounds Green Paper – implications for HEPs Page 16

WP: Kent’s position 25% of student body from disadvantaged background 31% of intake BME (2014) (likely 33%, 2015) Rank 39 of 145 Good degree (2.1+) White 87% BME 68% 19% differential; rank 114 of 145 Student Success Project Continued work in Partner Schools (to address white males) Continued work in Associate Colleges and FE Green Paper – implications for HEPs Page 17

Governance: Office for Students (OfS) Gateway for new providers QA TEF Data and information OFFA: WP and success Promoting the student interest Value for money for students & taxpayer Assuring financial sustainability Management and governance Page 18 Green Paper – implications for HEPs

So where is Kent now against TEF metrics? Page 19 IndicatorScoresRank Entry tariff36346 NSS teaching81.5%55 NSS student experience85.4%38 Completion90.7% %80.0%21 Graduate Employment76.7%36 Green Paper – implications for HEPs Times Ranking Published September 2015

…and broken down by Subject Green Paper – implications for HEPs Page 20 Q1Q2Q3Q4 Teaching quality Stu. experience Entry standards Grad. prospects201261

Where do we want to be 2020? Top 20 scores NSS at subject level Top 20 in TEF Enhance teaching spaces, learning resources and student facilities 80% of staff to hold teaching qualification Increase entry tariff to top quintile Improve employability options Increase student diversity Eliminate disparities relating to BME, status, postcode and disability Green Paper – implications for HEPs Page 21

How should we address: Teaching Quality Top 20 scores NSS at subject level Top 20 in TEF Learning Environment Enhance teaching spaces, learning resources and student facilities 80% of staff to hold teaching qualification Student Outcomes and Learning Gain Increase entry tariff to top quintile Improve employability options Increase student diversity Eliminate disparities relating to BME, status, postcode and disability Green Paper – implications for HEPs Page 22

THE UK’S EUROPEAN UNIVERSITY