1. How can governors ensure a supporting and high quality learning environment? Professor Craig Mahoney Chief Executive Higher Education Academy

2. The role of governors Governors in higher education have an increasingly wide-ranging role, and usually have responsibilities for areas that directly affect a supporting and high quality learning environment. 2

3. Evolution in governance As the governance of universities and higher education colleges in the UK evolves, there are wide ranging implications for members of governing bodies: ▫ increasing expectations of governors and how they undertake their role; ▫ a greater focus on measuring institutional performance; ▫ need for a clear academic strategy and best use of information internally and to students and the public about all aspects of provision; ▫ an increasingly complex environment in which governance takes place. Governors need to be well prepared for the role and the challenges so that they can contribute effectively. 3

4. UK system UK HE system is very diverse - what is effective governance in one institution might not be the same in another. There are differences in governance arrangements, terminology and regulatory requirements in England, Scotland, Wales and Northern Ireland. Ask specific questions of your Secretary to find out the exact position of your particular HEI. 4

5. Academic governance Separate but related to corporate governance, which the governing body is responsible for. Structures of academic governance vary. Most HEIs have a senate or academic board. Typically chaired by the head of the institution who is also Chief Academic Officer. Responsibilities usually include: ▫ Approval of the content of the curriculum and new programmes ▫ Upholding academic standards ▫ Procedures for the award of qualifications ▫ Appointment of internal and external examiners ▫ Policies and procedures on examinations ▫ Criteria for admission of students and student discipline Potentially a role also in academic strategy and promotion of research but varies between HEIs. 5

6. Student role Role of students in academic governance is important In the 70s a concordat was agreed with the NUS over student representation, giving membership to students on all governing bodies and senates/academic boards Students are also represented as part of quality assurance and enhancement on faculty and programme boards and play a strong role in the quality assurance of all UK jurisdictions. 6

7. Governing body responsibilities Governing body responsibilities for ensuring academic health and sustainability are usually defined in an HEI’s governing instrument and the financial memorandum with the relevant funding body. In post 92 HEIs there is an explicit responsibility for ‘determining educational character’. No such reference in pre-92 charters and statutes. 7

8. National variations Scotland - governing bodies are required to approve the institutional learning and teaching enhancement strategy and ‘ensure that there is effective planning and delivery of the institution’s education programmes, research and related activities, in accordance with its mission’ (Source: Scottish Funding Council) England - the 2010 financial memorandum requires governing bodies to have ‘an effective framework – overseen by its senate, academic board or equivalent – to manage the quality of learning and teaching and to maintain academic standards’ (Source: HEFCE) 8

9. Governing body – ultimate responsibility While technical differences apply, whatever the system the governing body has ultimate responsibility for all the affairs of an HEI include academic ones and ‘shall take all final decisions on matters of fundamental concern to the institution’. (Source: Committee of University Chairs (2009), Guide for Members of HE Governing Bodies) The quality of the educational experiences provided to students is surely fundamental core business. In a more competitive, challenging environment it is inevitable that governing bodies will be much more involved in some academic matters than they may have been in the past – for example when parents or the media publicly question the quality of teaching. 9

10. Academic strategy A key part of determining educational character will be approving the academic strategy. Again varies between institution – some have a learning, teaching and assessment strategy and a separate one for research and enterprise. 10

11. HR Framework Important role for governors is ensuring the HR framework supports the academic strategy. This will include issues like: ▫ Workload balance between teaching, research and enterprise ▫ Student-staff ratios ▫ Balance between academic and support staff ▫ Reward and performance review structures. ▫ Students, parents and employers will increasingly want to know that all staff who teach and support student learning are well trained and undertake regular CPD 11

12. Governing bodies – teaching, learning & assessment Given the unprecedented changes in the provision and delivery of HE, governing bodies need to be looking ahead and think about whether their HR practices promote high quality teaching, learning and assessment. 12

13. What does a supporting and high quality learning environment look like in relation to learning and teaching? Able to meet and manage the needs of a diverse student population including international students Able to provide a flexible learning environment that allows students to learn in a way that suits them – pace, place and mode 13

14. What might be the challenges? Diverse student profile brings richness of experience to the classroom but different students have different experiences of learning and teaching. How can a high quality learning environment be provided for all students? Variation in teaching quality: no requirement for those who teach in HE to hold a professional qualification. Lack of reward and recognition for teaching staff may lead to demotivation – impact on students. 14

15. Changing Climate. Fee and funding challenges Learning technologies Increased competition Employers & employability Reduced teaching budgets Growing student numbers. 15

16. We must remember….. Every student deserves a high quality learning and teaching experience. This is the responsibility of the whole university, including governors. 16

17. International students in UK 2.4 million students 1.9 million undergraduate 0.5 million postgraduate 120,000 other EU 280,000 non EU 180,000 academic staff Outside UK 400,000 are taught on UK awards (source: HESA, 2009) 17

18. International students: some facts & figures UNESCO has predicted that the number of international students might rise to approximately 7 million by year 2020 Main destinations preferred by international students are the United States, United Kingdom, Germany, France and Australia Overall, the number of international students studying degrees more than doubled between 2000 and 2007 to over 2 million; the United States, the United Kingdom, Germany, France and Australia are the main destination countries Sharpest percentage increases of international students have occurred in New Zealand, Korea, the Netherlands, Greece, Spain, Italy and Ireland In 2009, international students represented 21.5% and 15.3% of higher education enrolment in Australia and the UK, compared to less than 4% in the US, according to the OECD. 18

19. Teaching International Students (TIS) HEA and UK Council for International Student Affairs (UKCISA) Focus on staff and students, home and abroad Helps academics understand the differences in educational cultures that can identify barriers when teaching international students Case stories and other resources: http://www.heacademy.ac.uk/ourw ork/teachingandlearning/internatio nalisation/internationalstudents http://www.heacademy.ac.uk/ourw ork/teachingandlearning/internatio nalisation/internationalstudents 19

20. HEA: Internationalisation HEA will continue to raise the profile of the importance of learning and teaching of international students: Forming an Internationalisation Special Interest Group (SIG) from the existing TIS network Producing guidance material for new academic staff (including post graduates who teach) on teaching international students Facilitating a change programme on institutional policy and practice in internationalisation Supporting teaching international students through Teaching Development Grants, for example David Skidmore, University of Bath “Taking turns: encouraging mutual engagement between International and Home students in small group learning discussions” and Judy Hardy, University of Edinburgh “A comparative study of the expectations and attainment in assessment of international students in science, engineering and mathematics”. 20

21. Maintaining a high quality learning environment: Consistency in teacher excellence Focus on Teaching HE needs to prepare and qualify its teachers – other professions do this YouGov survey of 2047 people aged 18+ (following the announcement of increased fees in English Higher Education) found teaching quality as the most important factor (71%) Source: YouGov, April 2011 21

22. Importance of excellent teaching: the research evidence HEA research – ‘Dimensions of Quality’ by Professor Graham Gibbs - shows that who undertakes teaching is a valid process indicator 22

23. UK Professional Standards Framework (UKPSF) Shared set of standards - can contribute to consistency in quality Comparable thresholds Student reassurance Not mandatory HEA accredits 378 programmes in 140 HEIs in UK Global potential 23

24. Reward and recognition of teaching: the research HEA & GENIE CETL research (www.heacademy.ac.uk/reward-and- recognition): Most academics feel that the status of teaching is low in comparison with research Of 104 institutions surveyed, all of them included research performance criteria as part of their promotions policies but only 73 included teaching performance criteria. Over 90% of academic staff think that teaching should be important in promotions. 24

25. Reward and recognition of teaching: awards National Teaching Fellowship Scheme (England, Wales, Northern Ireland) HEA student-led teaching awards 25

26. Flexible learning: creating a supporting learning environment Providing learners with choices regarding where, when, and how learning occurs. Helps to attract and meet the needs of an increasingly diverse range of students. Includes making appropriate use of technology to support the learning process. Blended approaches, Work Based Learning, Technology etc. 26

27. Higher Education Academy Ensure a focus on improving students’ learning experiences Support staff throughout their career Help to create knowledge and share learning Apply research and evidence to improve outcomes for students Be a national voice for learning and teaching across the sector Establish an international reputation for learning and teaching. 27

28. Why higher education? Graduates enjoy higher quality jobs Graduates enjoy better health Graduates’ children also benefit from the educational success of their parents Graduates are more influential in the community Graduates show more positive attitudes towards diversity and equal opportunities Graduates are a source of wider innovation and economic growth. 28

29. The future Live local – Learn global Student focused - A positive learning environment Nurture Application to Graduation Create Lifelong Learners – ‘return business’ Employability Higher level skills focus Work-based learning E-learning and Open Educational Resources Internationalisation Enterprise skills 29

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