1. Optimising the Evidence: Year 1 Scoping the territory
The Creative Arts Cluster
Lead by GSA & RSC
With University of Edinburgh, Dundee University, Napier University, and QMU

2. …how we evidence the transformations of our students through learning and teaching enhancement and how we communicate the data we build and receive in a meaningful way to prospective and continuing students, funding bodies, employers, and collaborators.
Ecology of Culture:
“the complex interdependencies that shape the demand for and production of arts and cultural offerings” (Holden, 2015)

3. Systematic processes:
Optimising the use of existing evidence for this activity Creative programmes collect, curate, and use a range of evidence to understand and assess the enhancements they have made to teaching and learning. These include:
Systematic processes:
Annual programme monitoring (into subject review and Enhancement-led Institutional Review).
Qualitative documentation as a result of scholarship of learning and teaching, teaching excellence projects, pedagogic research.
Outcome agreements.
Metricised data sets used within these
Learning analytics
Student Achievement Rates (SAR),
Programme Completion Rates (PCR)
Widening participation statistics
Equalities statistics
Outcomes metrics: NSS, DLHE-GO & LEO

4. Additional metrics on the horizon
Grade inflation
Teaching intensity?
Universities accused of
awarding too many firsts
The Times July 2017

5. Longitudinal Educational Outcomes
Data by degree, subject, gender & institution
Data – earnings & employment status 1, 3, 5 years after graduation
Links DfE Schools data, benefits data (DWP), tax records (HMRC)
DLHE to Graduate Outcomes GO
JACS3-HECOS?
The National Pupil Database (NPD) held by the Department for Education (DfE);
Higher Education Statistics Agency (HESA) data on students at UK publicly funded higher
education institutions and some Alternative Providers held by DfE;
Individualised Learner Record Data (ILR) on students at further education institutions held by DfE;
Employment data (P45 and P14) held by Her Majesty’s Revenue and Customs (HMRC);
The National Benefit Database, Labour Market System and Juvos data held by the Department for
Work and Pensions (DWP).
Unistats 2017, 2018 (RUK)

6. They are dramatic, creative, self-confident, dominant and extremely difficult to resist

7. Headlines on Creative Arts
LEO datasets
Headlines on Creative Arts
Higher entry tariff score = better a student does financially post-graduation
Creative Arts has overall lowest levels of PAYE evidenced income to other subjects 5 years after graduation
Only the top median income earners compete financially and tax wise with other degree subjects
Are not so new and students remain willfully creative BUT
The National Pupil Database (NPD) held by the Department for Education (DfE) (not Scotland)
Higher Education Statistics Agency (HESA) data on students at UK publicly funded higher education institutions and some Alternative Providers held by DfE;
Individualised Learner Record Data (ILR) on students at further education institutions held by DfE;
Employment data (P45 and P14) held HMRC;
The National Benefit Database, Labour Market System and Juvos data held by the Department for Work and Pensions (DWP).

8. Soft Power Networks Less romance more realism?
Employment in Creative Industries
Employment in other industries
Total
Employed in creative occupations
Specialists / artists
(creatives)
Embedded artists (creatives)
Total employment in creative occupations
Employment in other occupations
Support worker artists
General graduate employment: This area is fraught with difficulties in terms of linking degree programme to skills in work
Total employment in creative industries
Total creative workforce
(Bridgstock & Cunningham, 2016, p. 14)

9. Economic, business & skills
The policy context for creative arts disciplines in higher education in Scotland
Economic, business & skills
Higher Education
Culture
Health and well being
Analogue, conceptual, social, digital, technological innovation and creativity

10. B B
& C A L A  Q D Z