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Principal & Group Chief Executive

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Presentation on theme: "Principal & Group Chief Executive"— Presentation transcript:

1 Principal & Group Chief Executive
Carl Lygo Principal & Group Chief Executive

2 David Willetts, LFHE Conference 10/05/11
“The current system has led to a lack of quality and focus on teaching within Universities, we are going to change that” “These Higher Education changes will reward great teaching and there will be greater competition between Universities about the quality of teaching on offer” “When the dust settles Universities will emerge even stronger and focussed on teaching” “An even more diverse sector for Higher Education will emerge with the entrance of new alternative providers”

3 Supply of affordable, high quality HE
The “Big Issue” for HE Supply of affordable, high quality HE Demand

4 Global demand is growing
70% 1950 less than 33% of jobs required higher skills Today the Milken Institute estimates 53% Today, UNESCO estimates there are million students in Tertiary education Increase since 2000 270% 2025 estimated to be 262.8M students in tertiary education First 25 years of this decade will produce* *Centre for HE Development, Guttersloh, Germany Only 25% of US students study in a traditional campus environment

5 Race to the top for the UK?
98% The Millennium study of mothers of children born in the year 2000, asked how many aspired for their children to go to university 35% The OECD reports in its latest 2010 world education data, that the UK is below the OECD average for the number of school leavers graduating 30% Race to the top v Race to the bottom? India has 144M year olds, announcing last week the intent to achieve University enrolments of India estimates (India’s national knowledge commission, reported in University World news 13 March 2011) it needs a further 1,100 universities to bring up total to 1,500. UK India research initiative in to Higher Education Lord Sainsbury report 2007: The best way for the UK to compete, in an era of globalisation, is to move into high-value goods, services and industries. Globalisation brings opportunities and challenges. It provides UK companies with access to new and larger markets, cheaper intermediate goods and lower prices for consumers, but many of our companies have to compete with companies in emerging economies, such as China, with wage costs that can be 5 per cent of the UK’s. Company strategies based on low costs alone will end up in a downward spiral, each year bringing a new low-cost competitor. The best way for the UK to make the most of globalisation opportunities is to support the restructuring of British companies into high-value goods, services and industries. We should seek to compete with emerging economies in a “race to the top” rather than in a “race to the bottom”. Lord Sainsbury Conclusion: design programmes which are also attractive to a global audience

6 Career Focus 34% of students are learning “employability skills” as part of their degree (Source: CBI Survey 2009: Stronger Together) 91% of students applying to university have some idea of the career they wish to pursue (Source: CBI Survey 2009: Stronger Together) 25% of students believe their business awareness could be improved (Source: CBI/You Gov Survey 2009) 51% of students would like more opportunities to develop business awareness (CBI/You Gov Survey 2009) 31% of students would like more opportunities to develop their numeracy skills (CBI/You Gov Survey 2009) 35% of employers were not satisfied with the business/customer awareness of graduates ( Source: CBI/Nord Anglia Research 2009)

7 “33% of graduating students wish they had chosen a different course such as a more scientific/technical course or a business based course or a professional vocation” source: CIPD “Value of a Degree” 2006

8 An undergraduate degree remains an aspiration
98% of all mothers of children born in the year 2000 wanted their children to go to University (Source: Millennium Survey: 2001) 33% of the UK’s total workforce have a graduate qualification (source: OECD Educations Facts at a Glance, 2010) 35% of the UK’s school leavers go on to graduate with a degree, placing the UK below the OECD average for graduation rates (source: OECD Educations Facts at a Glance, 2010) The OECD estimates that the graduate premium in the UK is 24% (average earning power of a graduate is 24% higher than for a person with only a secondary education), an advanced degree premium is estimated by the OECD as giving a premium of 67% (source: OECD Educations Facts at a Glance, 2010) Lord Browne’s review of funding HE in the UK (2010) referred to a graduate premium of a minimum of £100K on average after tax and NPV of 33% higher than the OECD average (source: Securing a sustainable future for HE, 2010)


10 Flexibility Limited time, make it convenient
Finish quicker than via a more traditional route 2 years rather than 3 for FT study 3 years rather than 2 for PT study Give credits to minimise length of further study Credit prior learning Credit relevant CPD programmes so that it is more attractive to do further study Vary speed – ability to slow down the pace to fit around other commitments Choice regarding “attendance” mode – research suggests students do not want just an on-line option Lower total cost option for students than the traditional campus based route

11 “Students prefer a choice in how they learn, Computer Technology is one possibility along-side part-time and traditional full-time learning and face to face teaching. Students respond to a range of possible learning methods rather than one or two prescribed options.” “Survey: Student Perspectives on Technology HEFCE Study, Oct 2010”

12 Highly Supportive Research at all levels shows that students would like more interaction opportunities with their tutors (e.g. more contact time) “high tutor management” – regular progress reports, written feedback (but not to be over assessed), supportive environment (not abandoned)

13 Traditional UK model dominates the world
Research intensive universities Judged by the quality of their research output Judged by the number of PhD’s produced Academic Freedom – control over what is researched, relevance to the needs of business etc Engaging undergraduates through “teaching” has been low on the priorities Government of India describes this as education for 5% “The main thing students said would improve quality is more contact time, though group or individual teaching sessions, or time with a personal tutor.”NUS/HSBC Survey 2010

14 “Contact hours and size of groups are the biggest “post bag” issues”
“16.1 hours per week is the average contact time students in the UK would like to receive” “42% of students say that the use of computer technology and VLE’s has enhanced their learning experience” “9 out of 10 students want to be involved in shaping the content of their degree” “Contact hours and size of groups are the biggest “post bag” issues” Actual average contact time for a Business School student is 12.2 hours Jack Grimston, Assistant News Editor, The Sunday Times “88% of students want more feedback on their performance” 78% of students undertake paid work whilst at University NUS Survey 2008 NUS Survey 2010

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