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Policy DivergenceScotland England
No fees for undergraduate first time home and EU students
Fee for all modes of learning with undergraduates at £9,000
Number control remains largely via central planning
Competitive student number control mechanisms through ABB, Core and Margin etc
Policy largely sector led with light touch from Government with little evidence of consumer mechanisms other than the Ombudsmen
“Putting Students’ at the Heart of the System” directive towards “student interest” and consumer mechanisms for change
Policy DivergenceScotland England
Pillar of the Quality Enhancement Framework since 2003
Creating its chapter of the Quality Code on student engagement
Students as reviewers on ELIR since ~2005 and joint approach to the Reflective Analysis
Students not as full reviewers until ~2010 and separate Student Written Submission
Sparqs as partner agency to build capacity in student engagement
Agreement to similar “Student Interest Unit” only this year
Partnership Agreements and Student Led Teaching Awards
Student Charters
Educational Outcomes• No significant/coherent difference in NSS results between Scotland and England
• HEPI/Which? Student Experience research suggests worse performance (feedback, contact hours, group sizes… excluding London)
• Retention, access, employability, academic achievement… no discernible differences that link to different approaches.
• Where would we point to in saying our enhancement approach/student engagement work has impacted educational outcomes?
What’s Next?• Fee regime giving rise to “student experience”:
– Ninja parents (admissions and applications)– Shiny Building Syndrome (Capital Expenditure)– The hard sell (Access Agreements as marketing tools)– Land grabs (Hawkish behaviours over students’ association run
activities)
• BUT ALSO – Student engagement
Partnership• 1. REJECTING OTHER MODELS• 2. PARTNERSHIP BETWEEN WHO?• 3. RESPONSIBILITIES• 4. CHALLENGES IN EMBEDDING
PARTNERSHIP• 5. WHAT ARE THE BENEFITS OF
PARTNERSHIP?