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SOLIHULL COLLEGE Item 4.1

Corporation 18th May 2014

Higher Education Annual Report 2014/15 and Strategy 2015/16 1. Purpose of the Report

To update the Corporation on the range of the College’s Higher Education provision and the Higher Education plans for 2015/16.

2. Recommended Actions

The Corporation is asked to: approve the Higher Education Strategy note the College’s range of partners approve the Higher Education Teaching, Learning and Assessment Strategy.

3. Summary of Key Points

3.1 Higher Education Strategy The Higher Education Strategy set out below has been reviewed:

The College will develop vocational pathways from the full time further education provision respond to the needs of local employers

The College will identify the most appropriate accreditation routes and will develop Higher Education provision through both our own funding and through appropriate partnerships

The College is committed to offering Higher Education provision that is high quality and affordable

3.2 Higher Education Plan 2015/16 Higher Education is a key area the College is targeting for growth over the next three years. Student number control will be removed from September 2015 and the College is already planning for significant growth. Unlike the national picture, the College has been more successful in growing part time provision and it is expected that this trend will continue.

The College has defined its Higher Education Strategy as providing vocational pathways to allow progression from Further Education provision (Appendix 1). The pathways in key vocational areas will be developed to Level 6/Honours Degrees and in some areas beyond. Higher Education curriculum development for 2015 entrants will be in partnership with Oxford Brookes University, Newman University and with Birmingham City University. Further developments for 2016/17 are in the early stages of planning with Coventry University. All vocational areas with strong Further Education provision at Level 3 now offer Higher Education provision at Level 4 and beyond. The College has been involved in validating the following new programmes for September 2015 starts with:

Oxford Brookes o University Foundation Degrees and Top up degrees in Engineering o BA Creative Arts Practice degree top up for HND provision in Graphics, Photography

and Moving Image.

Newman University o Degree in Youth and Community Work o Degree in Computing

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o Foundation Degree in Special Educational Needs

2013/14 Actual

2014/15 Forecast

2015/16 Target

2016/17 Target

2017/18 Target

Full Time 554 603 675 750 825

Part Time 141 192 225 250 300

Total 695 795 900 1,000 1,125

With the ambition the College has for growth in Higher Education, and the development of the University centre concept, it is becoming necessary to locate this key area of activity within a specific building to ensure continued growth. This work has been approved and is scheduled to be completed in summer 2015. The full Higher Education Strategy and Annual Report is attached in Appendix 2 3.2 Higher Education Teaching, Learning and Assessment Strategy

The College has revised the Teaching, Learning and Assessment Policy in light of the UK Quality code For Higher Education part b (Appendix 3). This Higher Education Teaching, Learning, Assessment and Scholarship strategy sets out the key objectives for increasing and sustaining excellence in teaching, learning, assessment and scholarly activity within and across Solihull College’s Higher Education curriculum offer.

4. Implications for Learners including Equality & Diversity Providing high quality Higher Education provision will meet the needs of all learners.

5. Risk Management

The report outlines some key processes for managing the risk of poor performance and poor student perception of our Higher Education provision. The College will have a QAA led Higher Education Review in February 2016. A full briefing on QAA will be given to the Corporation in the Autumn.

6. Financial Implications including propriety, regularity and compliance

Growth in learner numbers will be built into the budget for 2015/16. Changes to tuition fees are referred to within Appendix 3.

7. Author(s) Sue McGregor, Director of Curriculum & Higher Education

8. Supporting Detail (Appendices)

Appendix 1 – Higher Education Provision Curriculum Map Appendix 2 – Higher Education Strategy and Annual Report

Appendix 3 – Higher Education Teaching, Learning and Assessment Strategy

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1. All students enjoying their learning, being ambitious and having very high standards of academic and personal achievement enabling them to progress to employment, further study and enterprise

2. Excellent leadership and management that will ensure the highest possible standards of teaching, training, learning, assessment and support.

3. Innovative and responsive programmes that meet the needs of students and employers, respond to the demands of the economy and continuously explore new market opportunities.

4. Effective strategies to shape plans with partners that respond to local economic growth opportunities and social priorities.

5. Resources and inclusive learning environments that are of a consistently high quality, support the College’s evolution, promote sustainability and inspire learning.

6. Outstanding management processes that maintain financial stability and continuously improve the efficient use of resources.

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Appendix 1 Higher Education Provision Curriculum Map May 2015 onwards

Level 4 Level 5 Level 6 Level 7

(AP)

Health and Social Care Early discussions BCU re

Higher level apprenticeships

4/5

FDSc Health and Social

Care (OBU)

Early discussions about full

degree with OB

Sport HND Sport and Exercise

Sciences

BSc in Applied Sports and

Exercise Science (OBU)

2014 start

FdSc in Coaching Science

(OBU)

Public Services None planned

Access to He BA (Hons) Social Studies (2+2) with University of Warwick

BA Hons Youth and Community

Early Years FDA in Early Years (OBU)

BA (Hons) Early Childhood

Studies (top-up) (OBU)

Further developments with

Newman

FD in Inclusive Practice

(SENDIP) BA (Hons) Children, Young people and Families (top-up) (NU)

** 2015 Post Graduate -

Early Years Teacher

(EYT) pathways

No HNC available from BTEC

HND Advanced Practice in

Work with Children and

Families (Education)

Progress to BA Early Childhood Studies

Teacher Training Supporting Teaching &

Learning In Schools Certificate

Pearson/ Edexcel Diploma

in Teaching in Lifelong

Learning Sector

Supporting Teaching &

Learning In Schools

Specialist Top-Up

Master's Degree in

Teaching and

Learning/Educational

Leadership (Birmingham

City University)

Certificate in Education

with BCU (incorporating

PTLLS, CTLLS, DTLLS)

September 14 start

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Level 4 Level 5 Level 6 Level 7

Foundation Degree: Support

for Learning (Oxford

Brookes)

Hair and Beauty; Retail;

and Catering Travel

Industries

None planned

(FR)

Computing HNC/D Games Development HND Games Development

HND Business Information

Technology ( validated by

Coventry University) final

intake graduate 2015

current progression

arrangements in place

BSc (Hons) Business

Systems and Technology

Computing collaboration

with Newman to replace

BIT

Students to progress to

MBA or MSc in Computing

at Newman

HND Enterprise Information

Systems SAP programme

BCU

HND Enterprise

Information Systems SAP

programme BCU

BSc (Hons) Enterprise

Information Systems with

SAP certification BCU

shared delivery with BCU

Computing Higher Level

Apprenticeship (Level 4/5)

Construction HNC in Construction started

2014

Engineering HNC Electrical & Electronic

Engineering

HND Electrical & Electronic

Engineering

HNC Manufacturing

Engineering

HND Manufacturing

Engineering

HNC Aeronautical Engineering HND Aeronautical

Engineering

Early discussions re top up

in Aircraft Maintenance (

Cov)

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Level 4 Level 5 Level 6 Level 7

FD Eng and BSc with OBU

FDEng Mech Engineering

/FD Eng Elec Eng

BSc Mech Eng

BSc Electronic Eng start

2016

Engineering Higher Level

Apprenticeship (Level 4/5)

Science

HNC Applied Biology HND Applied Biology

FD in Health Informatics or

other Life Sciences OB

2016 start

BSc OB 2016 or 2017 start

(NC)

Management and

Professional

ILM Level 5 Diploma in

Management

(Apprenticeship)

ILM Level 7 Diploma in

Strategic Leadership and

Executive Management

CAM Diploma in Digital

Marketing

CIM Professional Certificate in

Marketing

CIM Professional Diploma

in Marketing

AAT Level 4 Diploma in

Accounting (Apprenticeship)

ACCA Extended Diploma in

Accounting

Oxford Brookes BSc in

Applied Accounting

CIPD Intermediate

Certificate in Human

Resource Management

CIPD Advanced diploma

in HRM

ISMM Awards and Certificates ISMM Awards and

Certificates

Accounting Higher Level

Apprenticeship (Level 4/5)

Business FDA in Business,

Management and

Communication

BA (Hons) Business and

Management (OBU)

Art and Design HNC Graphic Design available HND Graphic Design

HND Moving Image

HND Moving Image

All HND routes

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Level 4 Level 5 Level 6 Level 7

HND Fine Art available as part

of offer

BA (Hons) Fine Art ( OBU) BA (Hons) Fine Art (OBU)

BA (Hons) Fine Art ( OBU)

Art and Education module –

optional module for Level 4 BA

Fine Art 2014 start

Art and Education module –

optional module for Level 5

BA Fine Art – 2015 start

Performing Arts Developments with Newman

Land based HNC Animal Management

replaced in 2014 with FD Sc in

Animal Behaviour and Welfare

HND Animal Management

To be replaced in 2014 with

Animal Behaviour and

Welfare

BSc in Animal Behaviour

and Welfare ( OBU)

validation 23 October 2013

2014 start

Fd Sc in Animal Behaviour

and Welfare (OBU)

validation

Fd Sc Advanced Veterinary

Nurse Studies (OBU)

BSc Advanced Veterinary

Nursing Studies (OBU)

2016 start

Community and Skills for

Life

N/A

Colour Awarding Body

Edexcel/Pearson BTEC

Oxford Brookes University

Birmingham City University

Coventry University

Newman University

University of Warwick

Non HEFCE funded Management & Professional

Higher Level Apprenticeships

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Appendix 2 Higher Education Strategy and Annual Report 1 Strategy The College defined its Higher Education Strategy as ‘providing vocational pathways from the full time further education provision’. The pathways in key vocational areas will be developed to Level 6/Honours Degrees and in some areas beyond. Higher Education curriculum development for 2015/16 entrants when the Student Number control is relaxed will be in partnership with Oxford Brookes University, Birmingham City University, Newman University and subsequently for 2016/17 with Coventry University. (Appendix 1) All vocational areas with strong further education provision at Level 3 now offer Higher Education provision at Level 4 and beyond. The majority of the Higher Education programmes now offer progression to degrees at Solihull. The newly approved programmes in Computing, Engineering and Creative Arts Practice ensure that there is direct Level 6 progression. Science and Health will have planned internal progression to Level 6 over the next 2 academic years. Recruitment for September 2014 was good. We exceeded the Oxford Brookes University number target set. Higher National Diploma recruitment was uneven; we had over 30 students eligible for an academic scholarship with high grades in either Access to HE or DDM at BTEC National. However, the number of students with lower BTEC tariffs declined. The part time provision – predominantly Engineering was buoyant. We recruited for the first time a new HNC in Construction and have over 100 HNC Engineering students. The College partnership with Warwick University for 2+2 provision successfully recruited 2 cohorts for September 2014 and our second year 2+2 students successfully progressed to Warwick University. Birmingham City University developments included a HND/BSc Enterprise Information Systems (with SAP accreditation), and reviving the Certificate in Education to replace the Diploma in Teaching and Learning (Edexcel) at Level 5 and Level 7. We will validate a Lifelong Learning top up degree with BCU in June 2015. We are also offering a flying faculty Masters programme in Teaching and Learning or Educational Leadership which recruited 16 students in September 2014. Newman University is a new HE partner for Solihull College; validations for September 2015 start includes a full 3 year BA (hons) Youth and Community Work, a Foundation degree in Special Educational Needs and Inclusive Practice and a BSc (Hons) Business Systems and Technology degree with entry points at both level 4 and level 6. Recently validated programmes with Brookes include:

FdSc and top up degree in Mech Eng/Elect Eng

Top up degree in Creative Arts Practice for HND students in Photography, Graphic Design and Moving Image to progress.

Further longer term developments include:

Work with Oxford Brookes in the field of Health Infomatics/BioSciences in conjunction with Birmingham hospital trust to replace the HND in Applied Biology.

Higher level apprenticeship developments with Birmingham City University which are in early stages of development in Health, Mechanical Engineering and Construction.

The part time BA Business and Management (Oxford Brookes) students achieved outstanding results in January 2015 with 5 students out of 20 achieving First class honours. 5 BA Fine Art students, who will graduate this summer, have already been awarded Masters places.

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2 Solihull College University Centre The Centre was publicised throughout the summer application period in 2014 and discussions have been undertaken with Higher Education students about their preferences for the redevelopment of the current Higher Education Centre. Plans have been approved and work commences in July 2015 for re-opening in September 2015. 3 Recruitment 2015/16

Recruitment for 2015/16 will be uncertain as the student number cap for HEIs is removed. To date applications through UCAS, for 2015 starters shows an increase in applicants – Oxford Brookes applications are up by 30% on last year at the same time, HND applications are also up, with over 649 Higher Education applicants in total. (April 2015 data). Top up degrees are very attractive for offering a considerable saving to continuing students. Top up degree applications have increased for BSc Sports Science and BSc Animal Welfare and Behaviour and continue to grow for Business and Early Childhood Studies. Over half the Brookes applications (149) are for top up degrees. UCAS clearing will be particularly important this summer, as there is no pattern for us to understand applicant behaviour and Higher Education course leaders or representatives will be in College for the start of the process on 13h August. A post results guidance and advice day will be held on the 18th August. 4 Fees 2015/16 Fees remain set at £4950 for the Higher National Diploma for full time students. Foundation Degrees awarded by Oxford Brookes University will be £6000. The top up degrees including the BA (Hons) Business and Management, Oxford Brookes University will be £7000. The HND in Enterprise Information Systems with BCU will be priced at £6000 to reflect the costs of the SAP licences etc. The Newman programmes are set at £6000 apart from the BA in Youth and Community Work which is set by Newman at £9000 per annum; students do have opportunities to apply for bursaries.

The fees have been amended for 2015/16. HNC fees have increased to £2000 per annum and other part time Higher Education fees are in proportion to the size of the programme. Warwick University have notified Solihull College of a rise in fees from £6000 to £6750 for the 2+2 Social Science programmes and Oxford Brookes fees rise for 2016/17 to £7000 per year. The College plan to raise HND fees to £5500 in 2016/17. 5 Academic Scholarships The College has agreed to continue to offer Academic Scholarships for full time Higher National Diploma students who have achieved high grades in their Level 3 qualifications. Students will be awarded £1000 per year; subject to successful progress. 6 Key Information Set The College has to prepare a Key Information Set (KIS) for each course that it offers. This forms part of the public information required by the Government. The KIS draws information from the National Student Survey, the Destination of Higher Education Leavers survey amongst other data. The publication of the data is limited to courses with over 20 full time students. This limits the effectiveness of the information for FE Colleges in general. There are plans by HEFCE to change the number required for publication to 10.

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Solihull College is in the process of preparing a Wider Key Information Set of information for publication on the College website. This is to meet the requirements of the UK Quality Code for Higher Education (part C). 7 National Student Survey 2013/14 The results of last year’s student survey were high, with 85% of students reporting they were satisfied with their course. This is two percent down on 2012/13 results: due to one course returning poor feedback. 4 programmes reported 100% satisfaction – Foundation Degree in Health and Social Care and HNDs in Applied Biology, Graphics and Photography. The highest score was “teachers are good at

explaining things” at 92%. The question I am satisfied with the Students' Union (Association or Guild) at my institution declined to 54% below the FE sector average and 10% down on 2013 results.

We are reviewing the approach to the NUS for the next academic year.

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Appendix 3

Higher Education Teaching, Learning, Assessment and Scholarship Strategy

April 2015

Version 4

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1. Introduction This Higher Education Teaching, Learning, Assessment and Scholarship strategy sets out the key objectives for increasing and sustaining excellence in teaching, learning, assessment and scholarly activity within and across Solihull College’s Higher Education curriculum offer. It outlines the college’s commitment to promoting and sustaining the high standards which have consistently delivered the best possible learning opportunities for its students, summarises the processes used by the college to assure itself and the wider academic, industrial, professional, and general public of the quality of the learning and teaching provided across both campuses, and describes the expectations for academic staff with regards to their scholarship-informed curriculum delivery. It is one of a number of related, and inter-dependent subsidiary strategies which enable the college to meet its overall strategic goals, which are that by 2016 we will have:

All students enjoying their learning, being ambitious and having very high standards of academic and personal achievement enabling them to progress to employment, further study and enterprise.

Excellent leadership and management that will ensure the highest possible standards of teaching, training, learning, assessment and support.

Innovative and responsive programmes that meet the needs of employers and students, respond to the demands of the economy and continuously explore new market opportunities.

Effective strategies to shape plans with partners that respond to local economic growth opportunities and social priorities.

Resources and inclusive learning environments that are of a consistently high quality, support the College's evolution, promote sustainability and inspire learning.

Outstanding management processes that maintain financial stability and continuously improve the efficient use of resources.

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2. Development of the Strategy The contents and focus of this strategy document has been informed by a formal three-stage-process of consultation so as to ensure that all stakeholders in the college’s Higher Education curriculum offer have an integral role in its ownership, and that of the college’s strategic directions. Student Engagement Students representing many Higher Education programmes, both those registered at the college and from partner Universities were asked specifically what constitutes good quality teaching and learning with a view to informing the document’s content and primary framework prior. Internal Stakeholder Consultation The initial draft strategy was written using the student input as a base, and then considered by the Higher Education course teams, resource allocation departments, student representatives and the Higher Education Forum, and then revised in response to the comments and feedback received. External Stakeholder Consultation After internal agreement, the strategy was considered by a range of external stakeholders such as employers, academics from partner institutions, external examiners and an external consultant who revised the documentation in response to the comments and feedback received. The policy was tabled at the Higher Education Quality and Standards group prior to adoption, and is annually monitored and reviewed by the Higher Education Strategy Group.

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3. Principles of Teaching, Learning, Assessment and Scholarship Excellence in teaching and learning is central to both the College’s vision “… to be the organisation of choice for learning for young people, adults and employers through their recognition of our excellent and distinctive experiences in vocational education and training” and its mission statement to “…make significant contributions to the local and regional economies and beyond, by providing high quality vocational education and training for individuals, employers and the wider community.” In order to ensure that all of our Higher Education provision will adhere to these principles, the College is committed to following six strategic objectives across our Higher Education curriculum offer. We will:

1. Recognise, value and reward all those who teach and support learning; 2. Enhance the teaching skills of all academic staff through a carefully considered and evaluated

programme of continuous professional development; 3. Promote teaching and learning through scholarship-informed, and where appropriate, research-

informed activities; 4. Promote and share pedagogic innovations both within, and outside the College; 5. Engage students in the mechanisms, processes and procedures developed by the College to

enhance their learning opportunities; 6. Ensure that all staff, not just those directly involved in teaching, learning and assessment, are

trained and supported in ways which will guarantee the effective delivery of this strategy.

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4. Higher Education Strategy Objectives The Higher Education Teaching, Learning, Assessment and Scholarship Strategy is focussed upon six college-wide Higher Education priorities:

SO1. Recognise, value and reward all those who teach and support learning through:

Integrating quality enhancement initiatives with curriculum delivery;

Ensuring that the management and evaluation of the quality of teaching, learning and assessment is embedded closely to the point of delivery;

Dissemination, sharing and reporting on teaching, learning and scholarship activities, performance and trends.

SO2. Enhance the teaching skills of all academic staff through a carefully considered and evaluated programme of continuous professional development by:

Ensuring that all staff teaching on Higher Education, regardless of the number of hours, have a continuous Personal Development (CPD) programme aligned to the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education 2011,( see Appendix) which will be inclusive of, but not necessarily limited to:

o Student-centred teaching and learning; o The UK Quality Code for Higher Education and its relevance; o The attainment of Higher Education Academy Fellowship; o Programme review, validation, monitoring and evaluation; o Teaching, learning and assessment strategies in the subject area and how they may differ

depending on the level of study and alignment with the FHEQ; o The College’s peer observational criteria for teaching Higher Education and how it differs

from Further Education delivery; o Integrating scholarly activities into teaching and learning, whether subject-based or

pedagogic; o The writing, monitoring and verification of assessments; o Assessment and feedback to Higher Education learners; o Evaluating and improving the student learning experience; o Using and integrating learning technologies into subject specialisms.

SO3. Promote teaching and learning through scholarship1-informed, and where appropriate, research2-informed activities by:

Facilitating staff engagement with scholarship and/or research-informed activities by setting a target, or series of targets, through the college’s annual appraisal system with progress reviewed at the end of each year. The type of research/scholarship target(s) set will be dependent upon the amount and nature of the Higher Education delivered and will be agreed by the staff member and their line manager, but should always align with the needs of the curriculum.

SO4. Promote and share pedagogic innovations both within, and outside the college by:

Organising internal staff development events;

Organising an annual HE conference with attendees from partner HEIs and other external presenters, to include contributions from college Higher Education staff;

Sharing of practice through peer observation;

1 For the purposes of this document, scholarship is considered to be any activity which develops staff expertise in their subject area and includes

all forms of employer engagement. 2 For the purposes of this document, research is considered to be any enquiry activities which result in publication in peer-reviewed journals,

conference papers and presentations etc

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Attendance and contribution to the Higher Education Research Group and Higher Education Forum;

Promote and engage with external staff development opportunities to create, produce and adapt, engaging, interactive and pedagogically effective learning materials.

SO5. Engage students in the mechanisms, processes and procedures developed by the College to enhance their learning opportunities by:

Increasing and sustaining student attendance and participation in groups, quality boards, committees and forums across the College and at all levels of management and decision-making;

Continually evaluating and assessing the effectiveness of the mechanisms used to capture the opinions of students in improving the teaching and learning processes;

Using student feedback to inform staff development needs and appraisal systems.

Designing assessments which identify strengths and areas for development in student practice, understanding and achievement;

Integrating summative and formative assessments to the support of student learning and the development of academic and employability skills;

Providing prompt, useful and targeted feedback on learners’ achievements and diagnosis of strengths and areas for development.

SO6. Ensure that all staff, not just those directly involved in teaching, learning and assessment, are trained and supported in ways which will guarantee the effective delivery of this strategy by:

Integrating Higher Education within cross-college processes, procedures, policies and staff-development activities, and promoting the objectives highlighted within this strategy as part of the College’s overall strategic goals;

Ensuring that assessment modes and methods are linked to intended learning outcomes;

Allowing students to demonstrate achievement through a variety of assessment methods that makes explicit the criteria against which the demonstration of learning outcomes will be assessed.

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5. Management, Evaluation and Strategic Development The Higher Education Strategy Group provides direction for teaching, learning, assessment and scholarship activities using Key Performance Indicators to measure and evaluate the effectiveness of the College’s Higher Education provision, and acts as a proactive and operational body for enhancing teaching, learning and scholarship matters, including quality enhancement and sharing of good practice. Its Terms of Reference are:

To enable senior managers to participate in the development of the College’s Higher Education Strategy,

To identify areas for new curriculum development aligned sector priorities and employer needs and coherence of the Higher Education curriculum offer,

To enable senior managers to report and consult on their areas of work and the impact of local and national initiatives,

To oversee and ensure that systematic approach is taken to improve the quality of students' learning opportunities,

To identify appropriate communication strategies for the promotion and marketing of Higher Education ensuring that the information is fit for purpose, accessible and trustworthy,

To ensure that data and statistics relating to the Key Performance Indicators embedded in the College’s strategy documentation is disseminated and used to inform the management of the College’s Higher Education provision,

To confirm that the College’s Higher Education provision consistently aligns with national expectations and frameworks,

To explore, and provide a framework for, the enhancement of learning opportunities.

Key Performance Indicators

Student success/attainment: e.g. retention, ‘drop-out’ rates, achievement indicators;

National Student Survey (NSS) and other student satisfaction survey results;

Employability and progression statistics;

Student evaluations and module reviews

References

QAA Quality Code for Higher Education, (emphasis on Chapter B5 Student Engagement);

National Student Satisfaction Survey;

UK Professional Standards Framework in Teaching and Supporting Learning in Higher Education;

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6. Appendix: The UK Professional Standards Framework This diagram has been adapted from information available at http://www.heacademy.ac.uk/ukpsf

Areas of Activity A1. Design and plan learning activities and/or programmes of study A2. Teach and/or support learning A3. Assess and give feedback to learners A4. Develop effective learning environments and approaches to student support and guidance A5. Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core Knowledge K1. The subject material K2. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3. How students learn, both generally and within their subject/disciplinary area(s) K4. The use and value of appropriate learning technologies K4. Methods for evaluating the effectiveness of teaching K5. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Professional Values V1. Respect individual learners and diverse learning communities V2. Promote participation in higher education and equality of opportunity for learners V3. Use evidence–informed approaches and the outcomes from research, scholarship and continuing professional development V4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice