Memorandum 38
Submission from the University of Plymouth
STUDENTS AND
UNIVERSITIES
1.0 Summary
— It is important to ensure that admissions
policies and procedures take account of the wide range of students'
educational experiences and approaches to learning in order to
provide wider and more equitable access to HE for those with the
ability to benefit. — Long-term funding is a pre-requisite
of ensuring the continued success of teaching innovation and to
ensure that teaching is informed by research in the discipline
and into pedagogy;— The quality of teaching provision can
be best enhanced by strengthening the National Professional Standards
and the role of training in teaching methods for new lecturers;—
Continued support for the HEA subject centres, as well as schemes
such as the NTFS and the CETLs, is essential to provide opportunities
for staff to enhance and develop their career on the basis of
teaching.
— When considering degree classification
we need to consider a way of valuing the full range of students'
achievements and experience alongside the needs of interpretation
of achievement and skills by the employer.
— Encourage student engagement in the formulation
of HE policy and champion the development of a structure to support
this mechanism.
— Non-completion is a complex and many-faceted
phenomenon comprising students who take full advantage of the
flexibility a modular scheme offers to e.g interrupt a full-time
programme to take up employment continuing in a part-time mode;
move from module gatherers to part-time mode alongside those who
fail to progress.
2.0 Introduction
The University of Plymouth has had a long and
successful record in teaching and learning innovation, as well
as areas of research excellence. We have been successful in the
award of 11 National Teaching Fellowships and four Centres of
Excellence in Teaching and Learning (CETLs), plus a share in a
fifth, the most of any UK institution. The university was also
selected as the host institution for the Higher Education Academy
Subject Centre in Geography, Earth and Environmental Sciences
(GEES) and as of 2009, following a robust national selection process,
will be the Royal Statistical Society's new location for its Centre
for Statistical Education. The national Association for Learning
Development in Higher Education (ALDinHE), currently chaired by
John Hilsdon, University of Plymouth, arose from a Plymouth initiative.
We lead the sector in this and many other areas and therefore
can provide informed feedback to the DIUS Committee inquiry into
students and universities.
3.0 Admissions
The effectiveness of the process for admission
to Higher Education Institutions (HEIs), including A-levels, Advanced
Diplomas, apprenticeships and university entrance tests.
3.1 Students are entering HE with a much wider
range of educational experiences and approaches to learning than
in previous decades . It is important to ensure that admissions
policies and procedures take account of this in order to provide
wider and more equitable access to HE for those with the ability
to benefit. A preferred path is one where HEIs have the means
to properly address transition to HE (eg through foundation years)
with targeted skills development for a broader-based intake.
3.2 We would prefer to process applications post
results as the process of admissions has become more of an administrative
and logistical process—while there is a greater need to
be more applicant focused to ensure we are selecting the right
students.
The UK's ability to meet government targets for
Higher Education participation and the relevance of these targets
3.3 It can be difficult to strike a balance
between the appropriate selectivity for degree level work and
continuing to develop different routes to BA Hons from Foundation
Degrees etc. There are debates and relationships to be built with
industry, commerce and the community to develop distinctive but
diverse opportunities. There appears to be a disconnection between
National Skills shortages and the Government targets for HE participation.
The targets need to take a closer look at demands in industry
in vocational areas—for example, the Government Skills Shortage
Occupations List (June 2008).
The implementation and success of widening participation
initiatives such as Compact agreements, and the impact of the
current funding regime on these objectives
3.4 From our experience the activities are widely
appreciated by schools—but initiatives need to have solid,
longer-term objectives encouraging a sustained approach to building
relationships with key institutions.
The role of the Government in developing and promoting
fair access and admissions policies for the UK Higher Education
sector
3.5 There needs to be consistency in making sure
that those with a proven track record in this field are rewarded
with the funding to do more in this area. There are reservations
about the complexities of the new Diplomas and a perceived reluctance
to differentiate between their appropriateness for different disciplines.
4.0 The balance between teaching and research
Levels of funding for, and the balance between,
teaching and research in UK HEIs, and the adequacy of financial
support for the development of innovative teaching methods and
teaching/research integration
4.1 There have been a number of recent schemes
which have supported teaching and learning innovation, and integration
of teaching and research (CETLs, TLRP, TQEF etc.); however, these
have generally been based around fixed-term project funding. For
institutions such as ours, this creates a number of difficulties
relating to the inconsistency between funding for teaching and
for research. It appears that funding for teaching and learning
innovation and success is not available on the basis of previous
successes in the same way that research-intensive universities
are rewarded through the RAE/REF. Despite our many successes in
teaching and learning innovation, there is a lack of on-going
support for future developments.
4.2 To give an example, the impact of the CETL
initiative, in our own institution has been substantial. The award
of 4+ CETLs has meant that students have been introduced to an
extraordinarily wide range of learning experiences, including
the innovative use of mobile learning technologies; introduction
to new environments via our immersive vision theatre, and sustainability-related
placement opportunities. Further, we have be at the forefront
of leading national dissemination events, sharing our developments
with the sector at large and promoting the enhancement agenda.
Whilst we are making strenuous efforts to ensure that these developments
are continued and embedded into the curriculum, intermittent project
funding remains the norm for teaching and learning developments.
The tradition of providing project-based funding at the expense
of long-term evaluation and embedding has led to the situation
where intellectual property in the form of learning developments
is not fully captured and exploited.
The quality of teaching provision and learning
facilities in UK and the extent to which they vary between HEIs
4.3 It is extremely difficult to gauge the
extent of variation in teaching quality in the UK. The best guarantee
of equitability is the QAA audit, but even this sheds little light
on the issue. The NSS provides some insight into the consistency
of the student experience, though again it shouldn't be treated
as definitive. If parity is seen as important, there is a need
to investigate more carefully the ways of measuring or benchmarking
current practice focusing on output/outcome measures rather than
input measures.
4.4 Provision of learning facilities does not
correlate directly with the assessment of the student learning
experience. It is clear that institutions with higher levels of
resources will score more highly on this measure. However there
is no research which provides clear evidence that teaching quality
is higher in such institutions.
The suitability of methods of assessing excellence
in teaching and research and the impact of research assessment
on these activities
4.5 As one of the leading modern post-1992
universities, we make strenuous efforts to ensure that our teaching
and our research are aligned and viewed as complementary rather
than competing agendas. Efforts to embed research-informed teaching
have been enhanced by the recent distribution of TQEF funding
focused specifically on this area, though this is now coming to
an end. It is crucial that all HE teaching is informed by research;
hence it follows that all institutions should support research.
However the way in which research funds are distributed via the
RAE threatens research developments in many universities, and
limits the opportunity for new areas of research expertise to
be opened up beyond the traditional research-intensive institutions.
Undoubtedly, to some degree, the RAE has had a negative impact
on teaching, as staff are encouraged to produce output which can
be submitted into the RAE rather than focusing on teaching enhancement,
writing textbooks and developing learning materials for the web,
mobile devices etc. The difficulty of including pedagogic research
in the units of assessment has also made this mode of research
problematic and indeed it is explicitly discouraged by some panels.
4.6 There are obviously problems with assessing
teaching excellence in the same way that there are problems and
controversies around the way in which research excellence is assessed.
However, this does not mean that assessment of teaching quality
should not be attempted; simply that care should be taken to find
a way of assessing teaching excellence which is measured via outputs,
including the student experience. Excellence in teaching is currently
assessed though initiatives such as the National Teaching Fellowship
Scheme and the CETL scheme. However, whereas in research, such
awards would be recognised by on-going funding through QR, there
is no long-term benefit of similar successes in teaching and learning.
This has led to the situation in many institutions where research
is prioritised over teaching innovation, leading as it does to
enhanced funding and reputational benefits.
The availability and adequacy of training in teaching
methods for UK academics and the importance of teaching excellence
for the academic career path, including consideration of the role
of teaching fellows
4.7 The provision of training in teaching
for new academic staff is highly variable across the country.
Institutions such as our own have a long-established, HEA-accredited
PGCert in learning and teaching in higher education, as well as
a smaller-scale accredited training course for graduate teaching
assistants. Our extensive provision in this area enables all teaching
staff to gain appropriate training in teaching methods including:
development of programmes and modules, assessment, student support,
equality and diversity, use of learning technologies, and research-informed
teaching, and enables discipline-specific training to be incorporated
alongside more generic provision.
4.8 The role of the HEA in accrediting such courses
is crucial to enable transferability between institutions and
to enhance the quality assurance of such teaching and learning
programmes. However, the lack of emphasis on National Professional
Standards in teaching means that the benefits of training in teaching
methods risks being diluted over time as there is no requirement
for ongoing professional development; staff at the University
of Plymouth however do have access to CPD throughout their teaching
career. It is also the case that such initial training in teaching
is not compulsory in all HEIs, and may be poorly supported and
resourced in many institutions. Whilst the situation does seem
to be changing gradually, there is no doubt that, historically,
research has been the primary driver of academic careers, rather
than teaching which is often viewed as under-valued. It is important
that both teaching and research gain support in all institutions—since
the effective combination of the two activities is key to a successful
higher education sector. A wider acceptance of the possibility
of gaining a professorial appointment on the basis of teaching
excellence would be helpful in this context.
The responsibilities of the Government and HEFCE
in assuring (a) the quality of teaching provision and learning
opportunities in UK HEIs; and (b) the balance between teaching
and research in HEIs
4.9 Like many institutions, we run an internal
teaching fellowship award scheme open to staff engaged in teaching
and supporting learning within the institution. However, schemes
such as this are potentially under threat owing to the phasing
out of TQEF funding. In view of our track record, Plymouth is
likely to continue to devote substantial resources to supporting
teaching and learning initiatives; however we cannot be sure that
the same commitment exists across the HEI system as a whole. HEFCE
could take a stronger role in demonstrating support for teaching
innovation and enhancement by ensuring that there is a distinct
funding scheme for such activities, allocated on the basis of
previous excellence in teaching and learning and reviewed in line
with developments and outputs (including pedagogic research).
It is crucial that the HEA continues to offer National Teaching
Fellowships which act as a major driver in terms of offering individual
staff an incentive to develop their career around teaching excellence.
The HEA subject centres also offer a range of development opportunities
(including funding and publication possibilities) for staff interested
in enhancing teaching and learning. Continued support for these
centres is therefore essential.
5.0 Degree classification
Whether the methodologies used by UK HEIs to determine
degree classifications and the distribution of degree classes
awarded are appropriate, the potential methodologies for the standardisation
of degree classifications within, and between, HEIs, and the effectiveness
of the Quality Assurance Agency in monitoring degree standards
5.1 The University currently uses the established
degree classification systems for all its programmes. However,
in the light of employer and student feedback as well as the Leitch
and Burgess reports, the university is actively reviewing its
approach. There is broad agreement with the principle of recognising
the wider achievements of learners, particularly within the settings
of work-based and practice-based learning, volunteering and part-time
employment. A working party is currently debating the effectiveness
of different strategies for recognising such informal learning,
particularly using innovative technologies for capturing student
experience. Whilst the university welcomes the work of the Burgess
Group, it seems unlikely that the final report will propose a
one-size-fits-all solution. Given that the university will support
and implement a new-style transcript which provides much more
information about attainment within the curriculum, the
main focus of the university debate will be on the recognition
of extra-curricular experiences and achievements which we know
to be critical to the employability of our students.
The advantages and disadvantages of the UK's system
of degree classification and the introduction of the Higher Education
Academic Record
5.2 Classification needs to be reviewed taking
into account an industry view. Some way of summarising and measuring
achievement will be necessary if there is a move towards a transcript
system. Employers need a basis for differentiating job applicants
and are unlikely to want to scan through a long transcript and
try to assess overall ability for themselves. If this summary
measure is not to be a degree class, then it has to be something
that is comprehensible to everyone.
The actions that universities, Government and
others have taken, or should take, to maintain confidence in the
value of degrees awarded by universities in the UK
5.3 It is confidence in the university system
that ensures confidence in the value of the particular degrees
awarded. This confidence depends upon the level of funding and
the degree of moral support provided by government.
The extent to which student plagiarism is a problem
in HE, and the availability and effectiveness of strategies to
identify, penalise and combat plagiarism
5.5 The question of plagiarism is important but
is a rare occurrence given the totality of learning experiences
and innovative measures of learning now in place. We believe plagiarism
can be minimised by using an experiential curriculum and imaginative
assessment.
6.0 Student support and engagement
The effectiveness of initiatives to support student
engagement in the formulation of HE policy, and how the success
or otherwise of these initiatives is being assessed
6.1 The University of Plymouth encourages student
engagement in the formulation of HE policy. We actively engage
our students in many aspects of the university and are currently
reviewing ways to enhance practice.
Examples of reasons for, and potential strategies
to reduce, the non-completion of higher education programmes by
students
6.2 In our collective experience non-completion
is a complex and many-faceted phenomenon. These are chiefly, changes
in personal circumstances, financial difficulties, or a realisation
that the HE experience is not for them at that moment. Financial
considerations and homelife issues are particularly strong reasons
amongst mature students. At the University of Plymouth our strategies
include: even better advice and guidance prior to enrolment so
that expectations are realistic and effective decision making
has taken place; effective use of the Access to Learning Fund
and similar for financial support; good advice and guidance availability
after enrolment; high levels of 1:1 contact between academic staff
and students in the transition period; effective induction and
transition programmes to raise aspiration and embed appropriate
learning behaviours. Other interventions known to be effective
are those concentrating on formative assessment, and initiatives
which familiarise students with examples of successful study practices
and assignment work by other students—eg in peer learning
or "PALS" schemes. At the University of Plymouth the
"WrAssE" project is building an online library of examples
of successful student assignments for use in learning about academic
writing.
The adequacy of UK higher education (HE) funding
and student support packages, and implications for current and
future levels of student debt
6.3 There would be benefit from greater clarity
and consistency around the definition of "Part-time student"
across agencies and policies. Currently, the funding and support
for many part-time modes of attendance is inequitable compared
with full-time students, both from fees, and from eg social services
support. Frequently part-time students report that they fall between
the myriad of definitions, usually to their detriment.
Any further action required by the Government
and/or HEFCE to ensure that UK HEIs offer students a world class
educational experience
6.4 The inadequacy of rural public transport
affects many students in regions such as the South West, particularly
mature returners, the disabled, and WP groupings. It is not an
option for many students to move to live near to the campus. At
the University of Plymouth we champion our extensive FE college
network, developing excellent provision locally; and continuing
to support and develop further ICT solutions to support this learning.
December 2008
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