Memorandum 55
Submission from the University of the
Creative Arts
INQUIRY ON
STUDENTS AND
UNIVERSITIES
Summary
The University of the Creative Arts (UCA) is
a specialist art and design institution. In the following report
to the Select Committee on Students and Universities, the UCA
has identified a number of threats and opportunities for the sector:
Threats
— the affect of bibliometrics as a measure
of success for research funding;
Opportunities
— working with the community to increase
participation in HE;— further development of activities
to increase participation and enhance on-course support for students
from non-traditional backgrounds;
— anticipation of the benefits of peer
review in RAE and audit;
— HEAR providing greater transparency for
stakeholders.
ADMISSIONS
1. The effectiveness of the process for admission
to Higher Education Institutions (HEIs), including A-levels, Advanced
Diplomas, apprenticeships and university entrance tests
1.1 UCA takes account of academic qualifications
and portfolio submission in admissions. The UCAS tariff contributes
to effective decision making. The welcomes further developments
in the tariff.
1.2 The use of predicted grades continues to
be helpful, although somewhat unpredictable. Portfolio submission
aids in the selection process as quality of work can support predicted
grades. A post qualification application process (PQA) would support
realistic offers based on actual, rather than expected, achievement.
1.3 The introduction of the 14-19 Diplomas will
benefit vocational routes into HEI's. As take up of these qualifications
is still low, it is difficult to perceive their effectiveness
within admissions. UCA continues to monitor the development of
the Creative & Media Diploma and its potential to enhance
progression routes onto undergraduate provision.
1.4 The cessation of Route B has implications
for the smooth operation of the 2009 admissions cycle within art
and design. This is a significant change in admission practice
and has implications for student choice. HEI's with art and design
provision have yet to indicate whether their course closing dates
will be in January or March. There is concern that the change
could potentially lead to a fall in application rates as students
studying on UCA's Foundation Diploma in Art & Design will
be required to make decisions before March regarding future undergraduate
choice, when they may not be fully prepared or know in which area
they wish to specialise.
1.5 The facility to provide feedback to
applications via UCAS will provide a more effective process for
the applicants themselves, along with the ability for HEI's to
monitor and revise where necessary internal processes.
1.6 Apprenticeships and entrance tests are
not offered at UCA.
2. The UK's ability to meet government targets
for Higher Education participation and the relevance of these
targets
2.1 Participation rates have remained around
the low 40% mark for some years. Many have questioned whether
the 50% target is achievable using existing policy drivers.
2.2 Government strategy for raising skills and
employer related links may help to increase participation at some
level but may run counter to its strategy to increase 10,000 apprenticeship
places through the National Apprenticeship Service. A debate is
required to set a realistic target, to focus strategy to equip
the workforce with the necessary skills for the economy and to
decide where those skills are best achieved.
2.3 The recent Government announcement to
restrict student number growth in 2009-10 by 5,000 ASNs and curtail
growth in 2010-11 compounded by the recent announcement to withhold
offers of grants for students from households earning up to £60,000
will hit widening participation (WP).
2.4 The introduction of the Equivalent and
Level Qualifications (ELQ) policy will also hit WP, particularly
in the mature market and upskilling agenda.
2.5 A 50% WP target remains a long term
aspiration and will necessitate greater structural changes, embedded
across communities, schools, FE and HE. New partnerships and initiatives
will be needed at primary and junior level to raise the aspirations
of children to enter HE. Institutions will need work closely with
communities to develop strategies to encourage participation amongst
young people (eg AimHigher).
2.6 UCA is currently considering barriers
to entry to HE, re-examining support for part-time students, encouraging
mature learners to up skill and reviewing the impact of fees on
participation rates.
2.7 HEIs be flexible to the study patterns
of under-represented groups and both the financial and study support
needs.
3. The implementation and success of widening
participation initiatives such as Compact agreements, and the
impact of the current funding regime on these objectives
3.1 The UCA has for some years provided
an "internal ring-fence" to a significant proportion
of its widening participation funds to support activities for
students from non-traditional backgrounds, particularly to increase
the numbers of applicants and provide additional on course academic
support. This good practice has enabled stable relationships to
be developed between the University and local schools and colleges
to support student progression into HE.
3.2 Funding for widening participation is currently
based on student FTE numbers. For UCA, as a specialist arts institution,
such a funding regime means that the University is not able to
respond to a significant number of requests for WP activities
from schools and colleges, as the current funding arrangements
are geared to favour larger and general institutions of higher
education and do not recognise the specific expertise brought
to the HE sector by smaller, specialist institutions.
3.3 Retention of students from non-traditional
backgrounds is key to evaluating the success of activities to
support widening access to HE. Institutional and national initiatives
for student engagement and support should be successfully aligned
to measures to widen access to HE.
3.4 Individual institutional compacting
arrangements with FE Colleges and schools have worked well, where
such arrangements have been underpinned by activities to support
progression through higher education. Other initiatives to support
the development of Compacts have had mixed results, not least
owing to the number and variety of Compacting arrangements developed
by other agencies such as LLNS. For example, pupils in one school
in one local authority may be able to access up to five separate
Compacts with UCA. This diversity in administering Compacts is
burdensome and confusing for both the sending and receiving institution.
3.5 The UCA's Progression Agreement aligns
the aims and objectives of LLN Progression Agreements with the
commitment of the University to support students from non-traditional
backgrounds progressing into and through HE. This Agreement is
currently being tested by UCA and aims to offer pupils, schools
and FE colleges clarity about the offer from the University, as
well as identifying activities the University can offer to schools
and FE colleges to support successful progression to UCA.
3.6 Funding arrangements for delivering
progression activities to support the diverse Compact arrangements
are also complex—some progression activities are part-funded
by Aimhigher, local authorities, LLNs, individual HEIs or a combination
of partners. Compacts themselves are unlikely to support successful
transition into higher education for young people from non-traditional
backgrounds if they are not underpinned by activities which aim
to support subsequent retention on course (subject-based, acquisition
of relevant study skills, understanding the requirements of studying
in HE).
3.7 Direct funding to universities to deliver
on progression activities and Compacting arrangements, accompanied
by national guidance to universities on developing and extending
Compacting arrangements, would offer better value for money than
funding directed through third parties, such as LLNs. Direct funding
would negate the need for a management fee "top slice"
taken by lead institutions in LLNs, the need to employ significant
numbers of additional staff via LLNs and would offer individual
institutions "ownership" of and a commitment to the
development and sustainability of Compacting arrangements.
3.8 The University's experience of working
with Aimhigher Kent & Medway has been an unqualified success.
This has been partly due to the excellent model for partnership
working and business plan, which was developed in the early years
of the partnership and the continued commitment from all partners
involved. There have been demonstrable and significant results
from this initiative to increase attainment rates and increase
the numbers of Aimhigher Kent & Medway students progressing
into HE. The University is also a partner in Aimhigher Surrey,
which has significantly less funding than some other Aimhigher
partnerships. UCA would suggest continuation of the Aimhigher
initiative, which is embedded in Access Agreements and outreach
activities, beyond current funding to 2011.
4. The role of the Government in developing
and promoting fair access and admissions policies for the UK Higher
Education sector
4.1 The University and many of its partners
in the HE sector are already demonstrably committed to promoting
fair access to HE and have, over a number of years, put in place
policies and practices to ensure students are not disadvantaged
by admissions processes.
4.2 However, there is still some way to go to
ensure the sector as a whole is able to meet the challenges of
ensuring fair access to higher education. UCA would welcome guidance
from Government on developing and promoting fair access and admissions
policies for HE, particularly in furthering compacting arrangements.
A national review of policy and practice and subsequent national
dissemination and recommendations for best practice on admissions
policies and practice, including interview, would also be welcomed.
4.3 The preparation and submission of a
student portfolio of work offers specialist art institutions an
additional method for the selection of students, over and above
consideration of qualifications, application form and performance
at interview. This allows institutions to consider a range of
factors in their selection of students, such as "potential"
and "talent" in students from non-traditional backgrounds,
who may lack confidence and are not able to demonstrate the acquisition
of "cultural capital" at interview, when compared to
those students applying to HE arts courses via the traditional
A' level/Foundation routes.
THE BALANCE
BETWEEN TEACHING
AND RESEARCH
5. 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
5.1 UCA has a continuing strategic commitment
to research in the creative arts for a variety of purposes that
include underpinning the quality of student learning. The concentration
of the major portion of UK research funding in a reduced number
of HEIs, and the moves in the funding of teaching away from enhancement
towards targeted allocations for widening participation, are having
the combined effect of reducing the capacity of a significant
number of HEIs to support the development of innovative teaching
methods that also integrate teaching and research.
6. The quality of teaching provision and learning
facilities in UK and the extent to which they vary between HEIs
6.1 The UK quality assurance framework consistently
confirms the overall high quality of teaching in the UK. Following
the removal of specialist premium funding, mechanisms must be
found to ensure that specialist institutions receive sufficient
funding to maintain and develop their teaching facilities. HEIs
need a level of ring-fenced investment in their learning and teaching
infrastructure that will enable them to equip graduates with the
knowledge and skills needed to sustain the UK economy, and in
UCA's case prepare the future leaders of the UK's Creative Industries.
The highest quality learning facilities are vital to enable specialist
HEIs to compete in the international HE market, to maintain quality
and secure the reputation of UK HE.
7. The suitability of methods of assessing
excellence in teaching and research and the impact of research
assessment on these activities
7.1 We have absolute confidence in QAA's Institutional
Audit process and since the RAE was introduced, research quality
has risen significantly. A key ingredient in this success has
been the strength of the peer review process which has provided
confidence in the evaluation of research and teaching excellence.
7.2 In respect of research assessment, the peer
review process for art and design has significantly increased
our understanding of the subject, its contribution to the knowledge
base, and our ability to articulate our research strengths to
the wider community.
7.3 As a specialist HEI we believe that research
is fundamental to academic excellence in order to remain at the
leading edge of our subjects. A vibrant and active research community
is also important in respect of our cultural and creative contribution
to the region. For example 35,000 visitors attended exhibitions
across our five campuses in 2007-8 and nearly 1,000 creative professionals
attended one of our knowledge transfer initiative events.
7.4 We are concerned that the use of bibliometrics
to assess research quality has significant issues for a specialist
creative arts university and will reduce the opportunity for emerging
subjects to engage in research and contribute to the economy.
8. 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
8.1 The UCA suggests that teaching experience
and excellence should be recognised in criteria for promotion,
on an equivalent basis with research and leadership skills. In
particular, the role of teaching fellows should contribute to
career progression opportunities.
9. 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
9.1 The Government and HEFCE are clearly responsible
for assuring the threshold standard of learning opportunities
in Higher Education at the highest level through QAA audit of
institutions' own internal mechanisms for quality assurance.
9.2 The UCA would encourage a more positive focus
in HE on ensuring a balance between teaching and research in terms
of parity in funding and academic recognition.
DEGREE CLASSIFICATION
10. 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
10.1 UK HEI's, on the whole, have appropriate
and robust academic regulations which quantitatively and qualitatively
define the requirements for awards and degree classification within
their respective institutions.
10.2 Differences between institutions exist in
the requirements for awards and the application of regulations;
however institutions operate, on the whole, to the same qualitative
external benchmarks. The differences are such that it is arguable
that a greater level of standardisation between institutions is
not required.
10.3 Peer review of the curriculum and student
achievement through institutional quality systems, including external
examination, provides a wealth of evidence of the appropriate
maintenance of institutional academic standards across the sector.
In addition the use of externally published benchmark data allows
UCA to monitor subject and institutional performance in student
achievement.
11. The advantages and disadvantages of the
UK's system of degree classification and the introduction of the
Higher Education Academic Record
11.1 There is advantage in the current UK
system of undergraduate degree classification, in that the inherent
qualities and requirements of individual subjects are well established
and understood by the sector and graduate training schemes provided
by employers.
11.2 The disadvantage of the current classification
system is that there is some variability in regulations for the
determination of degree classifications between institutions.
11.3 With the increased availability of
data in student achievement available to institutions, prospective
students and stakeholders, the variability between institutions
in degree classification distribution is transparent and open
to a greater level of scrutiny. This issue would benefit from
greater inspection through audit, particularly if a marked trend
of wide discrepancy with national norms exists.
11.4 Information published by the QAA, in
the form of institutional audit reports, provides evidence that
the determination of academic standards of degrees and award classification
is, on the whole, satisfactory across the sector.
11.5 The introduction of the HEAR is welcomed,
in that it provides a sector "standard" and is a holistic
and portable record of individual student achievement. This also
assists to provide a greater level of transparency and information
for stakeholders, including employers.
12. 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
12.1 Universities should publish information
about institutional regulations and quality processes and their
outcomes on an annual basis for stakeholders. Publication should
include all policies in relation to the peer review of curricula
and standards and institutional "whistle blowing" policy
and procedures. For many HE institutions this would be a continuation
of current practice.
12.2 The QAA system of audit is well established
and periodically reviewed. Outcomes are published for stakeholders.
Published recommendations indicate where action is required, at
a national level, to further develop institutional quality systems
and academic standards in the sector and this should continue.
12.3 Careful application and review of the
criteria for taught degree awarding powers and University Title
should continue to promote confidence in degree awarding institutions.
A greater level of public information in this area may promote
a greater level of transparency and understanding for stakeholders.
13. The relationship between degree classification
and portability
13.1 There is a level of portability in
the current UK system of degree classification around the understanding
of the attainment of "good degrees" for entry to taught
postgraduate and research programmes and many company graduate
training schemes.
13.2 The introduction of the HEAR will assist
the portability of the record of achievement for students and
graduates for transfer between institutions, courses, FE, training
and employment both inside and outside the UK.
14. The extent to which student plagiarism
is a problem in HE, and the availability and effectiveness of
strategies to identify, penalise and combat plagiarism
14.1 The University has published effective
regulations to define and penalise academic misconduct. In conjunction
with these, the University is further developing its support for
first year students, to enhance the development and understanding
of "good" academic conduct and practice.
14.2 In common with other HEIs, the University
has seen a recent increase in the numbers of cases of plagiarism.
Although the sector now has considerable experience of addressing
text-based plagiarism, less research has been undertaken into
visual plagiarism in a creative arts context. In 2008, the University's
Academic Board approved an Academic Integrity Policy that aims
to adopt a proactive approach to issues of plagiarism. The Policy
places emphases on valuing and fostering academic integrity via
a 3-fold approach: informing, integrating and deterring. Turnitin
is now used with students both as a formative tool to advise how
to avoid plagiarism and as a detection tool. The action plan associated
with the Policy involves staff development to ensure that policies
are applied fairly and consistently, for example a staff workshop
to address Visual Plagiarism.
Student Support and Engagement
15. 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
15.1 The University College values formal
and informal feedback from students and has published a Student
Representation and Feedback Policy.
15.2 Students are involved in planning and decision-making.
Officials of the Students Union and student representatives are
members of the Board of Governors and chief academic committees.
Union officials meet regularly with the Deputy Vice Chancellor.
At campus level, students are members of Boards of Study. Campus
Student Forums meet regularly and provide an extra channel of
communication with senior academic managers, addressing issues
normally outside the scope of individual courses. Students are
offered training and briefings to support them in their roles
and campus staff provide mechanisms to enable representatives
to communicate more easily with fellow students. The University's
recent institutional audit report commended briefings for student
representatives by committee chairs that encourage and inform
student participation.
16. How the student experience differs in
public and private universities
16.1 The private university sector recognises
that student satisfaction is critical to business success and
therefore the student experience is prioritised as a key performance
indicator and appropriately resourced.
16.2 Business processes are aligned to the student
experience and there is a strong commitment to high quality customer
service. Services are easy to access and are often organised as
a one-stop-shop approach with extended opening times, trained
staff, and follow up support. On-line services are supported through
customer relationship portals and service manager portfolio responsibilities.
Personal relationship building and sense of community is integral
to student services and enhances the student experience.
16.3 The private sector approach distinguishes
the academic faculty and has high level expectations and contractual
agreements in terms of research outputs and teaching delivery.
This is balanced with income revenue targets, student recruitment
and retention targets, student satisfaction threshold targets,
and professional practice. Professional performance is managed
and held to account.
16.4 These factors impact upon the student
perception of value for money.
16.5 In the public sector the revenue streams
and funding are limited and therefore resources are stretched.
Institutions do not have the capacity to respond to rapidly changing
student expectations and therefore services may not be readily
available and accessible.
16.6 The public sector tends to be more
bureaucratic resulting in barriers which impact upon student experience.
On the positive, academic staff have more freedom to manage their
time which can result in students receiving personal tuition and
guidance over and above scheduled class contact time.
16.7 The public sector student community
has a wider socio-economic representation and equal access to
facilities. The challenge for the public sector is meeting the
student experience expectations which might be unrealistic for
a publically funded institution to deliver.
17. Examples of reasons for, and potential
strategies to reduce, the non-completion of higher education programmes
by students
17.1 The University experiences relatively
low levels of non-completion in its programmes and this may be
attributable to a number of factors associated with the structure
of creative arts education generally and the size and ethos of
the University in particular. However, the success of the University's
widening access strategies has resulted in an on-going need to
review the support mechanisms for students who may have limited
awareness of the demands of HE at the outset of their studies.
UCA has put in place various schemes, some funded from WP funding
streams to address these issues (Study Advisory Services, Buddying
and Mentoring Schemes). Nevertheless, our Counselling services
are under evermore pressure from students anxious about their
ability to cope with the demands of university study. Financial
concerns are also recognised as key barriers to success in HE.
UCA was one of the 17 "early adopter" institutions for
the FSA funded Money Doctors programme which has been rolled out
through the UCA Student Advice Centres.
18. The adequacy of UK higher education (HE)
funding and student support packages, and implications for current
and future levels of student debt
18.1 Funding and student support packages are
complex as may be evidenced by the plethora of student money advice
websites. Whilst student debt is of considerable concern to students
and their guardians it does not appear to have had an impact on
recruitment. This will be tested in the more constrained financial
environment we have now entered. The financial packages currently
available to students may not be sufficiently flexible to accommodate
the increasing diversity of course delivery patterns that are
anticipated in the next 5-10 years. The financial support packages
that are currently available for part-time study, for example,
may not facilitate life-long learning and continuing professional
development.
19. Any further action required by the Government
and/or HEFCE to ensure that UK HEIs offer students a world class
educational experience
19.1 The following actions are suggested:
— streamlining of funding for Compact Agreements
more directly to Universities;
— more detailed guidance on promoting fair
access in admissions procedures.
December 2008
| 
