Annex B
SPECIAL ENTRY
ROUTES TOR
NON-TRADITIONAL
STUDENTS AT
RUSSELL GROUP
UNIVERSITIES (FROM
SECTION 1)
A foundation course is an additional year at
the beginning of a degree which prepares students without the
standard required qualifications for their chosen course. Foundation
courses are designed to help these students "catch-up"
with the students who have entered a course through a conventional
route. These rigorous programmes ensure that they will have the
necessary skills, experience and knowledge to succeed in their
degree. They are specifically designed to provide additional support
and tuition to students in their transition to higher education.
University of Birmingham
Birmingham offers foundation years in various science
& engineering disciplines. Successful completion of the course
guarantees students a place on their chosen degree programme.
Foundation year courses are suitable for those whose qualifications
are not recognised for direct entry to a degree programme, including
mature students.
Cardiff University
Engineering, Medicine & Dentistry Preliminary
Years are designed to give students the necessary basic knowledge
to enable them to cope on an engineering or dentistry degree at
the University. Students who successfully complete the year will
then be able to move on to the degree programmes.
University of Edinburgh and University of Glasgow
SWAP (Scottish Wider Access Partnership) is a partnership
of further and higher education institutions, which creates opportunities
for mature students with no qualifications to access university.
The SWAP programme prepares students for entry into higher education
and guarantees them a place at a college or university if they
complete the programme successfully.
King's College London
Extended Medical Degree Programme (EMDP) is a six
year degree programme launched in 2001 to encourage students from
disadvantaged backgrounds to become doctors. Places on the programme
are offered to talented pupils from targeted inner London boroughs
that have the potential to succeed in medicine but not the predicted
A-Level grades required for the standard medical programme. These
places are additional to those previously allocated to King's
for entry by conventional routes.
University of Leeds
Interdisciplinary Science Foundation Year (for science,
engineering and math courses) enables students without standard
entry qualifications to progress on to a wide range of science,
computing, engineering and healthcare degrees at the University.
The foundation year provides students with a solid academic base
in science and mathematics.
University of Liverpool
Liverpool runs various 1+3 and 2+2 foundation courses
with local FE colleges as progression opportunities into university
degrees. These include degree programmes in medicine and dentistry,
science and engineering, computer science and information systems,
earth sciences, geography, mathematics and physical sciences.
University of Manchester
Manchester's runs three foundation year programmes
in life sciences, sciences and engineering, which consist of a
one year programme designed to improve students' scientific knowledge
and understanding to a level that is suitable for a degree in
those fields. This programme is geared towards students with non-traditional
qualification and those who have slightly underachieved in their
science A levels.
University of Newcastle
Foundation Year provides an introductory year to
a number of engineering, science and mathematics degree courses,
designed for those who have shown that they have the ability to
succeed but lack the necessary qualifications to enter the degree
directly.
University of Nottingham
Science & Engineering Foundation Years are designed
for students whose school qualifications do not meet the current
admissions' requirements for entry to undergraduate programmes.
The programme provides grounding in the fundamentals of science
and mathematics. In addition to classroom and laboratory activities,
all foundation students are allocated a personal tutor to provide
advice and guidance.
Queen's University Belfast
The Highway to Science and Engineering Programme
is a one year programme designed to provide those from disadvantaged
backgrounds who have just failed to meet their required grades
a supported route into Science or Engineering degree courses.
Available for students from Discovering Queen's schools, successful
completion of this foundation programme leads to the awarding
of a Foundation Certificate and entry to certain Science &
Engineering courses.
University of Sheffield
Engineering and science foundation years are designed
for those who have not studied the courses in school that would
prepare them to move directly into the degree programme. They
are aimed at students who, for whatever reason, need additional
preparation or additional science subjects before going on to
an engineering or science degree.
University of Southampton
Foundation year is the first year of a four or five-year
programme leading to a degree in engineering, computer science,
physics or geophysics disciplines. Successful completion of the
year guarantees progression to degree programmes.
BM6 (Bachelor of Medicine in 6 Years) is a programme
developed to widen access into the medical profession from those
from disadvantaged backgrounds. It involves studying for an extra
year on a specially designed foundation course before joining
the students on the conventional "BM5" programme.
University College London
Foundation Year in Engineering is part of a four-year
degree programme in engineering, specifically designed for applicants
who have not studied suitable subjects prior to entry but have
attained the required academic level. The first year is an introduction
to mathematics, physics and engineering principles.
University of Warwick
The 2+2 Degree Programme provides a path for students
to gain a degree through two years of study at a local college
and a further two years at the University. This programme is specifically
designed for adults who lack formal qualifications and who wish
to return to education.
Annex C
EXCELLENCE IN
TEACHING AND
RESEARCH IN
RUSSELL GROUP
UNIVERSITIES (FROM
SECTION 2)
All Russell Group universities are clear that
their aims are to deliver excellence in both research and teaching.
[308]
Research excellence
— in terms of income from Research Council
grants, Russell Group universities accounted for 68.5 per cent
of research income from the Research Councils in 2006-07 (increasing
from 67.6 per cent in 2005-06) ;[314]
— additionally, Russell Group universities
gained 66% of total grant income[315]
in 2006-07. [316]
Teaching excellence
— The teaching excellence at Russell Group
universities is reflected in the Quality Assurance Agency's (QAA)
institutional audits (which include a consideration of the management
of academic standards). Of the nineteen Russell Group universities
that have received QAA institutional review reports to assess
teaching quality, all have been awarded "broad confidence"
(the highest level). Russell Group university staff have also
been individually recognised through the Higher Education Academy's
National Teaching Fellowship—as of 2008, fifty-five academics
at Russell Group universities have been awarded Fellowships. [317]
Additionally, sixteen of the seventy-four HEFCE-funded Centres
for Excellence in Teaching and Learning are based in Russell Group
universities,[318]
a number of which specifically focus on research and enquiry-based
learning, and fourteen of the twenty-four HEA Subject Centres,
showing that much of the subject-specific support to improve learning
experiences is based at Russell Group universities.[319]—
National Student Survey (NSS) results show that student satisfaction
of teaching quality across The Russell Group is very high at 86%
above the sector average (83%)—according to the 2008 survey.
Some of our universities rate as highly as 92%.[320]
— Student experience and students' satisfaction
with teaching and learning at Russell Group universities can also
be found from recent studies of international student experience.
The i-graduate's International Student Barometer (ISB) [321]
is the largest study of the international student experience,
the latest results based on feedback from nearly 25,000 students
at Russell Group universities. These results from Russell Group
international students found that:
— In selecting a university, 97% of students
noted teaching quality and 90% noted research quality as important
determining factors in choosing a Russell Group university.
— 95% of students believe their lectures
are experts in their subject area
— 82% of students noted that research at
the university was an important learning element of their course
— International students had a higher rate
of overall satisfaction at Russell Group universities than the
average overall benchmark.
The added value of research and teaching excellence
— It is clear from the evidence above that
students benefit from receiving excellent teaching at Russell
Group universities. It is also clear that an environment of research
excellence offers students first hand exposure to leading edge
research, scholarship and innovation. — Furthermore, research
shows that Russell Group universities' commitment to research
excellence helps them to attract the very best minds and the best
teachers. In recognition of the advantages of an environment of
research excellence, which helps to attract and retain high calibre
staff HEFCE has noted: "the opportunity to engage in research
remains one of the most important factors in motivating individuals
to enter and remain in the academic profession. This is one of
the most important ways in which research benefits teaching".
[322]
— Research conducted in the UK exploring
students' attitudes has found that students felt that they benefited
from staff engagement in research because staff were more up to
date and learning was more scholarly. [323]
Additionally, a number of studies surveying the views of academic
staff in universities have found that a majority of staff believed
there was a beneficial link between teaching and research. [324]
— These benefits, however, are just one
part of a much wider and richer picture of what it means to be
learning in a research-intensive environment.
Annex D
BENEFITS O
RESEARCH-LED
LEARNING (FOM
SECTION 2)
1. On balance, the weight of evidence suggests
that research-led learning offers significant benefits to students'
academic, personal and professional development. (Three broad
advantages arising from learning through research can be ascertained):
The Russell Group believes that research-led
learning encourages students to develop independence of thought,
entrepreneurial skills and ability to handle uncertainty and new
problems—personal and professional skills that are integral
to the graduate-level jobs that are so important to our knowledge
economy.
2. A substantial and growing body of evidence
points to the benefits of fostering a research-led learning environment
in higher education institutions, and the value of learning through
research. These include:
— access to high quality research-informed
teaching—recognising the potential for students to be enthused
and motivated by leading experts in their field, many Russell
Group universities are taking steps to ensure that all students
have access to eminent academics early in their university careers;[326]
— developing entrepreneurialism and independent
learning skills through enquiry-based learning—students
are able to develop an analytical, critical thinking and problem
solving skills, including approaching new challenges from different
perspectives and in new and innovative ways, all of which are
key skills in a rapidly evolving workplace;[327]
— access to a wide range of career options,
including leading professions;[328]
— promotion of a research ethos and access
to research opportunities;[329]
— positive impacts on students, including
improved confidence and motivation. [330]
Added-value: the Russell Group student learning
experience
— The Russell Group believes that the academic
experience in Russell Group universities offers significant advantages
to students, not least in terms of the emphasis on the culture
of research and enquiry-based learning which encourages the development
of independence of thought, critical thinking and analytical skills.
— While no causal relationship can be established, a clear
cumulative added-value factor can be identified for students and
graduates of Russell Group universities:
— The high competition for places (an average
of around eight applications per place across Russell Group universities,
and up to 20 applications per place for some courses),
— student satisfaction (85% across Russell
Group universities, compared to 81% for the sector),
— completion rates (non-completion is 4.3%
on average across Russell Group universities, compared to 7.7%
for the sector as a whole),
— employer satisfaction (as discussed above),
— external rating of teaching (shown by
positive QAA institutional reviews)
— high satisfaction ratings for teaching
quality in the National Student Survey and, previously, high TQA
scores,
— progression to further study (Russell
Group universities have some of the highest percentages of undergraduates
proceeding to postgraduate study)
— Wage premiums—a clear indicator
of value in the graduate labour market—demonstrate that
Russell Group graduates are highly esteemed by employers because
they benefit from some of the highest returns on their degrees.
Studying at a Russell Group university confers a wage premium
of approximately 10% compared to modern universities, after accounting
for A level scores, parental background, school attended and other
factors affecting wages. [331]
It is likely that the education provided by Russell Group universities,
with its emphasis on enquiry-based learning and engaging students
as independent, critically-minded learners, is a significant factor
in producing graduates that are highly valued by employers.
— This is further evidenced by the world-class
rating given to Russell Group graduates in international employer
recruitment surveys: five Russell Group institutions featured
in the top ten in the THES World University Rankings 2007
Employer Review,[332]
and 70% of Russell Group universities were in the top 50, with
an average employer review score for Russell Group universities
of 94.6 (compared to an average of 74.7 for the 13 non-Russell
Group UK universities in the top 200 universities). Additionally,
Russell Group universities' average career prospects score in
the Guardian university league table for 2009 was 74%,
compared to an average of 60% for the rest of the sector. [333]
308 This is highlighted on websites and in strategic
plans. Back
309
For example, all of the UK universities in the top 100 of the
2008 Shanghai Jiao Tong Academic Rankings of World Universities
are Russell Group universities. Back
310
International comparative performance of the UK research base,
Evidence Ltd/Department for Innovation, Universities and Skills,
July 2008. Back
311
Universities UK, Spending Review 2007: Securing the Future. http://bookshop.universitiesuk.ac.uk/downloads/SR2007.pdf Back
312
The UK spent 1.82% of GDP on R&D compared to an average of
2.24% according to a study of 21 comparator nations (PSA target
metrics for the UK research base, Evidence Ltd/Office of Science
and Innovation, 2007). Back
313
HEFCE, "Recurrent Grants for 2007-08: final allocations"
(October 2007/32). Back
314
HESA data for 2006-07. Back
315
This includes income from Research Councils, Funding Councils,
charities and industry. Back
316
HESA data for 2006-07. Back
317
This is out of a total of 235 awards since the scheme's inception
in 2000-staff at Russell Group universities have received a disproportionate
number of awards (18 per cent of the total) compared to Russell
Group universities' share of the UK higher education sector (11
per cent) Back
318
This number (22 per cent of all CETLs) is disproportionate to
Russell Group universities' share of the English higher education
sector (13 per cent). Back
319
Again, Russell Group universities account for a disproportionate
number of Subject Centres (58 per cent) compared to their share
of the sector (11 per cent ). Back
320
Overall satisfaction rates with the student experience across
The Russell Group are also high at 86% on average-this is also
above the sector average and a further increase from 2007. Some
institutions have rates as high as 93%. Source: unistats. Back
321
http://www.i-graduate.org/services/student_insight--student_barometer.html Back
322
Higher Education Funding Council for England, Fundamental Review
of Research Policy and Funding: Final Report of the sub-group
to consider the interaction between teaching, research and other
activities of HEIs, 2000, p.6. Back
323
Jenkins, A. et al, "Teaching and research: student perspectives
and policy implications" Studies in Higher Education, Volume
23, No.2 (1998) 127-141. The authors note, however, that students
sometimes felt that staff focused on their research to the detriment
of teaching; this suggests the importance of ensuring that teaching
has parity with research. Back
324
Halsey, A.H. Decline of donnish dominion: The British academic
profession in the twentieth century, Clarendon Press, 1992; Kremer,
J., "Identifying faculty types using peer ratings of teaching,
research and service" Research In Higher Education, Volume
32 (1990) 351-361; Neumann, R, "Perceptions of the teaching
research nexus: a framework for analysis", Higher Education,
Vol. 23 No.2, (1992) 159-71; Neumann, "The teaching-research
nexus: applying a framework to university students' learning experiences,
European Journal of Education, Volume 29, No. 3 (1994) 323-339. Back
325
Blackmore, P. and Fraser, M., "Research and teaching: making
the link" in Richard Blackwell and Paul Blackmore (eds.)
Towards Strategic Staff Development in Higher Education, Open
University Press, 2003. Back
326
The various benefits of being taught by research-active academics
are summarized in Coate, K., Barnett, R., and Williams, G., "Relationships
Between Teaching and Research in Higher Education in England"
in Higher Education Quarterly, Volume 55, No.2, 158-74, 2001. Back
327
A recent CIHE report looked at the importance of an approach to
learning that has problem-solving at its core and the benefits
that were identified by employers: CIHE, Influence through collaboration:
Employer Demand for Higher Learning and Engagement with Higher
Education, 2008; http://www.cihe-uk.com/docs/0809CollabReport.pdf Back
328
Research by the Sutton Trust into the legal and journalism professions
has shown that the majority of barristers, judges and partners
in the City's five "magic circle" law firms attended
a leading university, as did the majority of leading journalists.
In addition, nearly half of MPs and over half of peers attended
a leading university. (Source: Sutton Trust Briefing Note: The
Educational Backgrounds of the UK's Top Solicitors, Barristers
and Judges, 2005; The Sutton Trust, The Educational Backgrounds
of Members of the House of Commons and the House of Lords, 2005;
The Sutton Trust, The Educational Backgrounds of Leading Journalists,
2006.) Back
329
Studies in the US exploring the benefits of undergraduate research
experiences have found that undergraduates across all disciplines
benefited significantly from these opportunities cognitively,
professionally and personally. See Lopatto, D., "What Research
on Learning Can Tell Us about Undergraduate Research", presented
at the 10th National Conference of the Council on Undergraduate
Research, La Crosses, WI, 2004; Seymour, E., et al "Establishing
the benefits of research experiences for undergraduates in the
sciences: first findings from a three-year study" in Science
Education, Volume 88, 493-534, 2004; Russell, S., Evaluation of
National Science Foundation Support for Undergraduate Research
Opportunities, 2006. Back
330
Russell (2006) found that research-led learning both attracts
students with the highest degree expectations and helps to encourage
high academic and professional expectations among students. Back
331
Chevalier, A. and Conlon, C., "Does it pay to attend a prestigious
university?" Centre for the Economics of Education, LSE (table
5 for the 1995 cohort, page 29). Further Centre for Economic Performance
(CEP) research shows that if a student attends an institution
in the highest quartile-as determined by a number of different
quality measures (RAE scores, retention rates, and tariff scores)-this
leads to a higher wage of between 10 and 16 per cent (depending
on the measure) compared to an individual who attends an institution
in the lowest quartile. Although the report does not identify
individual institutions, Russell Group universities achieve high
RAE scores, retention rates and tariff scores so it is very likely
they are in the top quartile of institutions in the UK. "University
Quality and Graduate Wages in the UK" Hussain, McNally and
Telhaj, Centre for Economic Performance, London School of Economics,
2008. Back
332
http://www.timeshighereducation.co.uk/hybrid.asp?typeCode=144.
This features 19 Russell Group universities in the top 200 universities
world-wide (17 in the top 100). Back
333
This represents the percentage of recent graduates in graduate-level
employment. Back
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