HEA Framework for EmployabilityUCL9th June 2016Hugh Mannerings – Academic Lead for Retention

@mannerings69

www.pollev.com/mannerings

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About the HEAOur core proposition:  Continuously improving HE teaching qualityWe will deliver this proposition by:• focusing on raising teaching standards• delivering a platform for continuous professional development• developing a hub of recognised best practice• providing thought leadership in support of professionalised HE teaching

Our vision:  The HEA is globally recognised for inspiring excellent teaching as an essential driver of student successOur mission:  Improving learning outcomes by raising the status and quality of teaching in higher education

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TEF puts teaching at the heart of the system Offers those in teaching recognition through better career prospects Students having better information and teaching experience at institutional and departmental level Supports the UK HE’s international reputation

Why TEF matters to all

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HEA involvement: Chief Executive on the TEF Delivery

Group Staff secondment to BIS to help to

develop the Green Paper HEA now leading on the TEF

Assessment Framework HEA PVC Working Group on the TEF HEA submission as part of the Green

Paper Consultation

HEA experience/research: UKPSF and individual

recognition UKPSF: Accredited provision National Teaching Fellowship

Scheme. 40 plus reports on teaching

excellence HEA roundtable on Teaching

Excellence, 13 April 2015

HEA contribution to the development of the TEF

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Teaching Excellence FrameworkCore Metrics in Year Two• Student satisfaction – teaching, assessment and feedback and academic

support questions from NSS• Retention – using HESA UK performance indicators• Employment – using 6 month DLHE statistics

All providers entering TEF year 2 should have metrics which would result in a higher rating than meets expectationsAdditional Institutional evidence:• Mixture of qualitative and quantitative data which provides additional

supporting metrics and contextual information• May include teaching intensity, status and recognition of teaching staff,

engagement with employers, use of GPA, tackling grade inflation – limited to 15 pages (no font size suggested!)

• TEF panel chair appointment will start shortly (led by HEFCE)

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Vague and misleading pre-course informationStudents receiving poor value for

moneyGraduates unprepared for

workforce

15% of students said few of no teachers

gave useful feedback

1/3 students said few or no teachers

regularly initiated debates and discussions

One in three students said that knowing

what they now know, they would have

chosen a different course

Teaching Excellence – the case for reform

Additional Student Perspective

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1 in 4 employers have open vacancies because they could not find graduates with the right skills

Twice proportion of UK graduates have lower levels of basic

skills than OECD average

Most STEM employers

concerned about shortage of high

quality applicants

The career structure and funding of universities in the UK currently strongly discourages academics

and faculties from putting any investment

into teaching

…clear that there is a culture in research-

intensive universities, and perhaps in all

universities, that does value research more than

teaching

…at many institutions the race to achieve

recognition for research has led to teaching being

under-rewarded

Additional Employer Perspective

Additional Academic Perspective

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TEF – Defining aspects of qualityTeaching Quality

• Teaching practices which provide an appropriate level of contact, stimulation and challenge, encourage student effort and engagement, and which are effective in developing the knowledge, skills, attributes and work readiness of students

Learning Environment

• The wider context of teaching which includes the effectiveness of resources designed to support learning, maximise completion and aid the development of independent study and research skills. This may include learning spaces, use of technology, work experience, extra curricular activities and opportunities for peer to peer interaction

Student Outcomes and Learning Gain

• The educational and employment outcomes of graduates and the gains made by students from a range of different backgrounds

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Characteristics of Teaching Staff

Students place a premium on staff demonstrating teaching skills, ahead of research expertise. 2016 reveal students also value staff who demonstrate continuing professional development in teaching and subject knowledge. The analysis highlights teaching quality as being critical to the overall experience.

The 2016 Student Academic Experience Survey

Quality of TeachingThree-quarters of students feel that most of their teaching staff encourage them to take responsibility for their own learning, with the majority also feeling that their teaching staff clearly explain course goals, and are helpful and supportive

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TEF Technical ConsultationAspects of quality Teaching Quality Learning Environment Student outcomes and

learning gainCriteria Teaching quality

criteriaLearning environment criteria

Outcomes and Learning gain criteria

Core MetricsEvidence NSS

Q 1-4 teaching on my courseQ5-9 assessment and feedback

NSSQ 10-12 academic supportHESA dataNon-continuation

DLHEEmployment ./ destinationPotentially highly skilled job metric

Additional Evidence [Provider Summary]Statement of findings Statement on Teaching

qualityStatement on Learning environment

Statement on outcomes

Within level - possible commendationsOverall outcomes TEF Rating

Meets Expectations, Excellent or Outstanding

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MetricsExisting common metrics (suitably benchmarked): Employment: – Employability across the

curriculum as a more appropriate measure Retention and Success – Will draw directly on

institutional success in access, retention, attainment and progression and Internationalisation

Student Satisfaction – Nation Student Survey (Questions 5-9) Assessment and feedback

Possible future common metrics: Training and employment of staff - Teaching

Qualifications as a better metric Teaching intensity e.g. time spent studying as

measured by the UK Engagement Surveys – Flexible learning

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Measuring Teaching Excellence and HEA priority themes Institutional Evidence

Building capacity and capability – supporting continued improvement through training, reward and recognition – HEA accreditation of PG awards and CPD

Disseminating teaching excellence throughout the institution – relevant to the impact of all the themes

Student engagement in shaping programmes of study – Student Engagement through partnership

BUT not prescriptive

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HEA framework series…… Is directed towards achieving

student success in HE; Aims to impact upon success

by influencing 4 interconnecting aspects of teaching excellence;

Prioritises 6 themes as conduits for achieving student success;

Upholds 4 guiding principles for practice;

Promotes a regard for 6 operational commitments, reflective of the culture.

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What our individual frameworks do? Take a position on a particular theme Provide a concise high level overview of the theme Target multiple audiences They are informed by scholarship, evidence-based research and practiceEncourages dialogue and collaboration within and between institutions Encourage continuous quality enhancementAlign to the UKPSF.

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Employability – are we getting it right?

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What does it take to be successful?

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Are we speaking the same language?

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www.PollEv.com/mannerings

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Recent Jisc report on EmployabilityChatterton & Rebbeck (2015) 7 dimensional model:

1. Basic work readiness2. Professional skills and knowledge3. High level capabilities4. Key student attributes5. Authentic learning experiences6. Lifelong employability in a digital world7. Lifelong learning capabilities

P. Chatterton & G. Rebbeck (2015) Jisc Report: Technology for Employability, Study into the role of technology in developing student employability, Nov

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More than just a job!

‘EMPLOYMENT’ NOT ‘EMPLOYABILITY’

Perceptions and interpretationsEngagement (Staff, Students and Industry)Reaching ALL students and joining up the dots

Career Development Learning (for all students) Work - Related Learning (for all students)Measuring impact

Employability - challenges

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Career

Academic

Personal

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Work placements for every studentInternships in the UK and overseasEmbedded work related learningCareer Management – CV advice, interview preparation, writing cover lettersLive projects and briefsCommunity projectsIndustry consulted on course designGuest lectures and industry panelsAlumni networks and partnershipsEmployer / Industry Advisory Groups

Largely an ‘ad-hoc’ approach of disconnected activitiesIs provision consistent for all students?What is missing?Do you have a defined and co-ordinated approach to employability that is understood and supported by ALL staff and made explicit to ALL students?

Are we getting it right?

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A bank of metrics for employability Increase in Industry links/collaborations/activityNumber and percentage of students engaged in work-related learning (e.g. core metric)Percentage of students accessing careers support (e.g. core metric)Survey results i.e. student career confidence, satisfaction etc. Stakeholder feedback

Psychometric and EQ testsReflective journals, logs, portfoliosAlumni case studiesProfessional accreditationsExternal awards/recognitionsAwardsStudent retention

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Your top tips for Engagement?1. Create emotionally safe classrooms /

learning spaces (be inclusive)2. Develop digital literacies3. Give feedback on a regular basis4. Use questioning strategies that make all

students think and answer5. Develop games to play with the students –

(gamify your subject)

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Your top tips for Employability?1. Take an interest in what your students are

interested in2. Share your own career journey3. Consistently demonstrate professional practice4. Point out their own errors (behaviours/attitudes

etc)5. Make use of alumni 6. Involve guests from Industry7. Make assessment industry relevant

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@mannerings69

What are you top tips for embedding digital literacies into assessment?

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Jisc 5 key ways to support employability 1. Embedding and aligning technology for employability and its development

into policies, plans and processes 2. Professional development of staff in relation to employability and technology

for employability 3. Technology tools, resources, infrastructure and support for employability and

student-centred flexible curricula 4. Improving communication and collaborations to drive change in technology

for employability 5. Quality assuring and continuous improvement through employability data

monitoring, analytics and review Chatterton & Rebbeck (2015) pp63-64

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Critical reflective

practitioners

Digitally Compete

ntSocially and Professionally Adaptable

What is digital literacy?

Adapted from:Dr Tabetha Newman (2009)www.timmuslimited.co.uk

Course design philosophy?

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Jisc identifies 4 Key ChallengesInstitutions are on various points of the continuum towards student employability maturity Technology is under exploited for employability Insufficient engagement and partnership working with employers Variability in resources to support institutions in using technology for employability

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Own abilities?Fear?Embarrassment?Lack of understanding?Too complex?Staff capabilities?Institutional IT complexities?

What’s holding our students back?

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5 simple ways to develop students digital literacy

1. Build an understanding of Digital Literacy

2. Talk about Plagiarism – before it’s a problem

3. Help Students get the most from Internet searches

4. Discuss Digital Footprints5. Teach Students to Create Digital WorkSource: Atomic learning

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Questions to take awayAre you, your colleagues, your students, industry and other stakeholders speaking the same language in relation to employability?Have you got one university approach to employability that is shaped by individual programme areas and embedded with academic registry in existing university processes?Do you involve all stakeholders from the outset in planning your approach?Who leads this area and have you got the resources needed?Are all your staff engaged with and contributing too your approach to employability?Are you ready to make your case for excellence in relation to your approach to employability in the TEF?

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Thank you