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ANNEX A LEARNING AND TEACHING COMMITTEE ____________________________________________________________________________ Unconfirmed minutes of the 1st meeting of the HEFCW Learning and Teaching Committee held on 29 November 2005 at the HEFCW Offices, Linden Court, Llanishen, Cardiff Present: Members: Professor Philip Gummett (HEFCW Council Member/Chairman) Professor Colin Baker (University of Wales Bangor) Ms Jacqui Hare (University of Wales Institute, Cardiff) Professor Tony Hazell (Velindre Health Trust) Ms Amelia Lyons (University of Wales, Newport/Quality Working Group) Professor Robert Pearce (University of Wales, Lampeter/ Higher Education Wales) Dr Carl Peters (Universities Council for the Education of Teachers Cymru) Ms Alyson Twyman (Welsh Higher Education Careers Services) Professor Bob Williams (deputising for Dr David Halton, University of Glamorgan/ Higher Education Wales) Observers: Ms Jackie Brown (Welsh Assembly Government) Ms Nicola Channon (Quality Assurance Agency) Mr Julian Ellis (Quality Assurance Agency) Dr Rachel Jones (Sector Skills Development Agency) Dr Ioan Mathews (Welsh Medium Teaching Development Centre) Professor Paul Ramsden (Higher Education Academy) Ms Amanda Wilkinson (Higher Education Wales) Officers: Ms Karen Jones (Secretary) Ms Celia Hunt Mr Alun Williams Apologies: Ms Elaine Allinson (Estyn) Dr David Halton, (University of Glamorgan/ Higher Education Wales) Ms Marion Jebb (Education and Learning Wales) Mr David McParlin (UW Aberystwyth/Quality Working Group) 1 INTRODUCTORY REMARKS 1.1 The Chairman welcomed members to the first HEFCW Learning and Teaching Committee meeting. 2. TERMS OF REFERENCE, MEMBERSHIP AND TIMETABLE OF ACTION FOR THE LEARNING AND TEACHING COMMITTEE AND THE QUALITY ASSESSMENT COMMITTEE (LTC/01/01) 2.1 The paper asked members to consider and approve a proposed remit and terms of reference for the Council’s Learning and Teaching Committee (LTC) and Quality Assessment Committee (QAC). Resolved: That the proposed terms of reference/remit should be amended in light of comments expressed at the meeting, particularly in relation to membership, minutes 1 and reporting. Revised terms of reference would be considered for approval at the next LTC meeting, prior to being submitted to Council for ratification. 3 MECHANISMS EMPLOYED BY THE COUNCIL FOR SUPPORTING EXCELLENT TEACHING IN HIGHER EDUCATION (LTC/01/02) 3.1 This paper presented the work undertaken by the Council to date on three mechanisms employed for supporting excellent teaching from 2004/05 onwards, namely: (i) institutional learning and teaching (L&T) strategies, (ii) institutional human resource (HR) strategies and (iii) thematic and subject enhancement – undertaken via the Higher Education Academy (Academy). 3.2 The Chair thanked the Academy for its analysis of Welsh institutional L&T strategies, published in September 2005. Members welcomed the publication, but expressed disappointment that the links between activities related to employability and Personal Development Planning had not been made sufficiently explicit. It was noted that the Academy’s Senior Adviser for Wales would provide institutionally specific feedback and support via a series of institutional visits initiated in Autumn 2005. This work would be further enhanced by an event in Llandrindod Wells on 1 December 2005 aimed at taking the Academy’s role forward in Wales and identifying priority areas for Wales. The event would also explore the thematic outcomes of the HE Academy analysis namely: (i) quality management, (ii) curriculum development and innovation, (iii) recognition and rewards, and (iv) assessment. The Academy was encouraged to ensure that the good practice identified in Wales should be disseminated widely, both within Wales and beyond. Progress in relation to the development of HR strategies by the Office for Public Management (OPM) was also noted. Resolved: That (i) progress made by the Academy continue to be monitored by the LTC, particularly in relation to the support provided to institutions directly and indirectly through a programme of activities. (ii) thematic priorities for Wales should be considered in the widest sense, by the Academy, HE sector and HEFCW. Future priorities could include learning and teaching aspects of ‘fair admissions’. HEFCW and HEW officers agreed to meet to discuss this particular issue further. (iii) the Academy be encouraged to ensure that the good practice identified in Wales should be disseminated widely both within Wales and beyond. (iv) progress made by OPM on institutional HR strategies be noted. 4 HIGHER EDUCATION ACADEMY: PROGRESS REPORT (LTC/01/03) 4.1 Members received and considered a brief oral report from the Academy on progress made in relation to the HEFCW Grant Letter for 2005/06. It was noted that good progress had been made on a wide range of UK and Wales specific priorities. The commitment of the Academy to assist institutional engagement with the outcomes of the National Student Survey was particularly welcomed. Proposed assistance to HEFCW on the establishment of its e-learning strategy was also supported. A report on which will be considered at the next LTC meeting, including a risk assessment analysis of the impact of e-learning on the quality of the student learning experience. Recent developments between Academy subject centres and Welsh medium networks were also noted. 4.2 Members questioned the mechanisms for the views of Wales being fed into senior Academy operational and decision-making processes. Assurances were given that the views of the HE sector in Wales were submitted via: (a) two Academy Council members from Wales being HE sector representatives; (b) two Academy Board members, nominated jointly by the four UK funding bodies, in addition to HEFCW having observer status; (c) a series of formal and informal meetings between HEFCW and the Academy; (d) the Academy’s Senior Adviser for Wales. 2 Resolved: That progress made by the Higher Education Academy against the 2005/06 HEFCW Grant Letter be noted. 5 QUALITY ASSURANCE AGENCY: PROGRESS REPORT (LTC/01/04) 5.1 Members received a brief oral progress report on the work of the Quality Assurance Agency (QAA) in Wales since the start of the 2005/06 Academic Year. Progress made in relation to current Institutional Reviews (IRs) and joint Degree Awarding Powers (DAPs/IR) processes were noted. The role of the QAA in monitoring and utilising information presented from Welsh HEIs on the Teaching Quality Information (TQI) website, and the involvement of the QAA in European quality assurance/Bologna developments and frameworks was also clarified. The risks associated with a potential expansion of the QAA’s operation into the European market were identified as being an area to be carefully monitored. Resolved: That progress made by the QAA be noted. 6 QUALITY ASSURANCE AGENCY CONSULTATION ON THE REVISED INSTITUTIONAL AUDIT PROCESS FOR HIGHER EDUCATION IN ENGLAND (LTC/01/05) 6.1 The paper invited members to consider the QAA consultation document on the revised Institutional Audit Process for Higher Education in England and advise the Council on how the new English method might impact on the existing IR process for Wales. 6.2 The main areas of divergence from the IR process in Wales were noted as: (a) a change in outcome judgements from broad confidence to confidence, (b) an increased emphasis on quality enhancement, and (c), explicit reporting of the quality of the postgraduate research student experience. Additionally it was noted that two separate judgements would be made, one in relation to the soundness of management of academic standards, the second on the soundness of management of the quality of the learning opportunities available to students. 6.3 The following key points were raised: 6.3.1 That the shift in England away from preparing a Self Evaluation Document (SED) to submitting a briefing paper for the QAA audit process was disappointing, particularly as self evaluation is critical to the process being of benefit within institutions. 6.3.2 That clarity and comparability of judgements between Wales and England remained a key concern for the sector, employers and other stakeholders in Wales. Members wished to avoid a situation where Welsh HEIs might be disadvantaged particularly in terms of student recruitment over differences in QAA judgements. 6.3.3 That members would welcome the IR process for Wales being revised to increase emphasis upon quality enhancement and the need to explicitly monitor and report on the quality of the postgraduate student experience. Resolved That: (i) HEFCW/HEW and the QAA would meet to discuss amending the IR process to take account of the changes in the English model. (ii) HEFCW would consult with the sector before any changes were implemented. 7 MECHANISMS TO BE EMPLOYED FOR ENHANCING STUDENT PARTICIPATION IN QUALITY ASSURANCE ACROSS HE IN WALES (LTC/01/06) 7.1 This paper set out for ratification proposals for the Council to commission a study of the extent and effectiveness of existing student representation structures within higher 3 education institutions across Wales, with a view to the establishment of a national support structure, similar to the Sparqs model operating in Scotland. 7.2 Support was expressed by members for the Council to proceed with the study as proposed. It was also suggested that the study be widened to take account of similar experiences from other sectors, and encourage the active participation of all students throughout their learning experience, not just focusing upon
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