Annual Report 2012-13 2 About the HEA
The Higher Education Through accreditation, fellowships, awards and professional Academy (HEA) is the development, we help people in higher education to lead and teach national body for learning more effectively and enjoy satisfying teaching careers. Our consultancy and teaching. We work and change services help universities and colleges throughout the UK with universities and and internationally make strategic and practical changes to the way colleges to bring about they work at institution, faculty and teaching-team level. At national level, changes that improve we carry out cutting-edge research and influence higher education policy. teaching and students’ In all of this, we work in collaboration experience while in with individuals, institutions and national bodies towards one shared higher education. goal: to encourage and recognise excellent learning and teaching that gives students the best possible experience of higher education and the best chance for the future.
3 4 The Higher Education Academy - Annual Report 2012-13 Contents
6 Highlights and impact from 2012-13
8 Foreword by Professor Sir Robert Burgess, Chair of the Board
9 Foreword by Professor Stephanie Marshall, Chief Executive
11 Excellence in learning and teaching
18 Learning and teaching staff
21 Higher education providers
25 Disciplines
28 Students
32 Funding
36 Change
38 National policy making
42 Partnerships
45 Corporate and social responsibility
49 Governance
51 Summary of financial results for the year ending 31 July 2013
5 Highlights and impact
Here are some of our In 2012-13 we: highlights from 2012-13. • published the UK Professional • awarded almost £1.75 million in Standards Framework (UKPSF) funding to develop and share best They include work that impact report, with 84% of practice in learning and teaching. respondents reporting the UKPSF Funded projects included the our subscribers have told had led to changes to academic Mike Baker Doctoral Programme development, learning, teaching Awards, the Professor Sir us has had a significant or the student experience; Ron Cooke International Scholarship Awards, and Teaching and positive impact on the • reached the figure of over 43,300 Development Grants; individuals recognised against learning experience of their the UKPSF as HEA Fellows, • ran our firstSTEM Technician of an increase of almost 19% on the Year awards celebrating the students – which is, after the previous year. This means significant role technicians play over 20% of UK academic staff in improving the experience of all, what we’re all about. are now recognised against the students; UKPSF; • launched our Student Advisory • awarded our firstPrincipal Forum, which gives 20 students a Fellowships in Scotland, Wales voice in the HEA’s activities with and Northern Ireland, along and for students, and influences with further Principal Fellows how we work with students on in England. There are now 78 issues of strategic importance; Principal Fellows, who have achieved our highest level of • gained our first international Fellowship; subscriber: Australian National University; • were cited in the report to the European Commission on • held our most successful annual Improving the quality of teaching conference to date, with over and learning in Europe’s higher 500 delegates attending at the education institutions for our work University of Warwick to address on the UKPSF and the National the theme of partnerships; Teaching Fellowship Scheme;
6 The Higher Education Academy - Annual Report 2012-13 • ran over 550 generic and • secured the highest ever • published a review of the discipline-based conferences, level of participation in both National Teaching Fellowship events and seminars engaging the Postgraduate Research Scheme (NTFS) and began over 15,000 total delegates Experience Survey (PRES), the implementation of its from across the sector. with 122 institutions taking part, recommendations; Feedback collected from and the Postgraduate Taught these events showed an Experience Survey (PTES), with • coordinated the launch of the average of 92% satisfaction; 89 institutions taking part; Higher Education Achievement Report (HEAR) and developed a • launched our new platform for • published Professor Graham new HEAR website; hosting journals accompanied Gibbs’ new report Implications by the introduction of a new of ‘Dimensions of quality’ in a • launched a report, Going Mobile: system for reviewing, to further market environment, including Internationalisation, mobility and develop the reach and quality of a foreword from the Rt Hon the European Higher Education publications; David Willetts MP, Minister Area, with the British Council of State for Universities and which called on UK universities • held the Scottish learning and Science. The research was cited to commit to securing 20% teaching summit 2013 which in the 2013-14 grant letter from participation in mobility among provided a new forum for higher the Department of Business, all higher education students by education institution (HEI) leaders Innovation and Skills to the Higher 2020; and sector agencies to openly Education Funding Council for explore the rapidly changing England (HEFCE), and also in • welcomed 26 further education higher education (HE) landscape; a speech by the Minister for colleges as subscribers, including Universities and Science at the all six further education (FE) Higher Education Policy Institute colleges in Northern Ireland. We Spring Conference; now have 33 college-based higher education subscribers; • published Transition to higher degrees across the UK: An • supported 41 teams representing analysis of national, institutional 40 institutions to prepare, and individual differences implement and sustain which highlighted inequalities transformational change that in transition to postgraduate enhances learning and teaching degrees and paves the way for specific to their needs. future research;
7 Foreword by Professor Sir Robert Burgess
The profile of learning and teaching in higher education is higher now than I can ever recall. This is positive news, in particular for the academics who teach, and, of course, for students and the experience they receive in higher education.
I am proud of the fact that the At the cornerstone of the HEA’s The pages which follow highlight Higher Education Academy, support to the sector is the United many achievements which we rightly as the national champion for Kingdom Professional Standards celebrate. It is also appropriate to learning and teaching, has made Framework (UKPSF); and I am thank Professor Craig Mahoney for a fundamental impact on not just delighted that this Annual Report his leadership as Chief Executive elevating the profile and status points to the research which of the HEA during the period of learning and teaching, but, highlights the UKPSF as ‘influential covered by this report. Our work to critically, in the enhancement of across the sector in changing promote learning and teaching goes academics who teach our students. institutional practice’ and that on, and I am delighted to welcome This Annual Report provides 84% of respondents indicated Professor Stephanie Marshall as she ample evidence of the work that the framework had led to takes up her responsibilities to lead that is making this difference. changes to academic development, the HEA. I am sure she will be highly learning, teaching or the student successful in her endeavours to take experience within their institution. forward the development of learning This shows the importance of the and teaching in higher education. UKPSF, in harnessing the passion and commitment of teaching Indeed, as this is also my final staff, and why this model, which year of chairing the HEA I am is increasingly imitated abroad, is delighted to be able to report on so vital in career-long continuing its success and to be confident professional development of its potential for the future. and in the enhancement of learning and teaching.
8 The Higher Education Academy - Annual Report 2012-13 Foreword by Professor Stephanie Marshall
This has been a year of partnerships for the HEA. I was particularly inspired by the launch of our Student Advisory Forum, which is developing new ideas and a fresh perspective on our partnerships with students.
During 2012-13 we commissioned Throughout this year we have From our partnerships with a wide range of research projects significantly increased our influence grant recipients, to many other that have added significantly to the abroad, which has supported our HE sector organisations, I’m sure understanding of teaching theory work in developing and sharing you will find many examples and practice across in key areas international best practice. In of partnerships across a wide and supported policy making at the June 2013 the High Level Group range of key stakeholders in highest level. This research helped on the Modernisation of Higher our Annual Report, to inspire us gain knowledge of what works, Education published its report you in the coming year. and what doesn’t, and importantly to the European Commission on gave us the evidence we need, as Improving the quality of teaching and institutions, teams and individuals, to learning in Europe’s higher education succeed in our changing HE world. institutions. I was delighted to see the HEA cited for its work on the UK Professional Standards Framework, and the National Teaching Fellowship Scheme. They were also inspired by our ‘potential for networking and developing new pedagogical approaches’.
9 10 The Higher Education Academy - Annual Report 2012-13 Excellence in learning and teaching
High quality learning and teaching are at the heart of the student experience, and at the centre of all our work. We work closely with higher education providers and staff on a wide range of work that supports, inspires and recognises teaching.
Following last year’s launch of the Our flexible learning theme was We also held our firstNorthern revised UKPSF, this year we published strengthened during 2012-13 and Ireland learning and teaching the UK Professional Standards the year ended with a well-received summit, on the theme Engaging Framework (UKPSF) impact report. conference, in partnership with local students: enhancing retention We commissioned the research to SEEC, one of the principal credit- and success. The summit considered help us understand more about the transfer networks in the UK. We new and existing evidence on awareness and use of the UKPSF launched a major flexible learning the retention and success of local at institutional level, and about the publication at the event, Review students in higher education, and the impact that the framework has had of credit accumulation and transfer implications for policy, practice and on the attitudes and practices of policy and practice in UK higher further research. Recommendations teaching staff. The report found education. The publication reviewed emerging from the summit, including an “overwhelming majority of the current situation in relation a set of guiding principles, will respondents (84%) claimed that to credit transfer in the four UK be taken forward in 2013-14. the UKPSF had led to changes to nations within a European context, academic development, learning, and its findings will feed into our We built on our influential work teaching or the student experience ongoing ‘Flexible pedagogies: with the Paul Hamlyn Foundation within their institution”. During 2012- Preparing for the future’ project. this year by launching the What 13 plans were developed to address works? Retention and success the challenges raised by the report We held our firstlearning and change programme. Sixteen higher and a series of events and symposia, teaching summit in Wales: ‘Mapping education providers representing along with supporting marketing pathways through learning’. The all four UK nations, including a material, will be implemented event received positive feedback and further education and private to increase awareness of the was described by one delegate as “an provider, are already making changes UKPSF across HE communities. amazing event”. It stimulated fresh that will lead to an improved ideas and provided an opportunity student learning experience. for sector-wide thinking around flexible learning in Welsh HE. The ideas emerging from the summit will feed into ‘Global graduates: Enabling flexible learning’, the new Future Directions enhancement theme.
11 Dasha Zhurauskaya, Administrator, Research and Policy 12 The Higher Education Academy - Annual Report 2012-13 In Scotland our Curriculum for Oversubscribed, we developed leads provide expertise in learning Excellence Scholarship Scheme, online access not only to the and teaching in their subject in partnership with Education keynote presentations, but also to areas to meet the specific and Scotland, supported 22 academic a range of sessions across the two individual needs of their discipline practitioners to undertake secondary days covering all three conference communities. For example, our school visits and report on the strands: students; employers; and discipline lead for Dance, Drama impact on future HE delivery in their organisations as partners. Key and Music led a workshop on respective disciplines. The work will highlights for many delegates were the theme of assessment in the help staff from schools, universities the student presenters from both performance arts at Rose Bruford and colleges to better help students’ UK and international institutions, and College which was praised for transition to higher education. the keynote speakers, Sir Michael being “thought provoking”. Barber, Chief Education Adviser In November 2012 Dr Mark at Pearson, and Professor Steven In partnership with the Council of Brandon, Senior Lecturer in Schwartz, Executive Director of the Deans of Health (CoDH), our Health Environmental Science at The Australian Council for Humanities, and Social Care team of discipline Open University, was named Arts and Social Sciences. leads worked to encourage the Most Innovative Teacher of identification, dissemination and the Year at the Times Higher During 2012-13 we ran a series of adoption of innovative practice in Education Awards, an award we activities through the Changing the healthcare teaching and learning. sponsored. Mark’s award Learning Landscape programme to The project established a network recognised his achievements as support HE providers in adopting for sharing best practice and Principal Scientific Adviser to effective and innovative approaches supporting new ideas, and collected the Frozen Planet BBC TV series, to the use of learning technologies to over 120 case studies of excellence in writing a complementary enhance both the staff and student in innovation. Through a series of undergraduate course of the experience of learning and teaching. workshops these case studies will same name, and for his extensive The programme is a partnership, led be shared with the HE community outreach activities. The Frozen by the Leadership Foundation for over the next academic year. Planet is a short course and the Higher Education (LFHE), involving first chapter is available free the HEA, Jisc, National Union of A key highlight this year for our online. It is the most popular Open Students (NUS) and the Association team of STEM disciplines (science, University study unit of all time. for Learning Technology (ALT). technology, engineering and mathematics) was the Technician Our annual conference in July In the responses to the HEA’s of the Year award, given to 2013 was our most successful to sector survey in October 2012, six technicians nominated for date, with over 500 delegates professional and disciplinary bodies their excellent contribution attending over the two days at the were very positive about interaction to the learning experience of University of Warwick to discuss with discipline leads where the students at their university. the theme Powerful partnerships: relationship was described by one Defining the learning experience. as “most professional, supportive and collegiate”. Our discipline 13 National Teaching Fellowship Scheme
Our commitment to recognising teaching excellence is highlighted this year in our review of the National Teaching Fellowship Scheme and the awarding of 55 National Teaching Fellows.
In December 2012 we published the review of the National Teaching Fellowship Scheme (NTFS) which examined the impact of the scheme and helped us to further develop its benefit to the sector. Work began immediately on implementing the review’s five recommendations, which had a significant impact on this year’s scheme.
For example, increased promotion of the NTFS to college- based higher education communities led to a 200% increase in nominations from this sector compared to 2012, and online reviewer training and additional guidance increased the sector’s confidence in reviewer selection and support. Further changes to address the recommendations will take place during 2013-14.
14 National Teaching Fellowship Scheme
National Teaching Fellows 2013
This year 55 awards of £10,000 were made to individuals from institutions across England, Northern Ireland and Wales to support their professional development in learning and teaching. This year’s cohort represents a wide range of disciplines and all mission groups.
Emily Allbon City University London Dr Tess Maginess Queen’s University Belfast Dr Chris Beaumont Edge Hill University Dr Juliet Millican University of Brighton Adam Benjamin Plymouth University Dr Nicholas Monk University of Warwick Lyn Bibbings Oxford Brookes University Alex Moseley University of Leicester Professor Paul Blackmore King’s College London Professor Rachel Mulvey University of East London Dr Helen Boulton Nottingham Trent University François Nel University of Central Lancashire Professor Hilary Burgess University of Leicester Mary Oliver University of Salford Jane Carter University of the West of England Dr Marina Orsini-Jones Coventry University Dr Anne Crook University of Reading David Parkes Staffordshire University Dr Helen Day University of Central Lancashire Darren Raven University of the Arts London Dr Peter Draper University of Hull Professor David Roberts Birmingham City University Dr Jarmila Glassey Newcastle University Professor Sue Robson Newcastle University Dr Anne Goodenough University of Gloucestershire Pratap Rughani University of the Arts London Dr Jacquelyn Haigh University of Bradford Dr Momodou Sallah De Montfort University Julie Hall University of Roehampton Dr Fay Short Bangor University Dr Ruth Helyer Teesside University Professor David Smith University of York Professor Stephen Hill University of Gloucestershire Dr Sarah Speight University of Nottingham Dr Sherria Hoskins University of Portsmouth Dr Maddalena Taras University of Sunderland Dr Andrea Jackson University of Leeds Dr Wendy Thorley University of Sunderland Louise Jackson Trinity Laban Conservatoire of Music and Dance Dr John Unsworth Northumbria University Professor Sue Jackson Birkbeck, University of London Dr Rupert Ward University of Huddersfield Professor Joy Jarvis University of Hertfordshire Dr Nicola Whitton Manchester Metropolitan University Professor Phillip Keeley University of Manchester Dr Rachel Wicaksono York St John University Dr Judit Kormos Lancaster University Dr Christopher Wiley City University London Dr Simon Lancaster University of East Anglia Professor Neil Witt Plymouth University Dr Mark Langan Manchester Metropolitan University Professor Mark Woolford King’s College London Dr Simon Lightfoot University of Leeds Jonathan Worth Coventry University Dr Joanne Lymn University of Nottingham
15 Dr Rosa Spencer “I look after the National Teaching I enjoy working with the NTFs as Academic Development Officer Fellowship Scheme, the NTFS it’s so rewarding to find out what for Awards and Recognition, HEA projects and the Student-Led people have been doing in the Teaching Awards (SLTAs), as well sector and see how these awards as working with our National have made an impact on them. Teaching Fellows (NTFs). It’s fantastic how it doesn’t just benefit them individually, but also My role keeps me very busy and I impacts on their students and get to do a lot of different things. A institutions, and even the HE sector. highlight this year was the review of the NTFS which was really I love the fact that I’m a small piece interesting, and we got a lot of of the HE puzzle and that my role positive feedback. I’m also updating influences the sector and helps to the reward and recognition website enhance learning and teaching.”r at the moment, which is exciting.
16 The Higher Education Academy - Annual Report 2012-13 “The NTF award has encouraged me hugely. I am thinking farther and wider than before – there is nothing stopping collaborations across subjects, institutions, and even across the pond!... The award has invigorated my career and everything I do with my job has become more fun.”
Laura Ritchie, NTF, 2012
17 Learning and teaching staff
We lead, support and inform the professional development and recognition of staff in higher education. Through reports, research, events and networking opportunities we ensure that individuals have access to professional recognition, advice and guidance. Our work to enhance the status of teaching and support new academic staff continued to be a priority this year.
We accredit initial and continuing Over 6,700 individuals have We champion excellent learning professional development (CPD) achieved professional recognition and teaching in HE and award our schemes delivered by higher through the HEA this year, becoming highest Fellowship status, Principal education providers, including Associate Fellows, Fellows or Fellow, to those who demonstrate private providers and HE delivered Senior Fellows. This is significantly a sustained and effective record of in FE colleges, which confirms more than expected and early impact at strategic level, as well as that institutional CPD provision is indications show this is a trend a wider commitment to academic aligned with the UKPSF. This year that is set to continue into 2013-14. practice and strategic leadership in a new accreditation process has During this year the University of teaching and enhancing the student been successfully introduced and Huddersfield and Liverpool College learning experience. Since awarding associated paperwork and guidance of Performing Arts each gained our first Principal Fellows in 20l1, documents were developed. Fellowships for 100% of their staff 78 individuals, many of whom are A pool of accreditors has been in substantive teaching roles. members of the executive teams of trained, and both accreditors and their institutions, have achieved this institutions have reported vast outstanding status, representing all improvement on previous years. four nations of the UK. This includes the University of Salford’s Professor Martin Hall, the first Vice-Chancellor to become a Principal Fellow.
18 The Higher Education Academy - Annual Report 2012-13 York St John University has set a target of achieving 100% HEA Fellowship for its academic staff by 2015.
In September 2012 the number of academic staff with Fellowship status was 39%, rising to 60% by the end of the academic year. A number of technical staff are also working towards Associate Fellowship and the Dean of the Faculty of Arts, Fiona Thompson, has committed to supporting all her technicians to become Associate Fellows as a professional recognition of the work they do.
Fiona said all the academic staff who have been through the Fellowship process have been very positive about it and are now championing the idea to colleagues as a way of engaging and reflecting on practice.
“We encourage everybody to be a reflective practitioner, but sometimes with all the chaos of the day to day, it’s actually just getting through,” she said. “To actually have the time to think about ways of looking back at something and think what can I learn from that... it’s a great opportunity.”
19 In the case of Social Work and Social Policy, the discipline lead sent a follow-up questionnaire three months after a New to teaching workshop and then held a focus group for volunteers who had attended the workshop in order to explore the areas they highlighted in more depth. 80% of delegates who responded to review questions said they would change their teaching practice as a consequence of attending this event.
Our STEM team commissioned an evaluation survey about its We work with people across the discipline leads’ departmental sector to help us meet the needs visits to understand how they of higher education teachers at all could better meet the needs of stages of their career. This year lecturers and teaching support we launched a New to teaching staff in their disciplines. The survey toolkit which provides online showed that the discipline leads materials giving helpful advice for are successfully connecting to the early-career teachers, including a academic community in a responsive subject database and video clips. way. They are going beyond a basic The clips were produced by our remit of ensuring awareness and discipline leads, academic associates, they have encouraged applications academic staff and students, and for funding, have established strong reflect on their experiences of personal relationships and their teaching and being taught. They also work is very much appreciated provide insights into how others by the departments they visit. have tackled the challenges and opportunities of teaching and the benefits of engaging with peers in and across the disciplines.
20 The Higher Education Academy - Annual Report 2012-13 Higher education providers
We liaise directly with higher education providers across the UK to ensure we develop and provide programmes of support based on institutional needs. We encourage debate among HEIs so that we can collaborate with them in shared academic research to support and enhance the learning experience of all students.
Our survey work aims to help higher Our flagship surveys event is the Our partnership managers education providers use information annual Surveys for Enhancement carried out over 300 partnership collected through surveys to inform Conference which this year took engagements during 2012-13 to help enhancements to the student place in Manchester in May. The us provide an even more client- learning experience. This year we event attracted over 150 delegates, focused service to our subscribers. supported the use of the National its biggest audience to date, and This has resulted in stronger Student Survey (NSS) through focused on the theme of satisfaction, relationships with subscribers than the production of a major report, engagement and enhancement – in previous years and has supported Making it count: Reflecting on the designing and using student surveys, our work to ensure HE providers National Student Survey in the process and shared international learning can make the best use of the benefits of enhancement, bringing together from Ireland and Portugal. Feedback of their subscriptions and increased good practice from members of our from the event was very positive, engagement with our services. NSS Institutional Working Group. with 88% of delegates intending We also established a new project to change their practice as a result piloting the use of engagement of the event. Highlights included survey questions in UK institutions, hearing tangible examples of what which may help to inform future NSS people have done to make better developments. use of their survey results, and taking lessons away.
21 Northern Ireland’s first HE and individual levels. These included project funding through an associated strategy, Graduating to Success, videos with experts in inclusion scheme to trial and investigate was published in 2012. We are seen in the classroom and a resources learning technologies within their as a key partner within the strategy, directory to put people in touch with own teaching practice. A total of 55 supporting the sector in providing colleagues across the HE and college small projects were funded which the best possible learning experience sectors who can provide guidance on will be completed in Summer 2014. through enhancing teaching quality. building equality and diversity into the In response to the strategy launch design and delivery of the curriculum. We are increasingly integrating our we held a Teacher Excellence college-based higher education event in January 2013, highlighting Online learning has had a significant (CBHE) work into our mainstream accreditation, recognition, student- impact on the HE sector through work, for example through joint led teaching awards and the National two main national programmes workshops with the UKPSF team Teaching Fellowship Scheme. in which we have been partners. or discipline leads. We now have 33 Delegate feedback described UK Open Educational Resources further education college subscribers, this event as “informative and (UKOER) completed its third of which 26 were recruited this year. interesting” and revealed that 85% phase in November 2012. The In April 2012, 26 senior colleagues of respondents intended to change work, which we carried out with from colleges and partner institutions their practice as a result of the event. Jisc, was funded by HEFCE and attended our first CBHE summit, focused on embedding and sustaining at Aston University. We also We completed the Embedding OER-related change. Our second ran six well-received workshops equality and diversity in the programme of work related to for CBHE staff with over 100 curriculum work in Scotland, a online learning during 2012-13 was delegates from 46 colleges, three three-year programme of work Changing the Learning Landscape universities and other institutions. in partnership with the College (CLL), which involved delivery of Development Network and the consultancy on strategic institutional We use a state-of-the-art Customer Equality Practitioners’ Network. initiatives as well as 12 face-to-face Relationship Management (CRM) It was funded by the Scottish workshops and four webinars system to track our relationship, and Funding Council to support the attracting over 1,100 delegates. interaction, with all our subscribers. delivery of their equality and The delegates experienced how The database is also directly diversity framework for 2010-13. innovative approaches to learning connected to the My Academy The programme developed a wide technologies can enhance both website, enabling everybody to variety of activities and resources the student and staff experience see and update their own data. for those involved in learning and of learning and teaching, and were teaching at institutional, departmental invited to bid for small amounts of
22 The Higher Education Academy - Annual Report 2012-13 Leon Wear “As a systems engineer I help We’re always looking for ways Technical Analyst, HEA to keep the HEA’s computer to work ‘smarter’ and more systems purring along! I maintain efficiently and this year I’ve been and upgrade our core IT systems looking for ways in which we can and the underlying infrastructure. make operational savings, such I love technology and it’s a great as through server consolidation challenge and source of satisfaction or examining mobile broadband to keep my skills up to date, as usage. I’m also looking to upgrade technologies and requirements our broadband and I’m really are constantly changing. looking forward to the benefits this will bring to all the HEA staff.”
23 Doug Pearce, International Development Officer 24 The Higher Education Academy - Annual Report 2012-13 Disciplines
We work across the disciplines to provide subject-specific support for enhancing the student learning experience. We support lecturers, subject departments and discipline communities through a range of services including subject- specific information and resources, events and departmental workshops, as well as project funding and support for special interest groups. Each of our discipline leads, an expert in their field, is based within a ‘cluster’ of subjects: Arts and Humanities; Health and Social Care; Social Sciences; and STEM.
Among the publications to support have influenced art, literature In December 2012 our Health and learning and teaching in Arts and and language throughout history. Social Care Cluster launched a Humanities disciplines are: BME Participants discussed the cultural ‘lived experience’ network relating student experiences at Central School of and linguistic challenges that emerge to Patient and Public Involvement Dance and Drama; Mapping technical from the international classroom. (PPI). The network brought theatre arts training; and Languages together students, academics and entrepreneurship: A guide for The first HEA conference about and patients to share their ‘lived students, which highlights the unique learning and teaching in History experiences’ to enhance health entrepreneurial opportunities for was held in September 2012. Held practitioners’ education leading students with foreign-language skills. in partnership with the Institute of to improved patient experience. Colleagues across the Arts and Historical Research, the conference The network has been positively Humanities cluster also led an attracted international and UK received and is developing an alliance interdisciplinary initiative event, delegates and speakers, and included between practitioners, patients Teaching the Transatlantic, keynote speeches on public history and their carers, and students. which explored approaches to education in the USA, improving teaching, learning and research the student experience in higher spanning both sides of the Atlantic, education, and insights into debates and how transatlantic cultures about schools, policy and transition.
25 Vida Douglas “My specialist area is social work Every day really does bring Discipline Lead, Social Work and social policy, where I look something new, but the most and Social Policy, HEA at ways to enhance learning and important thing for me is that I know teaching, as well as highlighting good what I’m doing is making a difference practice. This is really important to the curriculum, in the way that in social work, which has been it’s delivered and the experience viewed in a negative light recently. that the students ultimately have, which is very satisfying.” I’m the personal link between the HEA and the universities and I really enjoy getting to meet new people, share my expertise and learn from others. I also research and develop creative approaches to support staff in managing emerging issues in my discipline.
26 The Higher Education Academy - Annual Report 2012-13 To address issues highlighted at The STEM strategic project - Skills in their chosen fields. The project its summit on teaching research in Mathematics and Statistics in the involved 55 employer mentors and methods, the Social Sciences cluster disciplines and tackling transition 70 students and helped students commissioned 11 projects, each focuses on the impact of student link the theory of their university addressing one of five themes around expectations and experiences of course with real workplace practice. teaching research methods. Themes learning quantitative skills embedded Mentors gained the opportunity included assessment for learning in within STEM and a number of other to reflect on their own work research methods, and developing disciplines. A series of related events and gain CPD in mentoring. It STEM skills in qualitative research was held in conjunction with the is intended that this scheme be methods teaching and learning. British Academy. The project has rolled out to other regions. Projects ran in three of the four UK reported success in involving key nations and two projects focused groups including examination boards Each of our four clusters held on college-based HE and engaged and professional organisations. high-profile annual conferences college partners of the universities. which debated key themes in A range of outputs, including videos, The STEM cluster also commissioned their specific areas. The Arts and wikis and reports, to support HE and produced 42 new publications Humanities conference explored staff will be available in Autumn 2013. and resources across its eight narratives of learning and teaching; discipline areas to help staff Health and Social Care addressed In January 2013 the Social Sciences across STEM to improve the innovation in learning and teaching; cluster brought together experts in student learning experience. For the Social Sciences conference the field of initial teacher education example, in Geography, Earth and focused on teaching research (ITE) to discuss strategies for Environmental Sciences (GEES), methods; and the STEM conference supporting research-informed a new report has been published discussed the theme of where teacher education within a reviewing issues, solutions and best practice and pedagogy meet. changing policy environment. The practice in delivering fieldwork- summit was attended by colleagues based learning and teaching We have continued to use our from almost 40 higher education within the GEES disciplines. network of academic associates providers, schools and organisations to support our work. This network involved in teacher education. The In February 2013, STEM launched a increases our expertise and our invited delegates heard from keynote pilot work-based mentoring scheme capacity to deliver a wide range speakers and presenters who shared in partnership with the Construction of services to the HE sector their expertise and led discussions Industry Council (CIC) and the and to undertake research, on key issues relating to this most Construction Industry Training Board organise events, assist with timely of themes for the social (CITB), The Learner Voice. The recognition and accreditation and sciences. A two-part publication project matched second-year Built deliver change programmes. and emerging evidence shows that Environment undergraduates from our resources are being used by all a consortium of universities with providers of ITE, highlighting the construction industry professionals quality and impact of our work. who had successfully built careers
27 Students
We believe students should be active partners in their own learning experience, so we promote the value of student engagement and help share effective practice across the HE sector. We work with HE providers to ensure that all students, whatever their background, can benefit from inclusive teaching practices.
Developing partnerships with and (sparqs) and the social network to PRES, and 89 HE providers among students is a principle that Researching, Advising and Inspiring and 58,679 students responding underpins work across the HEA. Our Student Engagement (RAISE), to to PTES. PRES was significantly Students as Partners team, created support HE providers in enhancing redeveloped in advance of PRES this year, has brought coherence and their student engagement projects. 2013 to ensure it continues to meet focus to this area, and built on our the needs of institutions. PTES is now substantial previous work and funded Students as Partners was a key undergoing a similar redevelopment research in student engagement. theme of our annual conference in advance of PTES 2014. A highlight has been the launch this year, which showcased and our new Student Advisory Forum celebrated a wide range of student One example this year of how which gives 20 students a voice in partnership work across the previous PRES findings have impacted the HEA’s activities with and for sector and enabled networking on students is at the University of students. The Forum meets three among students, teachers, Glasgow, where they have invested times a year and is influencing how researchers and senior managers. in a dedicated postgraduate space, we work with students, in areas Many conference sessions were the Gilchrist Postgraduate Club. Since such as teaching, the curriculum, led by student presenters. the club opened in October 2012, and assessment and feedback. it has hosted a range of academic In 2013 we ran both the and social events, led by students, We have also developed and led Postgraduate Research Experience the Student Representative Council a number of events and projects, Survey (PRES) and the Postgraduate and the University. Events include in partnerships with other sector Taught Experience Survey (PTES). the ‘Presenting with impact’ series, bodies including NUS, Quality Both gained the largest response an interdisciplinary postgraduate Assurance Agency for Higher from students since the surveys festival and postgraduate Education (QAA), Student began, with 122 HE providers dissertation creation classes. Participation in Quality Scotland and 48,401 students responding
28 The Higher Education Academy - Annual Report 2012-13 “Being part of the Student Advisory Forum (SAF) has been a valuable and life-changing experience. It has been wonderful to meet so many different students from all parts of the UK, each at different stages of their studies – the wide range of the group has resulted in many stimulating debates that have challenged my own views. I have also had many opportunities to develop my own skills as a forum member, being involved with the HEA’s annual conference on the closing plenary panel, and participating in The Guardian round table on postgraduate study. It is a privilege to see first- hand the work of the HEA and to collectively contribute to this as part of the SAF. I have been impressed by the student-centred philosophy that the HEA adheres to, an approach which has filtered all the way through to my thoroughly enjoyable experience with the SAF.”
Catherine Robb, Continental Philosophy MA student, University of Essex
29 This year I led a major redevelopment of PRES, working with colleagues across the sector to bring the survey right up to date – reflecting recent initiatives such as the Researcher Development Framework – and to ensure that it meets the needs of both students and institutions. It was great to see such a significant increase in response, giving the sector the most comprehensive picture ever of the experiences of postgraduate researchers.
We also share learning about Dr Paul Bennett “I lead our work on student surveys using the results from PRES, PTES Head of Surveys, HEA which includes delivering the and the NSS and, as with all our Postgraduate Research Experience survey work, the most rewarding Survey and the Postgraduate aspect for me is seeing the student Taught Experience Survey. My voice make a positive difference team also supports the sector to learning and teaching.” analyse and use the National Student Survey for enhancement.
30 The Higher Education Academy - Annual Report 2012-13 Our work on the student-led The Making it count report An example of how our work teaching awards (SLTAs) with by Dr Alex Buckley was published enhances students’ employability NUS continued, building on the in November 2012. This report, skills is provided by the University previous years’ successes. Outcomes based on the experiences of Centre Blackburn College. It received include: an increased number of our working group on the NSS, from us a departmental Teaching institutions running SLTAs; evidence provides suggestions for and Development Grant to fund an of students’ perceptions of excellent reflections on the role that the alternative learning environment teaching are being embedded within NSS can play in the enhancement which fostered independence and institutions; and case study material of learning and teaching. supported students in doing things has been produced to demonstrate differently in order to stand out in the embedding of SLTAs in practice and We have also published guides and job market. Twenty-six Criminology the sustainability of the initiative reports this year aimed directly at and Law students were engaged in within institutions following the students to support them in their the project which enabled them to HEA’s investment. Thirteen small learning, for example the report forge links with organisations such and specialist students’ unions Languages and entrepreneurship. It as Blackburn Rovers Community were supported in establishing includes information on the value Trust, Child Action North West, their own SLTAs. In addition, 11 of language and intercultural skills, Lancashire Probation Trust, Sports institutions built on existing SLTAs and case studies offer advice and To Radically Encourage Everyone To to put in place initiatives to enhance guidance for budding entrepreneurs Succeed (STREETS), and Blackburn academic practice. This year, the on where to find start-up Food Bank. These links provide a national profile of the project has support. Contributors include firm foundation for future years. been raised across the UK but The Apprentice 2012 finalist Nick particularly in Northern Ireland. Holzherr. Tom Adams, Chairman and former CEO of language training company Rosetta Stone, also offers insights into working and growing a business internationally.
31 Funding
As well as commissioning research, we fund higher education providers and individuals to carry out research and projects that encourage or share excellence in learning and teaching.
During 2012-13 we invested An example is a team at Birmingham We have also helped Southampton over £1,140,000 in 99 Teaching City University, which received Solent University to fund projects Development Grants (TDGs), for a £25,000 departmental TDG through TDGs over the last projects that bring innovation to to develop essential knowledge few years. One individual TDG learning and teaching in priority areas and skills in healthcare students of £7,000 was awarded to a such as assessment and feedback via mobile technology. The team, project led by Ruth McClellan, and flexible learning. Across the including students, designed a mobile Senior Lecturer in Marketing. It three TDG strands, grants were toolkit that is helping students to gain looked at what employers want awarded to 84 individuals, seven and consolidate knowledge and apply from marketing students and departments and eight collaborations it in practice. It is being piloted by built networks and connections across departments or institutions. operating department practitioners between students and employers. and nursing students, and will then be used by all healthcare students Through the Professor Sir Ron across the University. One student Cooke International Scholarship said: “Taking part in the project scheme, we funded five international has really enhanced my student scholars, amounting to £86,000 experience. It’s been good to feel of funding. The recipients of like I’ve got involved in things at the 2013 scheme will undertake the University and to be working focused investigations outside the alongside people that have been UK and deliver specific outcomes teaching me. Using all this technology for dissemination within the UK that’s out there but combining it at the end of the scholarships. with education is the way forward.” The scholarships include: teaching Psychology inclusively as a means of enhancing minority student retention and success; work-based learning in primary schools; and assessment and feedback in creative subjects.
32 The Higher Education Academy - Annual Report 2012-13 The 2012 international scholars had Since her research in South Africa, We provided funding of over some life-changing experiences Gina Wisker, Professor of Higher £68,000 for eight strategic and received invitations from across Education and Contemporary development grants which aim the globe to be keynote speakers, Literature at the University of to improve Black and minority editors of journals and hosts of Brighton, has used her experience ethnic (BME) student retention educational courses. Dr Peter to feed into changes to Brighton’s and attainment at UK universities. Willmot, lecturer in Engineering learning and teaching strategy. Each project was funded up to a at Loughborough University, was maximum of £10,000 towards the considering retirement but since This year we made seven awards direct cost of implementation. The his scholarship has gained further totalling £386,000 through the projects ran for 12 months from enthusiasm for the importance of Mike Baker Doctoral Programme. September 2012 and evaluation exploring pedagogic development Subjects include: evaluating the will continue for an additional three in engineering. Professor Karla impact of student-staff co-created years to enable impact on degree Pollmann, Professor of Classics curricula in higher education; attainment to be examined. at St Andrews University, said: “I retention and success in higher consider the International Scholarship education; and maximising Scheme to be a revolutionary employability through fieldwork. programme which allows a maximum Students will be recruited and of scholarly initiative while at the begin their PhD research in 2013- same time having a great potential 14. Many of last year’s doctoral for innovation and enrichment.” students have gone on to present at our conferences, including Kate Thomas, who chaired a session at the Health and Social Care cluster conference, and Alison Kay, who presented to the STEM conference on the use of an online tool, PeerWise, to engage students.
33 Funding case study
Dr Sara Upstone, Principal Lecturer in English Literature at the University of Kingston, received a £2,250 grant for her ‘Writing beyond race’ project to improve BME student retention and attainment among English Literature students.
Sara had noticed that BME students Sara has now introduced more responded in particular ways to BME texts in the first semester different modules being taught on and mid-semester on one of the the English Literature degree and degree modules. One module has enjoyed texts that were written by been left unchanged as a control BME authors or about BME issues. to compare student responses However, such texts only came to the curriculum changes. in the final year of the degree, so Sara looked into whether bringing forward the modules focusing on BME texts would have any impact on the retention and attainment of the students. The project is being coordinated by three BME students who are working with Sara to help redesign the curriculum.
34 The Higher Education Academy - Annual Report 2012-13 “It’s been great having the HEA talking to us about the best way to evaluate the data and helping us to think through the challenges we were having with the focus group. The HEA meetings have also been great because working with the other groups and hearing what they’re doing has been a real source of support.” Dr Sara Upstone, Principal Lecturer in English Literature, University of Kingston
35 Change
We offer a range of During 2012-13, the Change Services on the impact of their project and team completed four change the support they received from services designed to help programmes and launched a further our Health and Social Care team. four, working with a total of 84 They said: “We got people assigned institutions, faculties and/ teams, comprising 477 individuals and to work with us on the Change representing 52 institutions across Programme. They were absolutely or departments prepare the UK. Feedback from these change amazing in terms of being critical and programmes shows a high level of supportive friends and being very for, implement and sustain both satisfaction (an average of 89% reflective... They were constantly in of participants were satisfied or very touch with new ideas... they kept us transformational change satisfied with their experience) and focused on what we were trying to impact (78% intended to change do. Those people we worked with that enhances the student their practice as a result of their were probably the most valuable participation). The four programmes part of the Change Programme.” learning experience. launched in 2012-13 were: In December 2012 the Change • recognising teaching excellence; Services team conducted a survey of Working in partnership with the past change programme participants Leadership Foundation, the Change • retention and success; to gather evidence of longitudinal Services team developed and impact. Of the 74 respondents, successfully delivered the Leading • Evidence-informed Quality 89% found their experience of a transformation in learning and Improvement Programme (EQUIP); change programme valuable or teaching modular programme. The invaluable, 88% would recommend programme, which takes place over • Green Academy. participating in an HEA change three months, has been developed programme to a colleague and 74% for leaders of large teaching We also launched a pilot scheme on would consider participating again modules going through significant transforming assessment and delivered in the future. Just one example of transformation. The first cohort eight internal change programmes the 170 comments which express consisted of 12 individuals from six as consultancy, seven in the UK and the impact a change programme institutions and the programme’s one at York University, Toronto. had comes from Professor Patrick first module in June 2013 received a Bailey, Dean of Faculty of Natural 100% satisfaction rating, and 91% of The Robert Gordon University Sciences, Keele University. He said: participants intended to change their took part in our Responding to “We have seen a step change in our practice as a result. The second cohort the National Student Survey in commitment and activities relating will commence in November 2013. the disciplines change programme to sustainability in the curriculum.” last year. This year they reported
36 The Higher Education Academy - Annual Report 2012-13 Andy Jackson, Head of Business Development 37 National policy making
As the national body with The HEA’s report on patterns of In March 2013 we co-organised a responsibility for promoting the transition to postgraduate degrees conference, Making Connections, enhancement of learning and in the UK, Transition to higher with UKCISA, to disseminate teaching in HE, we seek to lead and degrees across the UK: An analysis of the findings from the co-funded influence debate on learning and national, institutional and individual Connections pilot projects, as well as teaching policy and practice in the differences by Paul Wakeling and the initial findings from the synthesis sector across the UK. We do this Gillian Hampden Thompson, was of evidence from HEA-funded by providing a high-quality evidence the subject of a Guardian round activity. We co-organised four base for learning, teaching and table discussion in April 2012. The workshops with the British Council assessment; by commissioning and report provides, in some cases, on the topic of European higher disseminating cutting-edge research; startling evidence of gender and education reforms: Opportunities and by initiating timely and topical ethnic imbalance in students already and implications for the UK, policy debates and responses. accessing postgraduate taught and which were facilitated by Bologna We share the discussion and the research degrees with women and experts. We also ran two workshops outcomes through our Pro-Vice- certain ethic groups significantly following on from the publication of Chancellor network, at events, under-represented. The report the Going mobile report (November online and through public reports. was cited extensively in HEFCE’s 2012) written by our academic Postgraduate education in England and associate, Simon Sweeney. Simon This year we worked with Northern Ireland: Overview report 2013. also facilitated the workshops. assessment experts to produce a key publication, A marked improvement: Developing strategic external We gained our first international Transforming assessment in higher partnerships is integral to our subscriber during 2012-13 education, and also ran a Guardian mission. Collaboration with the (Australian National University) Higher Education Network online new National Centre for University with a further two confirmed to live session on the use of authentic and Business (NCUB) has been become subscribers during 2013- assessment. We continue to work particularly successful and informed 14 (the International University of with the group of experts and eight a major placement research project Malaya Wales and the University institutions who are participating which NCUB has funded. We have of Tasmania). The main areas of in the ‘Transforming assessment’ also created effective links with the international engagement have pilot scheme which began in March Department for Business, Innovation been Australia, the Middle East 2013 and will run to Summer 2014. & Skills (BIS) through this project and South East Asia. We have and through our academic lead for worked with the British Council and employability’s role as a member the Ministry in Oman to provide of the BIS Enterprise Experts workshops for senior higher groups. We sponsored the Bright education officials to consider the Futures and ASET conferences development of a professional in 2013, which underlines our standards framework for Oman. leading role in employability.
38 The Higher Education Academy - Annual Report 2012-13 The overall theme for the Research The Future Directions Quality the impact of HE reforms across and Policy seminar/webinar series enhancement programme has the UK on the student learning was the impact of the shifting HE continued to make a positive impact experience. Two of the round tables landscape on learning and teaching. on the Welsh HE sector. This focused on discipline-specific themes We held five events, in which includes running successful events within Arts and Humanities and a number of subjects, including in areas of strategic relevance such STEM. The third, which took place at academic integrity and research as ‘Future Directions for part-time the HEA annual conference, engaged ethics, were discussed. As well as by higher education in Wales’ (April participants in a broad discussion delegates in the UK, the webinars 2013) with the Open University in around learning and teaching in were attended by academics Wales and NUS in Wales and Future the changing HE landscape. around the world, including from Directions for Skills and Employability Asia, Australia, Denmark and the (May 2013), with the Quality We published our firstposition US, with Professor Roger Brown’s Assurance Agency and the Higher statement in November 2012 on session on the impact of the shifting Education Funding Council for ‘public information for postgraduate UK HE landscape on learning and Wales. Feedback revealed that 87% taught programmes’ (PGT). This teaching viewed by over 300 people. of respondents intended to change followed a round table held in their practice as a result of this event. May 2012 on proposals for a The Education for Sustainable national survey of PGT students. Development (ESD) team’s policy We have continued to support the Further position statements engagement work has led to Scottish sector through development are planned for 2013-14. substantial engagement with national of the HEAR, continued leadership and international policy development of the Scottish Higher Education During 2012-13 we responded this year. This included: the HEFCE Employability Forum (SHEEF), regularly to sector consultations. Sustainable Development Strategy; and through contributing our These included evidence for the the Welsh Government Sustainable expertise and support to other development of a national strategy Development Bill; and the sector sector initiatives such as the Scottish for access and student success in response to the UN conference on Enhancement Theme ‘Developing England, the Welsh Government’s sustainable development outcome and Supporting the Curriculum’. Sustainable Development Bill, document, ‘Future We Want’. proposals to establish a guild for Our 2012-13 policy think- the learning and skills sector in tank activities focused on England, proposals to reform the examining the impact of higher national curriculum in England, education reform across the UK guidelines for courses of initial on learning and teaching, and teacher education in Scotland, new initiating a project examining the chapters of the UK Quality Code conceptualisation of teaching for Higher Education, and changes excellence in higher education. to the institutional review in Wales. Three round tables were held to In total 15 consultation responses engage academics in discussions of were submitted during 2012-13.
39 I support Scottish institutions in acting on large-scale Government policy drivers, such as the Scottish Enhancement Framework. My main focus for the year ahead will be student transitions, which reflects a growing focus in the sector. The aim of the work is to ensure that students get the best support when they decide to go to college or university, regardless of the pathway they follow.
Ensuring excellence in the student learning experience is something I really believe in, and it’s fantastic to work for an organisation that Murray Hope “I’m the Policy Officer for Scotland. has a direct impact. The HEA Policy Officer, Scotland, HEA A large part of my job is to has a broad range of talented, coordinate and promote our UK- knowledgeable and passionate wide activities so that they reflect individuals, and working with the distinct ethos of the Scottish these people to provide a tailored HE sector, as well as working with offering for Scotland is one of the the Assistant Director to develop most interesting parts of the job.” our knowledge and provide direct support to Scottish HEIs. Scotland has a really healthy culture around partnerships, but it’s important to build on those initial foundations so that our work has maximum impact.
40 The Higher Education Academy - Annual Report 2012-13 Rob Walton, Academic Development Officer (Research) and Geoff Stoakes, Interim Assistant Director (Research and Policy) 41 Partnerships
We work in partnership with educational organisations and HE providers to share expertise and guidance. Our partnerships produce a range of resources and outcomes which directly impact on the student learning experience.
We announced the winners of our HEPI NUS firstPartnership Awards at this In May we worked in partnership The education for sustainable year’s annual conference. The first with the Higher Education Policy development publications included award, the HEA and NUS Students’ Institute (HEPI) to organise the the NUS/HEA Student attitudes to Union and Institution Partnership HEPI–HEA Spring Conference, sustainable development report. The Award, was won by Birmingham City which focused on the impact of data from this report was the main University (BCU) and BCU Students’ the Government’s HE reforms driver behind HEFCE awarding Union. BCU and its students’ union on university admissions and the NUS £5million for a Student embedded partnership as a key student learning experience. Green Fund to be distributed to strategic driver for both organisations Discussions focused on the long- students’ unions across England and helped establish a shift in term trends in university admissions; for sustainability projects. culture, placing the values of student the expectations of students engagement at the heart of all activity given the three-fold increase in on campus. The second award, the tuition fees (with the publication HEA Student and Staff Partnership of the HEPI/Which? report on Award, was won by Matthew the student academic experience Holman and Dr Robert McKay of the providing a wealth of valuable University of Sheffield for their work data on students’ expectations around collaborative module design and academic experiences); and in Arts and Humanities. Each of the considered how universities are two winning entries received a small adapting to the new world of HE. award of £500 which will be used to share or further develop their work.
42 The Higher Education Academy - Annual Report 2012-13 The Guardian QAA Leadership Foundation This year we built on our partnership QAA and the HEA have a for Higher Education with The Guardian and continued mutual interest in the quality and We worked with the Leadership to sponsor and provide content enhancement of learning and Foundation to design and implement for the ‘learning and teaching hub’ teaching in higher education. In 2012- the Leading Transformation in on The Guardian’s HE Network 13 we worked jointly with the QAA Learning and Teaching leadership website. We also hosted three to disseminate the HEA’s Handbook programme to develop, enhance Friday online live debates on The for external examining, which or transform learning and teaching Guardian HE Network hub. Our complements the Quality Code’s programmes and courses in higher sponsorship of the learning and chapter on external examining. education. This programme has teaching hub has ensured we reached been developed for leaders of large thousands of learning and teaching Paul Hamlyn Foundation teaching modules going through practitioners with information We built on our influential work significant transformation and those on our work, providing a wide with the Paul Hamlyn Foundation responsible for leading learning range of articles and reports on this year by launching the What and teaching development at the the student learning experience. works? Retention and success level of academic departments, change programme. Sixteen higher schools or faculties. The focus In partnership with The Guardian education providers representing of the programme is on taking a we held four strategically important all four UK nations, and including holistic approach to curriculum round tables this year, on the a further education and private design at degree programme level. topics ‘How effective are teaching provider, are already making changes development programmes for that will lead to an improved academics?’, ‘Student choice – student learning experience. what informs it most?’, ‘What next for postgraduate education?’ and ‘Teaching excellence and the impact of recent Government reforms’. We also sponsored the Teaching Excellence category at its inaugural HE awards.
43 It’s a really privileged position to be in as we get to have conversations with senior people at universities. We support them in delivering their missions and goals around the learning experience for their students. These relationships are built on trust and respect and being able to do that is something that I really enjoy.
One key achievement in Wales is the Future Directions for Higher Education in Wales enhancement programme, where the Welsh sector is focusing its enhancement activities on a sector-wide theme. It’s been very exciting to see how institutions Dr Helena Lim “I’m Assistant Director, Wales have taken on this enhancement Assistant Director, and Northern Ireland, and Head agenda and are maximising Wales and Northern Ireland, of Partnerships. My team of opportunities for collaboration and Head of Partnerships, HEA partnership managers has built across the sector. In Northern successful relationships with our Ireland, we’ve been working closely subscribing institutions, enabling with institutions to support the us to gain a better understanding Assembly government’s priority of their individual needs. The to enhance teaching excellence. It’s strategic relationships also help very enriching to feel I’m making us to understand the sector’s a contribution towards that.” needs and priorities so that we can provide institutions with a professional, credible service.
44 The Higher Education Academy - Annual Report 2012-13 Corporate and social responsibility
We have developed a new For many years colleagues have Over the past year we have corporate and social responsibility been able to take one day per year enhanced our provision for personal (CSR) policy which builds on to volunteer in their community growth through opportunities our previous work around and our new CSR policy has helped including work shadowing and sustainability, environmental us to promote this scheme. The the creation of an online skills impact and volunteering. The HEA is a member of York Cares, database to help us share expertise policy is underpinned by our an organisation which matches with colleagues. Many teams have values of creativity, empowerment, local organisations with charities in also received support with more working for the public good need of support and our colleagues formal training including in Excel, and professionalism. have taken part in a wide range of European Computer Driving activities, including clearing brambles Licence (ECDL), and PRINCE2 Responding to findings from our at a local cemetery, building a project management, while staff engagement survey we have children’s playground and helping individuals have also benefited from increased our commitment to giving sixth-form students to prepare for sabbatical studies, sponsorship of something back to the community university interviews. Colleagues graduate studies, coaching skills and – not just local to our offices in have also signed up to the Right to international conference attendance. Cardiff, Edinburgh and York, but Read programme, using lunchtimes also to communities and charity and time after work to help primary organisations where many of our school pupils improve their reading home-based colleagues live right skills. Other colleagues use the across the UK. The response from volunteering day for more personal colleagues has been tremendous projects including Scout and Guiding and through HEA-wide support events, fulfilling obligations as charity of national events such as Children board members and marshalling in Need and Comic Relief, and during the Olympic torch relay. helping colleagues’ fundraising activities for charities close to their Through our health and wellbeing hearts, we raised over £3,000 programme we ran a very popular and donated hundreds of pounds event in partnership with the worth of food to food banks. British Heart Foundation to provide health and fitness advice. Over 40 colleagues attended the event, and then shared the information with more colleagues during their breaks.
45 Sue Clark “I’m the Reception and Facilities I’ve been involved in the York Cares Reception and Facilities Coordinator. Among a variety volunteering project since it started. Coordinator, HEA of different responsibilities, my I did half a day on the gardening reception role involves task- project, clearing brambles from managing reception and doing York cemetery, and I’ve still got the the team rota, as well as being on scars to prove it! I did half a day reception myself. My favourite giving blood as part of a control part of my job is the contact with group for breast cancer research people. I know who everybody is and my first volunteering role was as I’m their first point of contact, so as a marshal when the Olympic often I’ve seen them come in for torch was carried through York. interview and starting their job. I’m also helping children with the Right to Read scheme in a local primary school. I love helping in the community, but what’s so good about our volunteering day is you get to spend time with colleagues you don’t usually work with. We’ve all learned so much more about each other and our various roles!”
46 The Higher Education Academy - Annual Report 2012-13 Work shadowing “I found job shadowing a Earlier this year Manisha Solanki, our York-based Legal Counsel/ brilliant way to find out Contracts and Grants Manager, wanted to find out more about what HEIs think about us, to help more about the HE sector, make sure she can support her institutional contacts in the best way possible. So she arranged to our partnership managers, job shadow partnership managers Harriet Harper and Kenton Lewis. She said: and the HEA in general. It was especially useful for me to hear the perspectives of our HEI contacts to help see how we could do things differently. I was so impressed by the amount of preparation that goes into a partnership meeting.”
47 Professor Don Nutbeam, Board member 48 The Higher Education Academy - Annual Report 2012-13 Governance
As of 31 July 2013
Chief Executive: Professor Craig Mahoney (Professor Stephanie Marshall as of 1 August 2013) Company Secretary: Vacant
HEA Board members
Professor Sir Robert Burgess Chair of the Board, Vice-Chancellor, University of Leicester Rebecca Bunting Deputy Vice-Chancellor, University of Portsmouth Anthony Carey Partner at Mazars LLP Professor Anthony Chapman Vice-Chancellor, Cardiff Metropolitan University Geoff Donnelly Chair of Governors, Oxford Brookes University Professor Janice Kay Senior Deputy Vice-Chancellor, University of Exeter Professor Peter Lutzeier Vice-Chancellor, Newman University Professor Mike Mannion Vice-Principal and Pro-Vice-Chancellor (Research), Glasgow Caledonian University Professor Don Nutbeam Vice-Chancellor, University of Southampton Toni Pearce President, National Union of Students Johnny Rich Publisher, Push/RealWorld Rama Thirunamachandran Deputy Vice-Chancellor and Provost, Keele University
49 Lissie Cork, Executive Support 50 The Higher Education Academy - Annual Report 2012-13 Finances
The income and expenditure account is in respect of continuing activities for the HEA and Jisc TechDis.
2013 2012 There were no gains and losses £000 £000 other than those reported in the Income income and expenditure account.
Funding body grants 16,580 19,395 The accompanying accounting policies and notes form an integral Other income 3,374 3,273 part of these financial statements. Investment income 54 52 Total income 20,008 22,720 Our full financial statements can be obtained from www.heacademy.ac.uk
Expenditure
Staff costs (8,222) (6,955) Subject centres - (1,482) Other operating expenses (11, 0 47 ) (14,172)
Restructure - (513) Depreciation (252) (183) Interest and other finance costs (13) (7)
Total expenditure (19,534) (23,312)
Surplus for the year retained within the Income and Expenditure reserve 474 (592)
51 Contact us
The Higher Education Academy We offer services at a generic learning and teaching level as Innovation Way well as in 28 different disciplines. Through our partnership York Science Park managers we work directly with HE providers to Heslington understand individual circumstances and priorities, and bring York together resources to meet them. The HEA has knowledge, YO10 5BR experience and expertise in higher education. Our service and product range is broader than any other competitor. +44 (0)1904 717500 [email protected] No part of this publication may be reproduced or www.heacademy.ac.uk transmitted in any form or by any means, electronic Twitter @HEAcademy or mechanical, including photocopying, recording, or any storage and retrieval system without the written © The Higher Education Academy, 2013 permission of the Editor. Such permission will normally be granted for educational purposes provided that due The Higher Education Academy (HEA) is a national acknowledgement is given. body for learning and teaching in higher education. We work with universities and other higher To request copies of this report in large print or in education providers to bring about change in learning a different format, please contact the communications and teaching. We do this to improve the experience office at the Higher Education Academy: that students have while they are studying, and 01904 717500 or [email protected] to support and develop those who teach them. Our activities focus on rewarding and recognising The Higher Education Academy is a company limited by excellence in teaching, bringing together people guarantee registered in England and Wales no. 04931031. and resources to research and share best practice, Registered as a charity in England and Wales no. 1101607. and by helping to influence, shape and implement Registered as a charity in Scotland no. SC043946. policy - locally, nationally, and internationally. The HEA The Higher Education Academy and its logo are registered supports staff in higher education throughout their trademarks and should not be used without our permission. careers, from those who are new to teaching through to senior management.