The Future of the Student Experience Paul Ramsden

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The Future of the Student ExperiencePaul Ramsden

• Paul Ramsden

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Context for Higher Education Academy

• 2.2 million students in UK HE
• Enviable reputation, despite increased pressures,
  great diversity and massive growth
• Reputation is based on fact
• research performance
• teaching quality
• low drop-out rates

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Research impact and value for money
Papers per M
Papers per researcher
Citations per M
Source HEPI
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Teaching quality ( good or very good)
Source The employment of UK graduates
comparisons with Europe and Japan CHERI/HEFCE,
2001
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Student non-completion
Student non-completion

UK 18 Germany 28 Australia 33 USA 37 Fra
nce 45 Italy 66
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Context for Academy

• Student as client global competition service
  quality
• Consultation messages
• different organisation, different purpose
• the broader picture, including postgraduate
  research
• strategic focus HEI interests
• Help HEIs provide best possible student learning
  experience
• If it matters to students, it matters to us

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Mission

• To help institutions, discipline groups and all
  staff to provide the best possible learning
  experience for all their students

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1. Influence policy

• RAE
• Standards
• QAA
• LFHE
• LLUK
• Funding bodies
• Governments
• DfES
• QWG
• Media impact

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2. Support institutions strategies

• Anglia Polytechnic University / Aston University
  / University of Bath / Bath Spa University
  College / Birkbeck College / University of
  Birmingham / Birmingham College of Food, Tourism
  and Creative Studies / Bishop Grosseteste College
  / The University of Bolton / Arts Institute at
  Bournemouth / Bournemouth University / University
  of Bradford / University of Brighton / University
  of Bristol / Brunel University / Buckinghamshire
  Chilterns University College / University of
  Cambridge / Institute of Cancer Research /
  Canterbury Christ Church University College /
  University of Central England in Birmingham /
  University of Central Lancashire / Central School
  of Speech and Drama / University College Chester
  / University College Chichester / City
  University, London / Conservatoire for Dance and
  Drama / Courtauld Institute of Art / Coventry
  University / Cranfield University / Cumbria
  Institute of the Arts / Dartington College of
  Arts / De Montfort University / University of
  Derby / University of Durham / University of East
  Anglia / University of East London / Edge Hill
  College of Higher Education / Institute of
  Education / University of Essex / University of
  Exeter / University College Falmouth / University
  of Gloucestershire / University of Greenwich /
  Harper Adams University College / University of
  Hertfordshire / University of Huddersfield /
  University of Hull / Imperial College of Science,
  Technology and Medicine / Keele University /
  University of Kent / Kent Institute of Art
  Design / King's College London / Kingston
  University / Lancaster University / University of
  Leeds / Leeds Metropolitan University /
  University of Leicester / University of Lincoln /
  University of Liverpool / Liverpool Hope
  University College / Liverpool John Moores
  University / University of London / University of
  the Arts, London / London Business School /
  London School of Economics and Political Science
  / London School of Hygiene and Tropical Medicine
  / London Metropolitan University / London South
  Bank University / Loughborough University /
  University of Luton / University of Manchester /
  Manchester Metropolitan University / Middlesex
  University / University of Newcastle upon Tyne /
  Newman College of Higher Education / University
  College Northampton / University of Northumbria
  at Newcastle / Norwich School of Art Design /
  University of Nottingham / The Nottingham Trent
  University / The Open University School of
  Oriental and African Studies / University of
  Oxford / Oxford Brookes University / School of
  Pharmacy / University of Plymouth / University of
  Portsmouth / Queen Mary, University of London /
  Ravensbourne College of Design and Communication
  / RCN Institute / University of Reading /
  Roehampton University / Rose Bruford College /
  Royal Academy of Music / Royal Agricultural
  College / Royal College of Art / Royal College of
  Music / Royal Northern College of Music / Royal
  Holloway, University of London / Royal Veterinary
  College / St George's Hospital Medical School /
  College of St Mark St John / St Martin's
  College / St Mary's College / University of
  Salford / University of Sheffield / Sheffield
  Hallam University / University of Southampton /
  Southampton Institute / Staffordshire University
  / University of Sunderland / University of Surrey
  / The Surrey Institute of Art Design,
  University College / University of Sussex /
  University of Teesside / Thames Valley University
  / Trinity and All Saints / Trinity College of
  Music / University College London / University of
  Warwick / University of the West of England,
  Bristol / University of Westminster / Wimbledon
  School of Art / University College Winchester /
  University of Wolverhampton / University College
  Worcester / Writtle College / University of York
  / York St John College

• PVCs network
• HEI visits
• Change Academy
• Benchmark clubs
• Systems for internal QA and QE
• Overseas/diverse students support
• WP research

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3. Professional development and recognition

• Standards framework
• CPD accreditation
• Discipline focus
• New accreditation routes
• Communities of practice

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Increase in number of accredited programmes 99-05
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Promote good practice

• National initiatives
• Partnerships
• Subject centres
• Internationalisation
• E-learning
• Information exchange

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Subject Network
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Subject Network
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Subject Network
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5. Research and evaluation

• Funded projects
• Surveys of staff and students
• Research training support
• Partnerships
• Evaluation of TL programmes
• Co-funded PhDs
• Evidence based practice

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6. Responsible, efficient and accountable

• Good management
• Value for money
• Best practice HR
• Client focused demand driven

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Focus on the student learning lifecycle

• Access first year experience retention
  services support

• e-learning enterprise employability
  research training
• (professional learning, professions and
  disciplines, communities of practice)

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Centre for Excellence in Teaching and Learning
Through Design (CETLD)

• Learning through Design builds on
  long-standing collaboration and the academic and
  professional resources of the Faculty of Arts and
  Architecture at the University of Brighton, the
  Victoria Albert Museum, the Royal Institute of
  British Architects and the Royal College of Art.
  Founded upon a distinctive form of experiential
  learning that is student centred, research-led
  and resource-rich, it blends learning-through-maki
  ng and learning-through-interpretation in
  creative design subjects where object scholarship
  is central. By embracing the whole learning
  experience the CETLD will develop the
  intellectual foundations of each student through
  the creation of collaborative, personalised and
  individual learning spaces.

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Summary

• Clear-cut and matter of fact programme
• demand driven
• judge us by our outcomes
• Underpinned by fundamental values
• owe it to students to give them the best
  experience
• HEIs have right to determine their own destinies

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Teachers Students
Theory 1 teacher content
Perception of context A
Surface approach
Outcome
Theory 3 relation student- content
Perception of context B
Deep approach
Outcome
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Some lessons Iearned from experience

• Collegial and managerial integration
• Multi-level approach
• Systematic QA/QE links (culture of quality)
• Discipline-related support
• Incentives, recognition and reward
• Re-engineering academic development
• Alignment of QM, QE and QA with institutional
  strategy and culture ? impact on outcomes

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Tensions and challenges

• The legacy of the past
• When memories exceed dreams, the end is near
• Diverse institutional needs
• The long arm of the funding bodies
• How do you raise the status of teaching?
• teaching vs research, postgrad versus undergrad
• Is there a future for RPs/accreditation?
• HEI vs management vs practitioner focus
• where is the professional association?
• International issues

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The Future of the Student ExperiencePaul Ramsden

• Paul Ramsden