The HEAR : a strategic perspective Presentation to AGR HEAR Event 27 February Professor Sir Robert Burgess Chair, HEAR Advisory Committee Vice-Chancellor, University of Leicester

White Paper on the Future of Higher Education (HMSO, 2003) “we must … ensure that we have robust ways of describing, measuring and recording student achievement which are helpful to the student, to institutions, to employers, and to other stakeholders.” (para 4.7) Measuring and Recording Student Achievement.

The Context Move from Elite to a Mass Higher Education System. Changes in Sector, Students, Pedagogy, Curriculum, assessment methods. Honours Degree: Robust, International Reputation.

Degree Classifications: Challenging the Sector Alternatives to Degree Classification –GPA –Three Point Scale –Pass, Fail –Other schemes also examined

Higher Education Achievement Report Diploma Supplement and Transcript Builds on Existing Information Focus on Achievements Potential

Why Develop a HEAR? Requirements of Bologna Greater financial investment than ever before. All stakeholders should have detailed information on what is behind a particular class of degree. –Students require more than just a certificate. –Employers have clearly defined qualities they are looking for in graduates.

Senior Managers’ Perspective Employability is Critical Fees Agenda Student Experience Widening Participation

Developments October 2007Publication of HEAR Outline in Burgess Report 2008Establishment of Burgess Implementation Group Phase I Trial2008 Graduates Selective Outcomes Phase II TrialLive Cohort (Summer 2009)Selective in terms of Students and Subjects ( ) All 3 rd year Undergraduates in Trial Institutions

Phase I Trials Trialling in 18 HEIs, purposefully chosen to reflect sectoral diversity. Initial task: the feasibility of producing the HEAR based upon the illustration provided in the Burgess Steering Committee Report: –in defined subject areas (English, Creative Arts, Accountancy, Biology); –Using data from past students (graduates).

Over a dozen illustrative institutional HEARs produced. Institutional feedback broadly positive … –We have now produced a trial HEAR. The exercise proved less painful than we expected. We expect to be able to allow students to see on the intranet how their HEAR is developing during the course of their studies. Initial employer feedback supportive of the development.

Further Trials Phase II Trial Live Cohort Subjects extended to include Engineering, Medicine and Teacher Education (Summer 2009) Selective in terms of Students and Subjects (Autumn 2009) All 3 rd year Undergraduates in Trial Institutions

Academic Year –Roll out across all subjects in trial institutions – Year 3. EITHER –2010 possible to begin with Year 1 OR –2010 extended work to start 2011 Engineering, Medicine and Teacher Education

Key Principles in Design of a HEAR Simple, short, nationally comparable and easily usable = credibility. Owned by the Institution. Non-formal learning judged and evaluated on the basis of student ‘achievement’, not personal development. PDP important but complementary to HEAR.

Template - simple, clear, consistent, stringently defined with core element. Electronic - allowing details to be added as a student progresses through their course. Acceptable, Equitable, Transparent, Reliable, Administratively Manageable, Motivational and Verified.

Contains information at module level. Distinguishes student performance on project work, presentations, group work, dissertations, and timed examinations. More detail, including extra-curricular activities, volunteering, work experience and professional recognition. The Benefits of the HEAR

Benefits for Learners Access to qualifications and achievement data held about them. Link to qualifications data held by HEIs and/or the HEAR. Secure access to the Personal Learner Record in their control. Streamlining of on-line applications. Potential for fore tailored advice re future courses and careers.

For Agencies/Govt: –reduced burden of data sharing; –better longitudinal analyses; –trust and security. For Employers: –access to verified qualifications data held in the PLR, controlled by the learner. Other Benefits

Key Players –AGR –Professional Bodies –Personal Tutors –Careers Advisors Advocacy Information Providers The Employability Agenda

Getting Students to Consider: –making the most of their HE experience –their longer-term futures Personal Tutor and Careers Advisor Discussions The HEAR as an aide memorie –Academic achievement –Other skills –Community engagement –Leadership How can the HEAR Contribute

Source of Verified Information –Applications Getting Employers to Communicate –Project on Employer Engagement How can the HEAR Contribute

What will we have Developed? Fit for Purpose in 21 st Century, appropriate for Lifelong Learning, covers wider Student Experience and Motivates Students. Ensures Equality for Widening Participation Candidates. Gives Clarity and helps Employers make more Informed Judgements and Contributes to Economic Development.

Brings in Line with other Countries (Bologna and Diploma Supplement). Encouraged Institutions to Review Policy and Practice – could result in greater clarity in assessment practice. Potential to fit with other major developments, eg Key Information Set and Unique Learner Numbers.

Current State of Play Confirmed Issued HEARs to Graduates in 2012 (16 institutions). Confirmed Implementing in 2012 (or earlier) (27 institutions). Believed from Previous Reporting to be Implementing in 2012 (or earlier) (8). Implementation Plans for 2013 or later (13). HEA undertaking a Scoping Study to engage and work with Students for Promotion of the HEAR.

Future Areas of Exploration How do we assess and how should we assess? What is the role of the personal tutor? What use can Careers Advisors make of the HEAR? What is the role of the student as user? In what ways can employers use the HEAR? Classification - is there a future for GPA?