FACE 2009 AIMHIGHER AND THE FE COLLEGE: Strategic synergy? Dr James Tate and Sue Hatt, Aimhigher South West University of the West of England, Bristol.

Slides:



Advertisements
Similar presentations
Aiming University Learning at Work A partnership: University of Glasgow, Glasgow Caledonian University, University of St Andrews.
Advertisements

Linking London 5 th Annual Conference – have LLNs worked? Victoria Waite Brunei Gallery, SOAS 5 May 2011.
WIDENING PARTICIPATION Opportunity and challenge.
Quality through Diversity – Widening Participation to the University of Bristol Lucy Collins Head of Widening Participation and Undergraduate Recruitment.
Welcome to our Librarians’ Day: Supporting Departments and Students
Customised training: Learner Voice and Post-16 Citizenship.
Using data and case studies to inform and change admissions policy and practice Michael Hill Kingston University June 2003.
Developing a distinctive approach to the Academys work in Scotland Alastair Robertson Senior Adviser, Scotland Presentation at University of Stirling,
HE in FE: The Higher Education Academy and its Subject Centres Ian Lindsay Academic Advisor HE in FE.
Progression Agreements, what can they add to (vocational) progression? Jeff Braham, University of Derby, School of Flexible and Partnership.
QAA-HEA Education for Sustainable Development Guidance Document Consultation 5 November 2013, Birmingham Professor James Longhurst Assistant Vice Chancellor.
Strategic Value of the HR Function Presentation by
Internationalising equality, equalising internationalisation Equality Challenge Unit Conference Kathryn Eade
January 2009 Equality of Opportunity Elaine Clinton HMI.
The impact of the UK Freedom of Information Act on records management Dr Elizabeth Shepherd Department of Information Studies, University College London.
Strategies for Employer Engagement
Embedding Public Engagement Sophie Duncan and Paul Manners National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research.
Research Informed Teaching – a summary Dr Susan Hill and Assoc Prof Tony Fetherston.
How to Give a Workshop Andy Wilson UK Staff Development Advisor.
More than a second language: Leadership structures and pedagogic strategies – across six countries AIE Mumbai, October 2014.
Sue Morgan Head of Enterprise Education Welsh Assembly Government.
Facilitators: Janet Lange and Bob Munn
Essex Primary Headteachers Feb/March 2012 Carey Bennet AfA Regional Lead, East of England
Diplomas and higher education: knowledge exchange in action HEA Annual Conference 2010 University of Hertfordshire Kate Thomas University of the West of.
INSPIRE England A referral and access scheme for academic, national and public libraries INSPIRE: empowering learners through libraries.
What is HEA Fellowship? What’s the UK PSF?
Into Teaching Promoting access for disabled people Tony Stevens How do you make change happen? LINK Conference, Antwerp July 2011.
Routes to Fellowship Kathryn Harrison, Academic Development Officer, HE Academy. Kathryn McFarlane, Professional Development Manager, Staffordshire University.
End note Professor Rick Ball Centre for Economic and Social Regeneration Staffordshire University.
Future Directions Strategy Implementation Professor Liz Thomas Dr Helen May.
“We give grants so that students can present at conferences” ASPiRE (Advancing student participation in research excellence in Medicine) “The conference.
HEFCE and Sustainable Development Joanna Simpson Policy Adviser.
Employer engagement April Purpose A dual agenda 1.Provide work experience and transition into work for learners 2.Wider social purpose  Participation.
Action to cut smoking rates and reduce tobacco use needs to take place locally, nationally and regionally if we are to have the most cost effective policies.
Sustainable Development and HEFCW Higher Education Academy Conference Edinburgh, 24 January 2006 Alyson Thomas, Senior Economic Development Manager, HEFCW.
Access in a New Era The Changing policy landscape for WP to HE: Lessons from the Widening Participation Strategic Assessments Professor John Storan.
Transforming the FE workforce to become a force for change: the need for a workforce strategy Alison Twiney Director, England Lifelong Learning UK.
International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome.
Developing Inclusive Cultures in Higher Education Dr Helen May Higher Education Academy.
The policy environment around employment is changing. Employment First efforts have reinforced the belief that integrated employment is the first and most.
STRATEGIC DIRECTION UPDATE JANUARY THE VISION AND MISSION THE VISION: ENRICHING LIVES AND CREATING SUCCESSFUL FUTURES. THE MISSION: EDUCATION EXCELLENCE.
Gary Millner Director of Operations, pfeg. pfeg’s mission is for all young people to leave full time education with the confidence, skills and the knowledge.
Universal Design in Third Level Design Teaching in Ireland Marie Callanan, Antoinette Fennell, Anthony Owens, Mark R. Dyer, James Hubbard, Ger Craddock.
 Does your community have enough sporting venues?  Do the venues cater for a variety of sports?  Which sporting organisations are the most proactive.
John Burke and Clive Alderson Embedding Business & Community Engagement.
Introduction to the UJ- BCURE programme UJ-BCURE Funded by.
APPROACHES TO SUSTAINABILITY Dr James Tate and Sue Hatt, Aimhigher South West University of the West of England, Bristol.
Why widen participation for disabled students? Haven’t I got enough to do already? Tina Elliott Action on Access For NADO 2006.
The New York State School Improvement Grant Initiative Five Years On Office of Professional Research & Development, Syracuse University, NY.
Innovation through Institutional Integration (I 3 ) National Science Foundation Directorate for Education and Human Resources National Science Foundation.
Integration of MDGs and SDGs in the curriculum of upcoming Universities in Uganda. Leticia Daniel Mugalu.
Innovation through Institutional Integration (I 3 ) Jody Chase, Tribal Colleges and Universities Program Sylvia James, Innovative Technology Experiences.
The Higher Education Academy - enhancing the student experience Teaching, learning and the disability agenda Yvonne Dickinson Adviser: Disability NADO.
CENTRE FOR EXCELLENCE IN TEACHING & LEARNING ASSESSMENT FOR LEARNING CETL Associates Project Angelina Wilson and Nicola Reimann CENTRE FOR EXCELLENCE IN.
Commissioning Support Programme Post-16 Commissioning David Brown NASS Conference 9 th October 2009.
Presentation By L. M. Baird And Scottish Health Council Research & Public Involvement Knowledge Exchange Event 12 th March 2015.
Widening participation: Learning Networks Elizabeth Kwaw Senior Research Manager/EPALE Theme Lead Policy & Research, Ecorys UK.
Customised training: Diversity, community cohesion and citizenship.
Customised training: Controversial issues and post-16 citizenship.
Virtual Horizons: Using Online Applications to Enrich New Literacies Tasha A. Thomas, SWP Director, USC Upstate Dawn Mitchell, SWP.
Exploitation means to use and benefit from something. For Erasmus+ this means maximising the potential of the funded activities, so that the results are.
Be the Change_ Hints and tips
What is HEA Fellowship? What’s the UK PSF?
Introduction to Responsible Futures
The past, present and future of skills?
Governance and leadership roles for equality and diversity in Colleges
'Putting Democracy and engagement in university research'
Director’s Report Quarter Two Board summary 10 November 2017
Engaging Institutional Leadership
An Introduction to LiFE
Presentation transcript:

FACE 2009 AIMHIGHER AND THE FE COLLEGE: Strategic synergy? Dr James Tate and Sue Hatt, Aimhigher South West University of the West of England, Bristol

FACE 2009 INTRODUCTION Importance of FE to HE progression FE and working class learners Dearing and the ‘special mission’ The launch of Aimhigher The FE role in AH policy – ‘pivotal’

FACE 2009 METHODOLOGY Desk based research –Literature review –Policy analysis –Review of FE websites in SW Fieldwork –Questionnaires to FE Colleges (50) –Interviews with AH area managers (6) –Interviews with FE college staff (8)

FACE 2009 LOCAL MODELS National policy BUT local implementation SW: 3 area partnerships = 3 models –FE learners as recipients of AH –FECs as providers of AH to schools –FECs as deliverers and recipients Factors affecting success –Engagement in planning –Clarity and coherence –Alignment with FEC’s own agenda

FACE 2009 Strategic Alignment 1 “Institutions refer to the involvement of senior management as being key to the success of their widening participation strategy. It facilitates the decision-making process and promotes a more integrated approach to widening participation across the institution.” Thomas et al (2006) From the margins to the mainstream, Universities UK/SCOP “The extent to which WP and diversity was championed at the most senior level had an impact on how they were perceived and valued within the institution, and therefore how embedded they were in the minds of the staff.” Bridger et al (2007) Embedding widening participation and promoting student diversity: what can be learned from a business case approach? HE Academy

FACE 2009 Strategic Alignment 2 “We are the curriculum managers. We do have an HE strategy group, which is all the curriculum managers and some of the programme managers.... Senior managers recognise and say ‘there’s a need for a role here’ but we’re the doers.... You’ve got to have people who have got that curriculum knowledge.” “... the Vice-Principal has a good awareness of [Aimhigher] and he knows [what] he wants to do with it and what role it fulfils... but it is up to middle managers like myself to make sure that those strategic goals are put into place and embedded within curriculums”

FACE 2009 Curriculum 1 Middle-management involvement in Aimhigher significant because of their curriculum-awareness. Connecting Aimhigher activities to the FE curriculum is seen as justifying a school or college’s investment of student time and staff time in those activities. “.... that is what schools would say to you. We cannot afford the day out, we cannot afford the staff for the day out and we can’t afford the coach for a day out that doesn’t have a return for students curriculum.”

FACE 2009 Curriculum 2 This would place a high value on Aimhigher’s masterclass/subject enrichment activities. This is consistent with the FE Questionnaire results where almost a quarter of events (24.7%) were masterclass/subject-enrichment events. This “return for student’s curriculum” is relevant also to the continuance of the beneficial effects of Aimhigher in FECs beyond the lifetime of the programme itself.

FACE 2009 Post-Aimhigher Sustainability: that having proven their value to an institution certain Aimhigher activities will be continued by that institution under an alternative source of funding. Embedding: AH activity is incorporated within other larger events and activities organised by the institution.  Legacy: that the specific AH activities will not continue as such without AH funding but the lessons learned from those AH activities will continue to influence and inform the institution’s many other activities so that the primary WP concerns of Aimhigher will persist in other activities.

FACE 2009 Sustainability That having proven their value to an institution, certain Aimhigher activities will be continued by that institution under an alternative source of funding. “.... if you take something like the masterclasses, you know, that we really benefited from; we would have to fund-raise.... linked to every course is enrichment money.... It could be that a proportion of that is used.... So, yes, I suppose there could be other sources there that one would have to look at because this is so important.”

FACE 2009 Embedding An Aimhigher activity is incorporated within other larger events and activities organised by the institution, and the embedding Aimhigher is seeking is one where the larger activities in which it is embedded will continue post-Aimhigher; particularly activities “embedded in curriculums”. [with continuance] “.... the progression weeks and that sort of thing would happen anyway, because we involved Aimhigher with us, we would run without them.” [without continuance] “... all the kids will benefit from it in the class by going on the trips, its [Aimhigher funding] paying for a coach or something, but if there are five Aimhigher students in there, then it covers them.”

FACE 2009 Legacy That the specific activities will not continue as such in the absence of AH funding but the lessons learned from those AH activities will continue to influence and inform the institution’s other activities so that the primary widening participation concerns of Aimhigher will persist in those other activities. “.... it is hard to say what is Aimhigher and what is not, because things are happening anyway with branded things. We say it is Aimhigher, but with a lot of the taster days and visits... we organise them with other universities but it is just part of their general marketing.... I still get what I need from the universities even if they are not seeing it as an Aimhigher offer.”

FACE 2009 Key Points 1 Strategic alignment must include not only senior managers but also the middle-managers (Curriculum Managers) who are responsible for the actual implementation of any such alignment. For this implementation to be successful, strategic alignment must also be understood in terms of how well Aimhigher activities can be made consistent with, and complementary to, the college curriculum.

FACE 2009 Key Points 2 The customary use of the term “embedding” may be clarified in terms of different classifications of the ways in which the beneficial effects of Aimhigher might continue post-Aimhigher: sustainability, embedding, and legacy. Our understanding of what is meant by “embedding” must include policy and practice being embedded within curriculums. Strategic alignment, curriculum development, and embedding are not three separate issues for Aimhigher. Rather there is a direct connection uniting these three things as elements of a coherent whole.

FACE 2009 CONTACT DETAILS Jim Tate Sue Hatt Aimhigher South West Faculty of Social Sciences and Humanities University of the West of England Coldharbour Lane Bristol BS16 1QY