Value for Money Educational Development? Sharon Gedye Priska Schoenborn Educational Development Teaching & Learning Directorate University of Plymouth

Session Outcomes Distinguish some of the institutional implications of new HE policy and funding conditions on Educational Development (ED). Develop a sense of the educational actions and priorities needed for your own context.

core/corporate/docs/s/ securing-sustainable-higher- education-browne-report.pdf The Browne Review, October Principles: 1.More investment 2.Increased student choice 3.Improved access to HE 4.No upfront costs 5.Affordable repayment 6.Better support for part- time students

Student charters Increase in student numbers Financial support but linked to entry standards Teacher training qualifications Access and completion Choice & Quality

treasury.gov.uk/sr2010_completere port.pdf The Comprehensive Spending Review, October Follows principles of BR 2.25% cut in BIS resource budget 3.40% cut over 4 yrs for HE 4.Funding for STEM subjects 5.Funding protected for research 6.25% cut in FE resource budget 7.New fund for supporting disadvantaged students

More than 2/3 HEIs charge max £9000 Some FEIs plan to charge >£6000 Government pays fees Students start to repay 9% of income once it exceeds £21K Grants & loans continue but threshold is lowered to £42K Higher Student Fees

Our Questions How do the ED issues raised by Browne/CSR converge and diverge between institutions? How might our curricula need to alter in response to the new landscape? How might the way we operate need to alter to provide value for money? Given our previous focus on the quality of the student learning experience, should we continue to do more of the same or do we also need to change?

Activity 1: What is happening at your institution? What are the top-down drivers? What are you noticing at grass-roots? Can you distinguish the drivers? (not always possible as lots of overlap) Please distinguish which you feel are most important. Not all themes are exclusive to Browne/CSR but they may have been made more important by these.

Our Themes Compulsory PGCAP NSS Employability Student Involvement (e.g. rep training, greater engagement with SU) Changing relationships with subject teams Institution / subject type diffs (e.g. WP more of an issue now for previously exclusive unis) Less money – doing more with less Impact – demonstrating ours and helping subjects demonstrate theirs Levering change – peer review, staff drivers e.g. competition Supporting greater student support (e.g. personal tutoring) Input to induction / open days Edutainment Rationalising programmes Internationalisation

Our Questions How do the ED issues raised by Browne/CSR converge and diverge between institutions? How might our curricula need to alter in response to the new landscape? How might the way we operate need to alter to provide value for money? Given our previous focus on the quality of the student learning experience, should we continue to do more of the same or do we also need to change?

Activity 2 What are the implications for ED? You are heading up an ED unit - What is the 12 month and 3 year strategy? –What are you going to continue doing / more of? –What are you going to drop? –What new things do you need to do?

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