2. The Case for Teaching Excellence: From Policy to Practice
Dr Ben Brabon
(Academic Lead, Arts, Humanities & Social Sciences)

3. Overview Policy Context Subject-level TEF
Purpose of TEF & subject-level TEF
TEF development & implementation
Design themes for subject-level TEF
Subject-level TEF
Subject-level TEF assessment criteria
Models of subject definitions
Case Method for Subject-level TEF
Pedagogical context
Student engagement; rigour and stretch; personalised learning; employability
HEA Frameworks
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4. Fellowship Journey
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5. Policy Context
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6. Purpose of TEF
Better inform students’ choices about what and where to study
Raise esteem for teaching
Recognise and reward excellent teaching
Better meet the needs of employers, business, industry and the professions

7. Purpose of subject-level TEF
Better inform students’ choices about what and where to study
Raise esteem for teaching
Recognise and reward excellent teaching
Better meet the needs of employers, business, industry and the professions
Student choices tend to be driven by subject
Produce a rating for each subject

8. How has the TEF been developed?
Approach
Wide definition of ‘teaching excellence’
Reflect diversity of the sector
UK wide
Balance of metrics and expert judgement
Existing metrics as proxies
Principles
Fair comparisons
Avoid perverse incentives
Minimise burden on providers

9. How is TEF being implemented?
A phased approach
Year 1
Year 2
Year 3
Year 4
Assessment level
Provider level ‘meets expectations’ awards
Provider level trial
Provider level
+ Subject level pilots
Provider level +
Subject level pilots
Fees
Full inflationary uplift
Full inflationary uplift
Differentiated inflation uplift (provider level)
Differentiated inflation uplifts (provider level)
Continuous
improvement
Lessons learned
Further metrics development
On-going improvements

10. Early design themes for subject-level TEF
Subject definition and groupings
Subject-level and provider-level assessment interaction
Evidence base, metrics and PSRB accreditation
Panels
Widening Participation

11. Feedback from discussion groups
Subject definition and groupings
Subject-level and provider-level assessment interaction
Evidence base, metrics and PSRB accreditation
Panels
Widening Participation
More granular, submissions by exception
Broader, submission for every subject

12. Subject-level TEF
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13. Finance and accounting
Subject-level TEF
Subject definition and groups
REF units of assessment
High level Joint Academic Coding System (JACS)
Common Aggregation Hierarchy groupings (CAH)
Higher Education Classification of Subjects (HECoS)
Business & Management
Business
Business studies
Marketing
Management
Management studies
Human resource management
Tourism, transport and travel
Finance and accounting
Finance
Accounting
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14. Assessment Criteria Aspect of Quality
Areas of teaching and learning quality
Reference
Criterion
Teaching Quality
Student Engagement (TQ1)
Teaching provides effective stimulation, challenge and contact time that encourages students to engage and actively commit to their studies
Valuing Teaching
(TQ2)
Institutional culture facilitates, recognises and rewards excellent teaching
Rigour and Stretch
(TQ3)
Course design, development, standards and assessment are effective in stretching students to develop independence, knowledge, understanding and skills that reflect their full potential
Feedback
(TQ4)
Assessment and feedback are used effectively in supporting students’ development, progression and attainment
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15. Assessment Criteria Aspect of Quality
Areas of teaching and learning quality
Reference
Criterion
Learning Environment
Resources
(LE1)
Physical and digital resources are used effectively to aid students’ learning and the development of independent study and research skills
Scholarship, Research and Professional Practice
(LE2)
The learning environment is enriched by student exposure to and involvement in provision at the forefront of scholarship, research and/or professional practice
Personalised Learning
(LE3)
Students’ academic experiences are tailored to the individual, maximising rates of retention, attainment and progression
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16. Assessment Criteria Aspect of Quality
Areas of teaching and learning quality
Reference
Criterion
Student Outcomes and Learning Gain
Employment and Further Study
(SO1)
Students achieve their educational and professional goals, in particular progression to further study or highly skilled employment
Employability and Transferrable Skills (SO2)
Students acquire knowledge, skills and attributes that are valued by employers and that enhance their personal and/or professional lives
Positive Outcomes for All (SO3)
Positive outcomes are achieved by its students from all backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes
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17. Case Method for Subject-level TEF
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18. Dimensions of Excellence
(See Gunn & Fisk 2013)
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19. Case Method for Subject-level TEF
Pedagogical Context
Case Method as EBL
Case Method as enquiry-based learning
Learning through doing
Active learning
Asking questions, seeking answers
The idea that what we discover, we retain
Discovery and the journey of discovering
Employability – students learn a range of workplace relevant skills
Helps fill gaps in students’ knowledge
Brings theory and practice closer together
Reduces fragmented learning
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20. Case Method for Subject-level TEF
Concretizing – stories help us to make sense of what might otherwise be an abstract or complex subject through the provision of links with tangible, or concrete, examples.
Assimilation – learning is a constant process of integrating new information with current information and cognitive structures.
Structurizing – the use of stories in teaching can support students in applying the concepts they have been taught to use in other situations.
(Evans and Evans 1989)
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21. Case Method promotes a cycle of enquiry
Students/tutors establish question, scenario
Students identify existing knowledge & decide enquiry approaches
Search and explore evidence
Students reflect, discuss, create and receive feedback
Students share results of enquiry
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22. From Tutor-centred to Learner-centred: Student’s role
Student-centred, self-directed learning
Students more in charge of learning/enquiry process
Driven by students’ own choices and decisions
Students build on existing knowledge/ experience
Emphasise intellectual and social skills – critical thinking, reflection, self- criticism, independence, teamwork
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23. From Tutor-centred to Learner-centred: Tutor’s role
Tutor as facilitator – explain role, ask questions, encourage discussion, help make links with existing knowledge, value student ideas, explore options
Ensure teacher-led subject material supports not leads process
Offer intellectual support, a safety net, act as a consultant
Monitor progress and help students reflect on and evaluate learning
Provide feedback and encourage peer feedback on outcomes
Promote enquiry as a model of academic behaviour, central to learning
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24. HEA Student Engagement Framework
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25. Food for thought
Are there specific aspects of quality in the assessment criteria that would favour your subject area (e.g. student engagement or course design)?
Would a granular or broad approach to subject definitions better suit your subject area?
How will you use cases to evidence teaching excellence?
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26. Dr Ben Brabon
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