2. An era of change: the context for students’ and understanding the student experience Aaron Porter November 2011 Art, Design, Media Creative Learning & Teaching Day

3. Overview - Introduction - Who is going into HE, student trends - Student Experience research - Implications from the HE White Paper - Key questions to consider for the future

4. Who is going into HE?

8. Changing Demographics

11. Student Numbers

19. 65% of students believe that if they are expected to pay more for their university experience they would have higher expectations NUS/HSBC Student Experience Report (2010)

22. How do students currently consider themselves? 37% of students strongly agreed that they are a “student engaged in a community of learning” However, 18% strongly thought that they were a “customer and expect the service that I have paid for”. NUS/HSBC Student Experience Report, 2010

23. However, there are significant differences by subject “student engaged in a community of learning” –54% of medical students strongly agreed –22% of business students strongly agreed “customer and expect the service that I have paid for”. –23% business students strongly agree –15% medical students strongly agree Bols, 2011

26. How would you rate the quality of the teaching and learning experience? –2008: 85% –2009: 89% How involved do you believe you are in shaping the content, curriculum or design of your course? –2008 5-7 57%23% –2009 5-7 62%31%

27. How would you like to be involved in shaping the content, curriculum or design of your course? –Being a course representative 18% –Being involved in setting assessment criteria 31% –Providing feedback on course design 74%

30. Male: 78% vs Female: 73% 18 year olds: 80% vs Over 21 year olds: 73% Disabled: 66% vs non-disabled: 77% Subject:Contact hoursSatis. with contact hrs Medicine and life sciences1980% Physical sciences and related1884% Arch., building and planning14 68% Law1369% Business and admin. studies1373% Mass comms and doc.13 76% Education1378% Creative arts and design13 68% Social studies1265% Languages10 65% Historical and philosophy 966%

32. Would you like to receive feedback on your exams? –Yes 90% –No 6% –Don’t know 4% Those that currently only receive written grades/ marks and/ or do not receive any feedback Languages10 65% Historical and philosophy 966%

38. “We cannot seriously believe that the present quality assurance model is sufficient to deal with the cut and thrust of the new market. It is too vague, too slow, and too distant from the student. I believe a firmer and more direct approach to quality monitoring should be taken and I think the QAA should have a totally changed structure and remit.” Aaron Porter, Student Experience Conference, 11th November 2010

39. White Paper – Students at the Heart of the System Sustainable and Fair Funding Well informed students driving teaching excellence A better student experience and better qualified graduates A diverse and responsive sector Improved social mobility through fairer access A new, fit for purpose regulatory framework (Really?)

40. Sustainable and Fair Funding Biggest single shift in source of funding in history of HE. Little time for preparation, or consideration to some unintended consequences. Loss of state funding for teaching for arts, humanities & social sciences. Two pools for competition of places (AAB & £7.5k). New competition from FECs and Private Providers. Consider the demography of students that gain AAB, and consider which institutions they will progress to. Postgraduate funding…. Kicked into the long grass (again).

41. Well informed students driving teaching excellence Tone from Government that the KIS and Student Charter is either a justification for higher fees, or the solution to the ‘information gap’. In isolation they are neither. KIS, cautious welcome. But prepare for unintended consequences. The metrics chosen will now be the focus of attention. Contact time? Graduate earnings? Feedback turnaround? Student Charters. Building on the recommendations from the Beer/Porter Student Charter group which reported in January 2010. Only has value if they are ‘living’ documents, revisited on an annual basis between SU exec & institution. Ideally used in induction for students and staff. Inherent contradiction between more sophisticated analysis of quality – Professor Graham Gibbs’ ‘Dimensions of quality’, and narrow, utilitarian measures from govt (contact time etc.)

42. A better student experience & better qualified graduates Increased student engagement – welcome. But needs to be done through the lens of co-production, and a move away from the ‘narrow box’ of student engagement. Risk based quality assurance. A more flexible approach. Improved links between HEIs and employers. Increased focus on academic representation. Time limits on OIA cases. More focus on information relating to graduate destinations. DLHE inadequate?

43. Diverse and responsive sector Increased competition for student places over time (AAB and £7.5k). What about subjects which may not have critical mass, or poor employment prospects? Too deep, too fast? Emergence of a two-tier system? Removal of barriers to entry for new providers: Easier to gain university title and change to legal status. The spectrum of potential private providers is vast.

44. Improved social mobility through fairer access Mountain to climb. Impact of student demand (and institutional supply) New powers for OFFA. Long grass. Future progression to postgraduate study? Removal of key access infrastructure. AimHigher, EMA. Slap dash National Scholarship Programme introduced. National Careers Guidance is crucial, but little detail to date. Review to consider the introduction of a Post- Qualification Application system.

45. A new, fit for purpose regulatory framework Browne’s proposal to merge HEFCE, QAA, OIA & HEA rejected. Reform of the powers and focus away from HEFCE. Previously a ‘funding council’. Now to be ‘lead regulator’ and ‘student champion’. Overseeing financial health of HEIs & delivering on strategic/Govt objectives. A “single, transparent regulatory framework” which should provide a level playing field for all providers (inc FECs and private providers). But also access to Degree Awarding Powers and access to student funding (loans) and remaining teaching grant.

46. Opportunities for the future Undoubtedly a testing period, but also a period of great opportunity. The prevailing ‘hierarchy’ of institutions may start to get challenged. Renewed political pressure on institutions that have poor records on fair access & widening participation. Employer-engaged institutions likely to thrive, as student demand could re-shape the sector. Induction is critical. What are new students coming into?

47. Thank you Questions? Aaron Ross Porter Consultancy a.porter@arpconsultancy.co.uk