Slide 1

Value for Money Educational
Development?
Sharon Gedye ([email protected])
Priska Schoenborn ([email protected])
Educational Development
Teaching & Learning Directorate
University of Plymouth


Slide 2

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.


Slide 3

The Browne Review, October 2010
6 Principles:

http://www.bis.gov.uk/assets/bis
core/corporate/docs/s/10-1208securing-sustainable-highereducation-browne-report.pdf

1.
2.
3.
4.
5.
6.

More investment
Increased student choice
Improved access to HE
No upfront costs
Affordable repayment
Better support for parttime students


Slide 4

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


Slide 5

The Comprehensive Spending
Review, October 2010

http://cdn.hmtreasury.gov.uk/sr2010_completere
port.pdf

1. 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


Slide 6

Higher Student Fees
• 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


Slide 7

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?


Slide 8

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.


Slide 9

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


Slide 10

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?


Slide 11

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?


Slide 12

Thank You for participating!
If you have any concerns about us using
your responses in a possible publication,
please email me:
[email protected]
Please note that all responses will be
anonymised!