Transcript Key Information Sets (KIS)

Key Information Sets
(or what information sixth formers will
see about your programme on our
website, the UCAS website, Twitter and
Facebook)
(KIS)
What we have done
The Need for KIS
× There has been a drive towards improving
information available to students so they can
make informed choices when applying to HE
× Joint Report Provision of Information about
Higher Education June 2011
× KIS is about gathering together existing data
and some new data which students have
identified as being useful and putting it in a
place where they say they would expect see it
KIS Produced For…
× All full- and part-time courses at undergraduate
level, including foundation degrees
× Exceptions:
Short courses (one year full-time equivalent or
less); Postgraduate courses; Courses delivered
wholly overseas; Closed courses
What will the KIS Include?
× Levels of Student Satisfaction
× Graduate Outcomes
× Learning and Teaching Activities
× Assessment Methods
× Tuition Fees and Student Finance
× Accommodation
× Professional Accreditation
× Satisfaction with Students’ Union
Implementing KIS
× KIS up and running = September 2012
× Ready for all Undergraduate courses planned for
2013/14
× All KIS’s to be accessible via institutional web-sites
× Much of the information needed for the KIS already
exists (in national and comparable forms)
× Those areas of information that do not exist will
need to be submitted by institutions
Timeline for the creation and
publication of KISs
The following table presents the timeline of
action required for the creation of KISs
applicable to courses running in the academic
year 2012-13. The absolute deadline for the
submission of the data is August 2012
Timeline for the creation and publication of
KISs
Date
30 Sept ‘11
Action
Technical guidance published by HESA/HEFCE (will be updated in Dec’11
and March’12)
22 Feb/1 Mar’12
HESA training seminars see HESA training
Feb/March ‘12
Submission system opens and validation kits issued for KISs to be
published in September 2012. Institutions will have until August 2012 to
finalise their data. The system will remain open throughout this period to
allow institutions to manage their workloads and undertake quality
assurance work
July ‘12
NSS and DLHE 2012 data added by HEFCE to KIS submissions
Aug ‘12
Final deadline for submission of KIS data and sign off by head of
institution. Institutions will be able to preview their full KIS data at this
point
Sept ‘12
-Institutions preview new official web-site with KIS and associated
widgets.
-New official web-site goes live; Unistats web-site closes.
-KIS widgets to be embedded and visible on all institutional web-sites.
-UCAS to include KIS data into course search web-site.
Oct ‘12
KIS system re-opens for updates to September 2012 KIS, where
necessary, for example to confirm fee information. Updates will be
routinely published via the KIS widgets and official web-site
Courses for which KIS
information is required
× There are three different types of KIS reports
× A programme can only have one KISTYPE and this is
dependent on the nature of the course
× The three types of KISTYPE are:
– KISTYPE 1 - Full course level KIS
– KISTYPE 2 - Multiple subject course placeholder KIS
– KISTYPE 3 - Subject level KIS
Courses and KISTYPEs
× C620 BSc Hons Molecular Biology (JACs code :C700
Molecular Biology, Biophysics and Biochemistry)
– One KIS presented (BSc Molecular Biology)
– KISTYPE = 1
× KISTYPE1 = Full Course Level
– All single subject courses (those with only one JACS code
recorded for the course in the HESA Student Record) regardless
of intake size
– All multiple subject courses (those with more than one JACS
recorded for the course in the HESA Student Record) where the
intake size is greater than 20* students
e.g. LL32 BA Hons Politics and Sociology (JACs Codes: L300
Sociology and L200 Politics. Intake in 2011 46 Home UK and EU)
Courses and KISTYPEs
× GL11 BSc Jt Hons Economics & Maths (JACS Codes G100
Mathematics & L100 Economics)
× Intake size = 18
× KISTYPE = 2
× KISTYPE 2s are 'placeholders' for multiple-subject courses for which
a KISTYPE 1 record is not required i.e. the intake size is less than 20
students
× 2 KISTYPE 1 presented for programmes BA Hons Economics & BSc
Hons Mathematics
× The placeholders include links to the relevant UCAS course codes
and to related KISTYPE 1 or KISTYPE 3 KIS records
Courses and KISTYPEs
× GN13 BSc Financial Maths (JACS Codes: G100 Mathematics &
N300 Finance. Intake in 2011 = 7 Home UK & EU)
– Intake = Less than 20
– KISTYPE = 2
– Though a KISTYPE1 does exist for BSc Mathematics
no KISTYPE 1 exists for Finance therefore a KISTYPE
3 is required for both subjects
× KISTYPE 3 records provide information about a subject
that forms part of a multiple subject course for which no
KISTYPE 1 can be produced
Information for Collection
This data will be collected
from the National Student
Survey (NSS) and not from
the institution
This data will be collected
from the Destination of
Leavers from Higher
Education Survey (DHLE)
and not from the
institution
Information for Collection
This data will need to be
collected from the Institution
(Newcastle University)
Finance and Planning
Accommodation Services
Accommodation Services
Information for Collection
This data will need to be
collected from the Institution
(Newcastle University)
To be calculated from
MOFS (after review)
To be calculated from
MOFS (after review)
_________________________________
The data displayed on this section of the KIS should also contain a link
which leads to a page containing further information on Learning and
Assessment for a particular course offered at the University
Information for Collection
This data will be collected
from the National Study
Survey (NSS). There will
be a new question from
2012
Publication Thresholds for NSS data and
for DLHE
× NSS - 50% of students on a course and this must be at least 23
× Thresholds for DLHE differ in that the number of students covered
by the indicator must be at least 23 (a 50% threshold is not applied).
However, for salary information, at least 50% of the students who
are employed full-time i.e. the population of the statistic, must have
given a salary. Thus, for salary data to be published at least 23
students who are employed full-time must have given a salary and
these must represent at least 50% of the students employed full-time
× NSS thresholds applied to KIS Mock-up not to DHLE data
× Salary demanding threshold so data will often need to be
aggregated
Aggregation
×
×
×
×
×
×
×
Course level most recent two years
JACS subject level 3 most recent year
JACS subject level 3 most recent two years
JACS subject level 2 most recent year
JACS subject level 2 most recent two years
JACS subject level 1 most recent year
JACS subject level 1 most recent two years
×Course level most recent two years
×JACS subject level 3 most recent year
×JACS subject level 3 most recent two years
×JACS subject level 2 most recent year
×JACS subject level 2 most recent two years
×JACS subject level 1 most recent year
×JACS subject level 1 most recent two years
Data Collection for Assessment Methods
and Scheduled Learning
1. For this year only we will be using 2011/12 module choices of students with
2012/13 versions of the modules. In future they will need to be the same year
2. List all the modules being taken in a particular year of a course. Select the
modules in order of popularity, in turn, until a total of 120 credits is reached
3. For subjects/years which involve option modules – choose the most popular
modules with the highest intake of students (totalling 120credits)
4. If the selected modules total more than 120credits: the learning and
teaching methods and assessment methods for the last module included
should be scaled back so that the total is 120 credits
– For example, if the three most popular modules total 110 credits, the
next most popular module with 40 credits would need to be scaled to
25%
Learning and Teaching Methods
Assessment Methods
Calculating Scheduled Learning
Percentages
× Overall proportion in
scheduled teaching and
learning = (Sum of (Credit
value of module * Proportion
in scheduled teaching and
learning of module)) / 120
× ((30*60)+(30*50)+(20*30)+(10
*30)+(30*40))/120 = 45
× Overall proportion in
independent learning = (Sum
of (Credit value of module *
Proportion in independent
learning)) / 120
× ((30*40)+(30*50)+(20*70)+(10
*70)+(30*60))/120 = 55
Example of a of Newcastle University KIS
Example of a Newcastle University KIS
Example of a Newcastle University
KIS
Example of a Newcastle University
KIS
Next Steps
× Following Quality Checking and Corrections
another version of the T and L activity will be
produced for Schools for Review. This will probably
still be based on averages and will use the 2010/11
Student Population
× ISS are developing a programme to select modules
by the method prescribed by HEFCE
× A fourth draft of T and L data and a second version
of Assessment data will be collated in the Spring.
This will use the 2011/12 student population and
(hopefully) the HEFCE module selection method
NESS Newcastle Electronic
Submission System
× Originally 2 projects:
Transfer project – To make the existing NESS system supportable by ISS from
May 2012
Roll out the component marks process of NESS to HASS (Required for HEAR)
× Agreement for both projects to come under the SMART group
governance
× Priority for functionality is component marks
× Support for other functionality will be prioritised according to usage
and impact
× Work Stream to ensure not duplicating functionality provided in other
corporate systems
× Working group to take the above two work streams forward
(prioritisation and non-duplication)
Student Charter
× Student Charter Group – representatives HEIs
and student representatives explore best practice
student charters and agreements
× Focus on information for students before they
start course and during course – so they know
what they can expect and what’s expected of
them
× Report Jan 2011 concluded no ‘one size fits all’
and it would not be appropriate to impose a
single, prescribed charter. Instead principles and
a toolkit
Student Charter
× Implementation Group review existing Student
Charter in light of template
× A draft new Student Charter, together with a
Supplementary Statement of Student Rights and
Responsibilities
× It is helpful to phrase the Student Charter
commitments in a way that is more meaningful to
staff. For this reason the draft Teaching Code of
Practice has been prepared
× To Faculties for consultation
× UTLSEC in Spring, EB, Senate and Council
HEAR (Higher Education
Achievement Record)
× 2007 Beyond the Honours Degree classification: the
Burgess Group Final Report
× More detailed picture of student achievement including
academic work, extra-curricular activities, prizes,
voluntary work and offices held in student union clubs
and societies that have been verified by the institution
× Implementation Group
× Aim produce Summer 2012
× EECE pilot for component marks