QAA has published this week guidance setting out best practice around promoting academic integrity in higher education, through tackling students’ use of third parties’ services in order to cheat. It covers the use of essay mills and other forms of contract cheating. It describes the issues, and sets out the steps providers can take to deal with these. The new guidance recommends: clear information for students on the risks of cheating, including academic misconduct being reported to relevant professional bodies support for students to develop independent study skills, including academic writing using a range of assessment methods to limit opportunities for cheating blocking essay mill sites and taking action against essay mill advertising on campus smarter detection, including new software and greater familiarity with students’ personal styles… Read moreEssay mills and contract cheating

In July the government published the specification for the first year of TEF subject pilots.  Subject level pilots will be run in 2017/18 and 2018/119 before subject level TEF runs fully in 2019/20 (TEF Year 5).  This also announced the use of a new teaching intensity measure. On 7 September Jo Johnson announced a number of ‘refinements’ to the TEF methodology, arising from the TEF Lessons learned: summary report, and intended to make HE providers more accountable for teaching excellence.  These changes come into effect for TEF Year 3 (ie immediately). A summary of the arrangements for the subject pilots and the changes to the TEF methodology is outlined below.

This conference report relating to the Blended Learning Consortium established by Heart of Worcestershire College, includes links to resources, including free software for learning design, YouTube resources, a self –assessment tool to ascertain staff digital skills and much more …..

Dr Seán Bracken, Institute of Education writes: It is conference season once again in the UK and this provides a welcome opportunity to recharge the intellectual batteries and to garner new ideas for the future of learning, teaching and assessment. In an increasingly competitive and individualised environment, the past week (w/c 26 June 2017) has been one exemplified by all that is good in the sector, including generosity of collegiate learning and a willingness to provide insights to what works in differing universities across the country. Setting a roadmap for inclusion in Scotland Towards the latter part of the week, I attended a conference hosted by Higher Education Teaching and Learning (HETL), an international organisation that facilitates cross-global learning in Higher Education. This year, the… Read moreInclusive praxis, the university moral imperative of our time

The University is delighted to have achieved Silver in the first TEF assessment. The award is valid for up to three years. As for all other HE Institutions in England and Wales, the TEF Panel reviewed the provider metrics and provider submission according to the process and criteria specified in the TEF guidance. The TEF ‘statement of findings’ (the conclusions of the TEF Panel based on consideration of our metrics and submissions) is as follows:

A project to ascertain first year students’ views on their experiences during the first six weeks of study at the University has now reported. The project aimed to identify student perceptions of good practice and potential improvements. The focus on the first six weeks is important because of the vital and formative period in which expectations and good study habits can be established. Thirty-eight first year students, twenty-two male and fourteen female, provided feedback.  The sample included students from all six UW institutes, with international and disabled students represented in each group. Participants took part in focus groups to consider experience in relation five key areas: staff expectations (inside and outside the classroom), teaching methods, support and guidance, the online learning environment and learning spaces…. Read moreFirst six weeks project

Last month the Higher Education Statics Agency (HESA) published the most recent set of performance indicators for higher education providers, including data on retention, or more precisely, non-continuation of students in the year following entry to higher education. Performance indicators are benchmarked to allow meaningful comparisons between providers by taking into account the different mix of students at each provider. A summary of how the University is doing on retention follows: