The Impact of Diplomas on Higher Education

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The Impact of Diplomas on
Higher Education
Andrea Harris

Education Development Manager
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Learning from the Challenge

• Using development opportunities to improve.

• Enhancing understanding by
• Sharing experience
• Discussing potential impact
• Reflecting on our daily work

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Introduction

• strategic level
• understanding and interpreting the qualifications
• operational level
• Informing staff and processes
• Providing progression routes
• Interaction with wider education and skills
  sector.
• Examples from Kingston University.

• Aim to focus on challenges at an

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Kingston University

• A Comprehensive University

• Predominantly recruiting
• Vocational heritage
• Ethnically diverse
• WP strong
• 70 students from 20 mile
  radius

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Strategic Challenges

• The scope of the Education Reform raises
  questions about the mission of individual HEIs
  and how we respond as a sector.

• Understanding the qualifications
• Interpreting the qualifications in relation to
• Institutional direction
• Response to 14-19 reforms

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Understanding the Qualifications
A new type of qualification

• Education not training
• Academic rigour within applied learning
• Incorporating functional skills
• Importance of parity of esteem
• Acknowledgement of students aims

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Participating in Development Delivery

• Working locally to gain institutional experience.

• Active relationships with local Diploma
  Development Partnerships (DDPs).
• Shared staff development opportunities.
• Meet the learners
• Making resources and facilities available.
• Extending existing support to Diploma students.

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Example

• Bringing student voices together.

• After working closely with Royal Borough of
  Kingston DDP on bid documents, it was important
  to find ongoing opportunities for collaboration
• Need for appropriate and engaging marketing
  materials.
• UK Marketing leading a team of Student
  Ambassadors and local level 2 BTEC students.
• Working with teacher to develop learning
  materials.
• Enabling team of young people to create the
  marketing materials themselves.

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Interpreting the Qualifications
Responding to change at an institutional level

• A new qualification asks us to
• speak with confidence
• shape the character of learning
• provide leadership where appropriate and an
  institution-wide commitment

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Example
Seeking senior management support

• Using Student Targets and Recruitment Committee
• Access at PVC and Dean level
• To influence the discussion
• To shape the response

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Operational Challenges

• Actively responding to Education Reform to
  support learner progression.

• Informing and engaging staff
• Responsive admissions practices
• Providing progression routes for learners

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Informing and Enabling Staff

• Sharing information and expertise

• Using a student-focussed approach
• Tracking need for information across range of
  interaction
• Understanding learners
• Utilising expertise of centre and faculty
• Providing a developmental experience
• Curriculum knowledge / Process knowledge
• Working across institutions
• LLNs
• Local Authorities
• Aimhigher

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Example
Staff Update Communications

• Faculty-specific activity, including
• 14-19 Update sessions
• Tailored information via link libraries, e.g.
  online resources providing links to core
  information such as key organisations and
  qualification specifications.
• Institutional activity, including
• Kingston University Admissions Conference
  focussed providing information and dealing with
  applicants.
• 14-19 e-bulletin with ongoing headline news

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Responsive Admissions Processes

• Faculty, admissions and marketing working
  together.

• Changes in the types of qualifications that
  applicants hold bear implications for our
  systems
• Publishing entry requirements
• Offer making
• Reviewing a portfolio of achievement
• Providing feedback to candidates

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Bringing Staff Together

• Strategy and vision that support fair admissions

• Staff structure links Marketing and WP staff
  within UK Marketing
• UK Marketing work closely with Applicant Services
  on core marketing literature
• Applicant Services and Marketing staff receive
  training about qualifications and curriculum
• Faculty-specific admissions support

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Kingston University Approach

• Student-centred marketing and admissions

Understanding Level 2 3 Qualifications
Educating Staff
Monitoring Impact
Informing Practice
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Providing Progression Routes

• Ensuring adequate opportunities for success.

• If we consider the broader educational reform to
  be one tool for widening participation we must
  take responsibility for learner progression
• Clear information, advice and guidance
• Suitable range of courses
• Facilitating move into all subject areas
• Taking account of changed learner experience on
  course

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Example
Working with SLLLN to explore progression barriers

• SLLLN works in three sector areas Sport
  Leisure, Healthcare, Engineering Construction
• Identified academics meet with FE staff and
  employers to improve understanding
• Curriculum mapping identifies progression routes
  and potential barriers
• Progression Agreements formalise this work and
  provide clear information for applicants from
  vocational courses

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Monitoring Impact

• Understanding what effect this work is having

• Using KU (SITS), HEFCE and HESA data we offer
  course providers with information about the
  number/type of students who have applied,
  accepted, enrolled and progressed.
• We also provide this info to schools and colleges
• Faculty-based WP champions are also asked to
  identify particular issues to address each year

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Example 5

• Using formal schemes to assess support offer

• Compact Scheme - fair admissions scheme
• Provides a unique environment to try out support
• Offers a pool of data and personal experience
  with which to review institutional practice
• Enabled us to identify inequalities and show that
  when they are removed students have a successful
  experience

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Diplomas
Can we use this model to identify potential
challenges for Diploma students?

• How are you finding information about Diplomas?
• How is that being passed on to staff in
  departments and faculties?
• What response is required in marketing materials?
  Elsewhere?
• How can we monitor whether these actions have
  been successful?

Understanding Level 2 3 Qualifications
Educating Staff
Monitoring Impact
Informing Practice
Monitoring Impact
Informing Practice
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a.l.harris_at_kingston.ac.uk 0208 417 2784