The Higher Education Academy’s response to HEFCE strategic plan 2006-11:
consultation (2005/45)
1.
Introduction
1.1
The Higher Education Academy welcomes the opportunity to comment on
HEFCE’s draft strategic plan 2006-11. As a major sector wide body working
closely with HE institutions and their staff we will be playing a key role in many
of the priority areas set out in your plan, including:
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Supporting institutions in providing a high quality student learning
experience
Promoting and supporting the professional development of all staff
supporting the student learning experience.
Promoting and supporting innovations in the curriculum and student
support services.
Supporting and advising HE institutions on their processes and
approaches to quality management.
Providing support for academic leadership across the sector.
Disseminating and advising on good practices and developments in all
aspects of the student learning lifecycle: access to HE, the first year
experience, progressing to employment and postgraduate education.
Facilitating HE engagement with employers and employer bodies (in
particular Sector Skills Councils) with a particular emphasis on improving
their understanding of HE, the student learning experience and the role of
HE.
Providing evidence to inform policy and practice.
Supporting further development of the research and teaching nexus.
Providing knowledge of and expertise in subjects and disciplines across
HE.
Supporting the capacity building of HE institutions and the development of
their staff.
1.2
We believe that the Academy has a central role in both helping to shape and
inform HEFCE’s implementation of its strategic objectives, and supporting
institutions and their staff to respond to the vision and broad strategic direction
set out in the strategic plan. We welcome the recognition in the plan of the role
the Academy can play.
2.
Vision and strategic direction
2.1
We broadly endorse the vision and strategic direction set out in the draft plan. In
particular, we welcome the focus on students and the need to ensure that they
receive a high quality learning experience in a HE system which is sufficiently
resourced and enabled to respond to increasingly changing market needs
(students and employers).
2.2
The vision refers to the contribution HE makes to the economy and to society.
We welcome this. However, we believe that there is an imbalance of emphasis
between these. There is a sense that the plan focuses too heavily on the
former, implying a very instrumentalist outlook and utilitarian purpose for HE.
While HE’s role in the development of an intellectual and knowledge-based
population with the skills to contribute to society, particularly in relation to civic,
cultural and community engagement, is mentioned it is only within the context of
a relatively marginal initiative around the HE Active Community Fund. The
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vision should be stronger on the role which HE can play in respect of promoting
and developing civilising values and the benefits which a highly qualified and
intellectually enriched population can bring to the nature of our society.
2.3
We particularly welcome the recognition given to the importance of building the
capacity and capability of all those working in higher education institutions.
However, if staff are to work with vigour, creativity and be responsive to a
changing environment it will be important to ensure that their professionalism is
supported and not impeded by any unintended consequences of policy
implementation.
3.
Specific aims, KPTs and risks
3.1
The aim to ensure that all HE students benefit from a high quality learning
experience accords with the Academy’s own strategic purpose and aims. The
associated objectives are clear and understood.
3.2
Specific comments are:
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The focus on innovation is important as long as we understand it broadly.
There is just as much need to support the wider application of existing
knowledge and practice as there is developing new practice. Moreover,
innovation, narrowly defined as new development, is not always a cost
effective or successful means of solving educational problems.
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While support for staff and institutions to engage with employers is
welcome we should not underestimate the scale and extent to which this
already takes place at all levels. The challenge is often getting employers
to engage with HE.
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The role of HE in FE colleges is referred to but within the broad context of
streamlining funding, monitoring and quality assurance arrangements.
This sits uneasily within the strategic aim of quality enhancement and
more attention may be required to support the enhancement of HE
provision in FE colleges.
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The key strategic risks are noted, but there is no reference to how these
will be mitigated.
4.
Other comments
4.1
The commentary within each of the strategic aims reflects the range and extent
of various actions and activities which HEFCE will engage in to implement this
plan. These are extensive and there is a danger of there being too many
initiatives and programmes to achieve the specific objectives under each aim.
The Academy, and in particular its subject centres, should be the primary
agency for taking forwards aspects of enhancing excellence in learning and
teaching.
4.2
It will also be important for HEFCE to clarify its role in relation to bodies such as
the Academy in order to avoid duplication in areas of implementation and
development.
Professor Paul Ramsden
Chief Executive
The Higher Education Academy
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