VC's Introduction
As we settle into 2022, I am encouraged by the improving situation with Covid. I wouldn’t want to tempt fate, but I am optimistic that this year we will be able to have a much more normal, and stable, University year. Something that we all want and need.
Over the last month I have been continuing the departmental visits that I started last year. I have enjoyed the opportunity to physically meet colleagues where this has been possible and hear directly from you. It is already a fantastic experience for me and I am humbled by the amazing work that so many of our colleagues are doing and have learnt about many new things that I didn't even know were happening. We really do need to shout more about the impressive work we do.
I have also been really encouraged by how Departments are responding to our strategic imperatives and the sense of positivity expressed by many colleagues. Having experienced a difficult last two years, it is good to see us emerge with such a strong commitment to support our strategic direction in such creative ways, which is so very encouraging. It has also been very good to also hear your concerns and to understand better the various things that you feel are holding back our progress. Of course some of the conversations are challenging as they should be, but it is important that we are honest with each other about concerns and that similarly I am also honest about the various constraints that we face. I have already learnt a great deal about issues I was not aware of and which will be important for us to address. I have also acted on a number of points raised and do believe that now that we are not physically separated we can move together to ease a number of the frustrations that I know many feel. It’s through these discussions and debates that we can ensure we understand one another’s perspectives and move matters forward together. I’ll be continuing these meetings over the next two months and will have at the end a very comprehensive understanding of where we are as an institution and what our priorities need to be over the coming years.
There is an impressive and substantial amount of work being undertaken as we all continue our focus on our four strategic imperatives. I share more about this in this bulletin alongside an update on the portfolio review, one of the key activities in support of our strategy. I also provide an update on two key announcements from the OfS on new minimum regulatory thresholds and a new TEF. Both of these have significant implications for the University and something we will talk about more as details emerge.
Hopefully you will have seen my update on the Ravelin Sports Centre. It has been incredibly frustrating not to have the sports centre open by now but it is essential that all works are completed to the highest standard. We want everyone to have the best possible experience when using the centre and I’m confident that it will be worth the wait.
Also this month, I’m delighted to welcome Professor John Cookson to the University as Dean of Medical School Development. There is a long way to go as we explore our options for creating a medical school and I’m grateful to Professor Cookson for bringing his extensive experience and expertise to this particular programme.
Finally for this bulletin, you will by now have been invited to take part in a Staff Inclusive Culture Survey. We all want a culture in which to work and learn that recognises and values the rich diversity of all our staff and students. This survey will enable us to assess where we are now and any actions that we can take to address areas of concern. Your views are important and you will be listened to, so please do take time to participate.
OfS announcements on new minimum regulatory thresholds and the TEF
Last month (20 January) the Office for Students (OfS) made two announcements, both of which are significant for the University. First, there will be a new Teaching Excellence and Student Outcomes Framework (TEF) exercise later this year, probably in September to November. The OfS has launched a consultation on the details of the new TEF which will retain the gold, silver and bronze ratings as before but with the addition of a ‘requires improvement’ category. As a primarily teaching institution, we must aim to retain our TEF gold award, although in light of expected changes to the TEF, we should expect fewer gold awards across the sector.
The second OfS announcement is about new minimum regulatory thresholds for student outcomes. These will be for continuation and completion rates as well as for professional level employment/further study fifteen months after graduation. Metrics will be reported by ‘subject area’ so where subject areas fall below the minimum, regulatory action will follow. This could include institutional fines and even restrictions on student loan finance support for affected subjects. Importantly, and unlike the TEF, these minimum thresholds will not be benchmarked to take account of student characteristics or background. From Oxford to Bedfordshire, and everyone in between, the minimum thresholds will be the same. This is a significant departure from the approach to regulation universities are familiar with and is justified on the basis that we should not allow universities to get away with lower standards for disadvantaged students.
A lot of detail is to come with a consultation connected to this announcement, but for full-time undergraduate students the OfS intended minimum thresholds are 80% for continuation, 75% for completion and 60% for professional level employment/further study.
You might be tempted to think that such simple metrics are no way to assess the value of a university degree, but think about the issue from a student’s or parent’s perspective. How would we argue that £9,250 per year is a good investment in a course if more than 2 in 5 of its graduates do not progress to professional level employment or further study? While we will all agree that it is not as simple as this and there may be many other good reasons that can be argued to suggest otherwise, the fact is we will be regulated in this way and for the general public this will seem like a logical approach for the Government to take. In fact, irrespective of any possible regulatory action, we do need to think and be clear about how we would credibly answer this question for any affected subject. Before any new regulations come into force, we will also need to ensure that work on the implications of any minimum thresholds is connected directly to our ongoing course portfolio review.
Portfolio Review
The recent OfS announcements covered above, highlight how timely and important our portfolio review is and that performing strongly in supporting our students will be crucial to our future. Successful implementation of our portfolio review of undergraduate courses is a key contributor to three of our four strategic imperatives. My December bulletin outlined portfolio review work underway and the range of support available to enhance course and module design, teaching practice and assessment design.
At this point in the academic year, the main focus of the portfolio review is reviewing and improving quality and outcomes across our range of undergraduate courses through the Excellence and Quality Improvement Plan (EQuiP) process. All Heads of Department/School and Course Leaders are being asked to implement the action plans needed to deliver ambitious targets for further enhancing the student experience and to involve students in this, as their needs are paramount with their expectations and perspectives on their learning important for us to understand.
Common themes emerging include:
- enhancing our approach to outreach and recruitment across the University;
- refreshing course and module titles and more clearly linking to our research strengths and topical global issues;
- boosting support for graduate employment, for example through placements and simulated assessment centres;
- seeking Professional Statutory Regulatory Body accreditation for more courses;
- improved communication with staff about the current performance of courses so we all understand the need for rapid improvement.
We will take these forward at course, department and faculty level. Cross-University enhancements will also be pursued as we all work together to improve our position and outcomes for our students.
Strategic Imperatives Update
Implementing the portfolio review is an essential and significant undertaking in addressing our strategic imperatives, but it is important that we simultaneously tackle a number of associated and supporting activities if we are to collectively improve our position and outcomes for students. All parts of the University community have a part to play. Therefore UEB have allocated leads to a number of areas of focus, and have created action plans that have been shared with the Board of Governors. Progress in these areas will be subject to monthly monitoring by UEB from February onwards. The areas of focus and UEB leads are:
- Attractive, high quality portfolio of UG courses - Paul Hayes
- Improvements to digital presence, marketing and outreach - Bernie Topham
- Improvements to physical presence of campus (and city) - Bernie Topham
- Improve applicant experience, including processing of applications (within 48 hrs), interviews and unconditional offers - Chris Chang
- Improve functioning and outputs of SITS and related systems - Chris Chang
- Deliver effective and timely timetabling - Chris Chang
- Every student has developed, and can evidence, skills for employment - Paul Hayes
- Introduce major student enterprise programme from 2022 - Jeremy Howells
- Addressing staff survey feedback - Graham Galbraith
- Reduce financial deficit to acceptable levels for 2021/22 and 2022/23 - Graham Galbraith
However, it is important to recognise that this list is not exhaustive. Through the current resource planning round, faculties and departments are aligning their resources and activities against the imperatives as captured in local enhancement plans. We know that we still have a lot of work to do to turn our good intentions into impactful activity, but it is pleasing to see the collective and comprehensive endeavours being undertaken by the whole University community to improve the experience and outcomes for students.
Staff Inclusive Culture Survey - different voices, one community
We launched our Single Staff Inclusive Culture Survey yesterday (31 January) and I hope all colleagues will find time to take part. It should only take a few minutes. As you would have read in Chris Chang’s email, this is an important survey in our efforts to build a positive, inclusive culture - different voices, one community - that enables and inspires staff and students to realise their potential. The survey supports the work undertaken by the Athena SWAN and Race Equality charters, but focuses more holistically on a range of protected characteristics and equality dimensions so that our workplace culture can be explored and assessed in a more inclusive and nuanced way. Responses to the survey will be anonymous, and will be used to identify themes and areas which require action locally or at an institutional level. We know there is much work to do. Please add your voice and help us build a positive, inclusive culture by taking part in the survey.
Dean of Medical School Development
We are extremely excited to announce that Professor John Cookson has joined our Medical School Development Project team as the Dean of Medical School Development. John brings a wealth of experience leading and developing medical schools. In particular, John is renowned for launching medical schools that serve regional workforce needs and increase access to, and diversity in, medical education. This makes him a particularly good fit with our project’s values.
John qualified in medicine from Birmingham. After house posts he spent a number of years as a lecturer in medicine in Zimbabwe involved in clinical work, teaching and research. His main research interests in medical education have been in curriculum design and assessment.
When he returned to the UK, John took on several successive educational roles including Foundation Professor of Medical Education and Undergraduate Dean to help set up the Hull York Medical School. For the last four years he has been working as the Development Dean for the prospective Three Counties Medical School based at the University of Worcester which is now ready to accept medical students.
John will be invaluable to our work as we prepare for a Government call to bid for a new medical school.