HEA Short Guide Policy and research

Case study National postgraduate taught surveys

The Higher Education Academy Innovation Way York Science Park Heslington York YO10 5BR

+44 (0)1904 717 500 enquiries@heacademy.ac.uk

© The Higher Education Academy, 2012

The Higher Education Academy (HEA) is a national body for learning and teaching in higher education. We work with universities and other higher education providers to bring about change in learning and teaching. We do this to improve the experience that students have while they are studying, and to support and develop those who teach them. Our activities focus on rewarding and recognising excellence in teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy - locally, nationally, and internationally.

Contact us

Case study: Graduates for the future: The role of universities towards a green economy

The HEA supports staff in higher education throughout their careers, from those who are new to teaching through to senior management. We offer services at a generic learning and teaching level as well as in 28 different disciplines. Through our partnership managers we work directly with HE providers to understand individual circumstances and priorities, and bring together resources to meet them.

The HEA has knowledge, experience and expertise in higher education. Our service and product range is broader than any other competitor.

www.heacademy.ac.uk | Twitter @HEAcademy

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any storage and retrieval system without the written permission of the Editor. Such permission will normally be granted for educational purposes provided that due acknowledgement is given.

To request copies of this report in large print or in a different format, please contact the communications office at the Higher Education Academy: 01904 717500 or pressoffice@heacademy.ac.uk

“Universities are beginning to take curriculum reform seriously as they address the need to make graduates fit for future citizenship and employment in the 21st century. The challenge for universities is to consider the range, scale and urgency of such change, and whether it shapes, informs and contributes to the UK Government’s green economy policy agenda.” Universities and the green economy: Graduates for our future.

A number of recent reports have set out the Government’s approach to creating a green economy and a workforce that uses resources sustainably. At the same time, higher education institutions are examining how degree programmes equip students with knowledge, skill and values for 21st century citizenship and employment.

The Think-tank, ‘Graduates for the future: The role of universities towards a green economy’, built on a new institutional change programme:

The UK is seeing an unprecedented expansion in the number of taught postgraduate students. Between 2003 and 2008-09, the number of students on taught postgraduate courses rose by over a quarter. In 2008-09, students on postgraduate programmes contributed £1.5 billion to the income of UK universities.

Following a request in the White Paper, Students at the heart of the system, that the Higher Education Funding Council for England (HEFCE) consider the information needs of postgraduate students, the Higher Education Public Information Steering Group (HEPISG) put out calls for two strands of research to investigate the information needs of postgraduate students and the feasibility of developing a postgraduate survey.

The HEA has established the highly-regarded Postgraduate Taught Experience Survey (PTES). Information gathered is used by institutions to benchmark postgraduate student experience for the purpose of internal enhancement activities. Currently, it is not, however, used to inform prospective students’ choices.

In May 2012, the HEA convened a Policy Think-tank, ‘National postgraduate taught surveys’, and invited survey experts, senior institutional managers, and representatives from HEFCE, the QAA and the Department for Business, Innovation and Skills (BIS) to debate the value and potential form of a postgraduate taught student survey equivalent of the National Student Survey.

Outputs of the Think-tank have been consolidated into an HEA report, ‘Surveying taught postgraduate students: A literature review’ that considers the potential purpose and audiences for a survey, issues raised by, for example, the nature of postgraduate study, discipline and programme size, and potential models for a survey in the UK.

The HEA continues to inform discussion about the possible development of a postgraduate taught student survey in the UK.

“There is a significant critical mass of survey instruments and approaches to student surveys… which could inform the development of a taught postgraduate national survey.”

Dr John Canning, ‘Surveying taught postgraduate students: A literature review’.

‘Green Academy: Curricula for tomorrow’, and brought together students, academics and business leaders in the field of sustainable development. It also sought evidence from stakeholders such as the Science Council, Society for the Environment and Environmental Association for Universities and Colleges (EAUC).

The implications of policy and greening of the workforce, and the role of universities in shaping policy and curricula to meet expectations of students and employers were debated at a 24-hour residential event.

The resulting report examines how this can be achieved through reform of higher education programmes and institutional teaching and learning strategies, and contains wide-ranging recommendations to guide future policy-making, universities, employers and student bodies. It illustrates the HEA’s role in leading change.

“We recognise that research is an important factor in determining the quality of provision within STEM…but we agree with the HEA that it should not be the only factor.”

House of Lords Select Committee on Science and Technology

Introduction

The last 18 months have seen significant reforms in higher education across the four nations of the UK. Though taking very di�erent approaches, the four administrations in England, Northern Ireland, Scotland, and Wales are all seeking to reform and improve higher education provision by increasing the emphasis on learners.

As the national body with responsibility for promoting the enhancement of learning and teaching in HE, the HEA seeks to lead and influence debate on learning and teaching policy and practice in the sector across the UK.

Think-tanks

Through Policy Think-tanks, the HEA takes a proactive approach to its work to help shape policy relating to learning and teaching in the UK. Think-tanks are multi-stranded programmes of work that engage a wide range of stakeholders to address overarching themes over a sustained period of time. Through think-pieces, round tables, the PVC Network, online debate, social media and research, Policy Think-tanks stimulate focused discussion, debate and fresh thinking on topical issues at the highest level.

In 2011-12 the HEA ran its first two Policy Think-tanks ‘Graduates for the future: the role of universities towards a green economy’ and ‘A postgraduate taught national student survey’, bringing together students, academics, business leaders, government, sector bodies and universities from the UK and internationally.

Future Think-tanks will focus on the themes of: ‘The impact of the shifting higher education landscape on learning and teaching’, and ‘The value-added of higher education’.

The outputs from Think-tanks and related research inform the development of position statements and recommendations for policy makers, funders and institutions, support the sector in delivering change, and inform the work of the HEA and partner organisations.

Consultations

By responding to policy consultations and, by invitation, to Select Committee Inquiries, the HEA seeks to champion and influence future policy thinking and change in learning and teaching at national level.

Over the past two years, the HEA has responded to 35 consultations giving input to government White Papers and consultations on the future of higher education at national, thematic and discipline level.

These have included the Department of Business, Innovation and Skills’ Students at the heart of the system, the Scottish Government’s Putting learners at the centre – delivering ambitions for post-16 education, the Welsh Government’s

We do this by providing a high-quality evidence base for learning, teaching and assessment; by commissioning and disseminating cutting-edge research, and by initiating timely and topical policy debates and responses.

In so doing we draw on strategic partnerships with senior level stakeholders and bodies and institutions across the sector within the UK and internationally.

Together these activities help to ensure that learning and teaching are at the forefront in decisions relating to the direction of higher education and that the HEA drives innovation in policy and practice.

The future shape of higher education in Wales and the Department of Education and Learning in Northern Ireland’s Higher education strategy.

In addition, following a written response to the House of Lords Inquiry on Higher Education in STEM, the HEA was called to present to the Select Committee on Science and Technology, which sought to examine the discrepancy between demand for and supply of graduates in su�cient numbers and with appropriate skills. The resulting report made a series of recommendations around the assessment and public reporting of the quality of teaching performance in STEM subjects and recommended that academic sta� be required to complete an accredited programme of training.

Research

Alongside programmes of work funded through Teaching Development Grants, the International Scholarship Scheme and the Doctoral Scheme, the HEA works to identify, commission and carry out research where it will lead to new insights and will strengthen the evidence base relating to all aspects of learning and teaching.

2011-12 saw the commissioning of several projects, which included a joint study with the National Union of Students (NUS) to understand how and why students make choices about what and where to study, an independent review of the design, operation and use of the Postgraduate Taught Experience Survey (PTES), and a literature review on the impact of teaching development programmes. The latter highlights the absence of an agreed methodology to assess the impact of training programmes, and in particular, their impact on changing teaching practice and the student experience. In so doing, it identifies priorities for future research on the e�ectiveness of institutional initiatives in training.

HEA-sponsored research also directly informs higher education policy-making at the highest level. For example, Professor Graham Gibbs’ Dimensions of Quality (2010) identified those factors which substantially a�ect the student learning gains. The research was cited in the 2011 government White Paper, Students at the heart of the system as evidence of the importance of student engagement to ensuring a high-quality student experience.

“Research has been the primary focus of attention for a long time; it’s time for teaching to be in the spotlight as well. In 2010 two important reports were published – not just Lord Browne’s, but also Graham Gibbs’s conclusions on how to measure teaching quality.”

Rt Hon David Willetts, MP, Minister of State for Universities and Science, Department for Business, Innovation and Skills.

By participating in discussion, debate and research, the HEA helps to shape the direction of higher education and to provide benefits to learning and teaching that reverberate throughout the sector:

Find out more

To find out more about upcoming work in Policy as well as tenders commissioning new research, visit: www.heacademy.ac.uk/policy and www.heacademy.ac.uk/research or email us at: policy@heacademy.ac.uk and research@heacademy.ac.uk.

Policy and research

• strengthening the evidence base to inform development of policy and support the sector in delivering change;

• ensuring development of policy is based on expertise drawn from across the sector in the UK and internationally;

• challenging, developing and publishing new thinking and ideas to drive innovation in policy and practice;

• ensuring learning and teaching are at the forefront of developments in policy in higher education;

• identifying aspects of learning and teaching that can be improved through research;

• establishing a coherent framework to assess and increase the impact of learning and teaching initiatives;

• informing future priorities for the HEA, partner organisations and initiatives;

• developing and increasing the capacitywithin the sector for learning and teaching-related research;

• acting as an independent champion for HE learning and teaching.

“We recognise that research is an important factor in determining the quality of provision within STEM…but we agree with the HEA that it should not be the only factor.”

House of Lords Select Committee on Science and Technology

Introduction

The last 18 months have seen significant reforms in higher education across the four nations of the UK. Though taking very di�erent approaches, the four administrations in England, Northern Ireland, Scotland, and Wales are all seeking to reform and improve higher education provision by increasing the emphasis on learners.

As the national body with responsibility for promoting the enhancement of learning and teaching in HE, the HEA seeks to lead and influence debate on learning and teaching policy and practice in the sector across the UK.

Think-tanks

Through Policy Think-tanks, the HEA takes a proactive approach to its work to help shape policy relating to learning and teaching in the UK. Think-tanks are multi-stranded programmes of work that engage a wide range of stakeholders to address overarching themes over a sustained period of time. Through think-pieces, round tables, the PVC Network, online debate, social media and research, Policy Think-tanks stimulate focused discussion, debate and fresh thinking on topical issues at the highest level.

In 2011-12 the HEA ran its first two Policy Think-tanks ‘Graduates for the future: the role of universities towards a green economy’ and ‘A postgraduate taught national student survey’, bringing together students, academics, business leaders, government, sector bodies and universities from the UK and internationally.

Future Think-tanks will focus on the themes of: ‘The impact of the shifting higher education landscape on learning and teaching’, and ‘The value-added of higher education’.

The outputs from Think-tanks and related research inform the development of position statements and recommendations for policy makers, funders and institutions, support the sector in delivering change, and inform the work of the HEA and partner organisations.

Consultations

By responding to policy consultations and, by invitation, to Select Committee Inquiries, the HEA seeks to champion and influence future policy thinking and change in learning and teaching at national level.

Over the past two years, the HEA has responded to 35 consultations giving input to government White Papers and consultations on the future of higher education at national, thematic and discipline level.

These have included the Department of Business, Innovation and Skills’ Students at the heart of the system, the Scottish Government’s Putting learners at the centre – delivering ambitions for post-16 education, the Welsh Government’s

We do this by providing a high-quality evidence base for learning, teaching and assessment; by commissioning and disseminating cutting-edge research, and by initiating timely and topical policy debates and responses.

In so doing we draw on strategic partnerships with senior level stakeholders and bodies and institutions across the sector within the UK and internationally.

Together these activities help to ensure that learning and teaching are at the forefront in decisions relating to the direction of higher education and that the HEA drives innovation in policy and practice.

The future shape of higher education in Wales and the Department of Education and Learning in Northern Ireland’s Higher education strategy.

In addition, following a written response to the House of Lords Inquiry on Higher Education in STEM, the HEA was called to present to the Select Committee on Science and Technology, which sought to examine the discrepancy between demand for and supply of graduates in su�cient numbers and with appropriate skills. The resulting report made a series of recommendations around the assessment and public reporting of the quality of teaching performance in STEM subjects and recommended that academic sta� be required to complete an accredited programme of training.

Research

Alongside programmes of work funded through Teaching Development Grants, the International Scholarship Scheme and the Doctoral Scheme, the HEA works to identify, commission and carry out research where it will lead to new insights and will strengthen the evidence base relating to all aspects of learning and teaching.

2011-12 saw the commissioning of several projects, which included a joint study with the National Union of Students (NUS) to understand how and why students make choices about what and where to study, an independent review of the design, operation and use of the Postgraduate Taught Experience Survey (PTES), and a literature review on the impact of teaching development programmes. The latter highlights the absence of an agreed methodology to assess the impact of training programmes, and in particular, their impact on changing teaching practice and the student experience. In so doing, it identifies priorities for future research on the e�ectiveness of institutional initiatives in training.

HEA-sponsored research also directly informs higher education policy-making at the highest level. For example, Professor Graham Gibbs’ Dimensions of Quality (2010) identified those factors which substantially a�ect the student learning gains. The research was cited in the 2011 government White Paper, Students at the heart of the system as evidence of the importance of student engagement to ensuring a high-quality student experience.

“Research has been the primary focus of attention for a long time; it’s time for teaching to be in the spotlight as well. In 2010 two important reports were published – not just Lord Browne’s, but also Graham Gibbs’s conclusions on how to measure teaching quality.”

Rt Hon David Willetts, MP, Minister of State for Universities and Science, Department for Business, Innovation and Skills.

By participating in discussion, debate and research, the HEA helps to shape the direction of higher education and to provide benefits to learning and teaching that reverberate throughout the sector:

Find out more

To find out more about upcoming work in Policy as well as tenders commissioning new research, visit: www.heacademy.ac.uk/policy and www.heacademy.ac.uk/research or email us at: policy@heacademy.ac.uk and research@heacademy.ac.uk.

Policy and research

• strengthening the evidence base to inform development of policy and support the sector in delivering change;

• ensuring development of policy is based on expertise drawn from across the sector in the UK and internationally;

• challenging, developing and publishing new thinking and ideas to drive innovation in policy and practice;

• ensuring learning and teaching are at the forefront of developments in policy in higher education;

• identifying aspects of learning and teaching that can be improved through research;

• establishing a coherent framework to assess and increase the impact of learning and teaching initiatives;

• informing future priorities for the HEA, partner organisations and initiatives;

• developing and increasing the capacitywithin the sector for learning and teaching-related research;

• acting as an independent champion for HE learning and teaching.

“We recognise that research is an important factor in determining the quality of provision within STEM…but we agree with the HEA that it should not be the only factor.”

House of Lords Select Committee on Science and Technology

Introduction

The last 18 months have seen significant reforms in higher education across the four nations of the UK. Though taking very di�erent approaches, the four administrations in England, Northern Ireland, Scotland, and Wales are all seeking to reform and improve higher education provision by increasing the emphasis on learners.

As the national body with responsibility for promoting the enhancement of learning and teaching in HE, the HEA seeks to lead and influence debate on learning and teaching policy and practice in the sector across the UK.

Think-tanks

Through Policy Think-tanks, the HEA takes a proactive approach to its work to help shape policy relating to learning and teaching in the UK. Think-tanks are multi-stranded programmes of work that engage a wide range of stakeholders to address overarching themes over a sustained period of time. Through think-pieces, round tables, the PVC Network, online debate, social media and research, Policy Think-tanks stimulate focused discussion, debate and fresh thinking on topical issues at the highest level.

In 2011-12 the HEA ran its first two Policy Think-tanks ‘Graduates for the future: the role of universities towards a green economy’ and ‘A postgraduate taught national student survey’, bringing together students, academics, business leaders, government, sector bodies and universities from the UK and internationally.

Future Think-tanks will focus on the themes of: ‘The impact of the shifting higher education landscape on learning and teaching’, and ‘The value-added of higher education’.

The outputs from Think-tanks and related research inform the development of position statements and recommendations for policy makers, funders and institutions, support the sector in delivering change, and inform the work of the HEA and partner organisations.

Consultations

By responding to policy consultations and, by invitation, to Select Committee Inquiries, the HEA seeks to champion and influence future policy thinking and change in learning and teaching at national level.

Over the past two years, the HEA has responded to 35 consultations giving input to government White Papers and consultations on the future of higher education at national, thematic and discipline level.

These have included the Department of Business, Innovation and Skills’ Students at the heart of the system, the Scottish Government’s Putting learners at the centre – delivering ambitions for post-16 education, the Welsh Government’s

We do this by providing a high-quality evidence base for learning, teaching and assessment; by commissioning and disseminating cutting-edge research, and by initiating timely and topical policy debates and responses.

In so doing we draw on strategic partnerships with senior level stakeholders and bodies and institutions across the sector within the UK and internationally.

Together these activities help to ensure that learning and teaching are at the forefront in decisions relating to the direction of higher education and that the HEA drives innovation in policy and practice.

The future shape of higher education in Wales and the Department of Education and Learning in Northern Ireland’s Higher education strategy.

In addition, following a written response to the House of Lords Inquiry on Higher Education in STEM, the HEA was called to present to the Select Committee on Science and Technology, which sought to examine the discrepancy between demand for and supply of graduates in su�cient numbers and with appropriate skills. The resulting report made a series of recommendations around the assessment and public reporting of the quality of teaching performance in STEM subjects and recommended that academic sta� be required to complete an accredited programme of training.

Research

Alongside programmes of work funded through Teaching Development Grants, the International Scholarship Scheme and the Doctoral Scheme, the HEA works to identify, commission and carry out research where it will lead to new insights and will strengthen the evidence base relating to all aspects of learning and teaching.

2011-12 saw the commissioning of several projects, which included a joint study with the National Union of Students (NUS) to understand how and why students make choices about what and where to study, an independent review of the design, operation and use of the Postgraduate Taught Experience Survey (PTES), and a literature review on the impact of teaching development programmes. The latter highlights the absence of an agreed methodology to assess the impact of training programmes, and in particular, their impact on changing teaching practice and the student experience. In so doing, it identifies priorities for future research on the e�ectiveness of institutional initiatives in training.

HEA-sponsored research also directly informs higher education policy-making at the highest level. For example, Professor Graham Gibbs’ Dimensions of Quality (2010) identified those factors which substantially a�ect the student learning gains. The research was cited in the 2011 government White Paper, Students at the heart of the system as evidence of the importance of student engagement to ensuring a high-quality student experience.

“Research has been the primary focus of attention for a long time; it’s time for teaching to be in the spotlight as well. In 2010 two important reports were published – not just Lord Browne’s, but also Graham Gibbs’s conclusions on how to measure teaching quality.”

Rt Hon David Willetts, MP, Minister of State for Universities and Science, Department for Business, Innovation and Skills.

By participating in discussion, debate and research, the HEA helps to shape the direction of higher education and to provide benefits to learning and teaching that reverberate throughout the sector:

Find out more

To find out more about upcoming work in Policy as well as tenders commissioning new research, visit: www.heacademy.ac.uk/policy and www.heacademy.ac.uk/research or email us at: policy@heacademy.ac.uk and research@heacademy.ac.uk.

Policy and research

• strengthening the evidence base to inform development of policy and support the sector in delivering change;

• ensuring development of policy is based on expertise drawn from across the sector in the UK and internationally;

• challenging, developing and publishing new thinking and ideas to drive innovation in policy and practice;

• ensuring learning and teaching are at the forefront of developments in policy in higher education;

• identifying aspects of learning and teaching that can be improved through research;

• establishing a coherent framework to assess and increase the impact of learning and teaching initiatives;

• informing future priorities for the HEA, partner organisations and initiatives;

• developing and increasing the capacitywithin the sector for learning and teaching-related research;

• acting as an independent champion for HE learning and teaching.

HEA Short Guide Policy and research

Case study National postgraduate taught surveys

The Higher Education Academy Innovation Way York Science Park Heslington York YO10 5BR

+44 (0)1904 717 500 enquiries@heacademy.ac.uk

© The Higher Education Academy, 2012

The Higher Education Academy (HEA) is a national body for learning and teaching in higher education. We work with universities and other higher education providers to bring about change in learning and teaching. We do this to improve the experience that students have while they are studying, and to support and develop those who teach them. Our activities focus on rewarding and recognising excellence in teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy - locally, nationally, and internationally.

Contact us

Case study: Graduates for the future: The role of universities towards a green economy

The HEA supports staff in higher education throughout their careers, from those who are new to teaching through to senior management. We offer services at a generic learning and teaching level as well as in 28 different disciplines. Through our partnership managers we work directly with HE providers to understand individual circumstances and priorities, and bring together resources to meet them.

The HEA has knowledge, experience and expertise in higher education. Our service and product range is broader than any other competitor.

www.heacademy.ac.uk | Twitter @HEAcademy

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any storage and retrieval system without the written permission of the Editor. Such permission will normally be granted for educational purposes provided that due acknowledgement is given.

To request copies of this report in large print or in a different format, please contact the communications office at the Higher Education Academy: 01904 717500 or pressoffice@heacademy.ac.uk

“Universities are beginning to take curriculum reform seriously as they address the need to make graduates fit for future citizenship and employment in the 21st century. The challenge for universities is to consider the range, scale and urgency of such change, and whether it shapes, informs and contributes to the UK Government’s green economy policy agenda.” Universities and the green economy: Graduates for our future.

A number of recent reports have set out the Government’s approach to creating a green economy and a workforce that uses resources sustainably. At the same time, higher education institutions are examining how degree programmes equip students with knowledge, skill and values for 21st century citizenship and employment.

The Think-tank, ‘Graduates for the future: The role of universities towards a green economy’, built on a new institutional change programme:

The UK is seeing an unprecedented expansion in the number of taught postgraduate students. Between 2003 and 2008-09, the number of students on taught postgraduate courses rose by over a quarter. In 2008-09, students on postgraduate programmes contributed £1.5 billion to the income of UK universities.

Following a request in the White Paper, Students at the heart of the system, that the Higher Education Funding Council for England (HEFCE) consider the information needs of postgraduate students, the Higher Education Public Information Steering Group (HEPISG) put out calls for two strands of research to investigate the information needs of postgraduate students and the feasibility of developing a postgraduate survey.

The HEA has established the highly-regarded Postgraduate Taught Experience Survey (PTES). Information gathered is used by institutions to benchmark postgraduate student experience for the purpose of internal enhancement activities. Currently, it is not, however, used to inform prospective students’ choices.

In May 2012, the HEA convened a Policy Think-tank, ‘National postgraduate taught surveys’, and invited survey experts, senior institutional managers, and representatives from HEFCE, the QAA and the Department for Business, Innovation and Skills (BIS) to debate the value and potential form of a postgraduate taught student survey equivalent of the National Student Survey.

Outputs of the Think-tank have been consolidated into an HEA report, ‘Surveying taught postgraduate students: A literature review’ that considers the potential purpose and audiences for a survey, issues raised by, for example, the nature of postgraduate study, discipline and programme size, and potential models for a survey in the UK.

The HEA continues to inform discussion about the possible development of a postgraduate taught student survey in the UK.

“There is a significant critical mass of survey instruments and approaches to student surveys… which could inform the development of a taught postgraduate national survey.”

Dr John Canning, ‘Surveying taught postgraduate students: A literature review’.

‘Green Academy: Curricula for tomorrow’, and brought together students, academics and business leaders in the field of sustainable development. It also sought evidence from stakeholders such as the Science Council, Society for the Environment and Environmental Association for Universities and Colleges (EAUC).

The implications of policy and greening of the workforce, and the role of universities in shaping policy and curricula to meet expectations of students and employers were debated at a 24-hour residential event.

The resulting report examines how this can be achieved through reform of higher education programmes and institutional teaching and learning strategies, and contains wide-ranging recommendations to guide future policy-making, universities, employers and student bodies. It illustrates the HEA’s role in leading change.

HEA Short Guide Policy and research

Case study National postgraduate taught surveys

The Higher Education Academy Innovation Way York Science Park Heslington York YO10 5BR

+44 (0)1904 717 500 enquiries@heacademy.ac.uk

© The Higher Education Academy, 2012

The Higher Education Academy (HEA) is a national body for learning and teaching in higher education. We work with universities and other higher education providers to bring about change in learning and teaching. We do this to improve the experience that students have while they are studying, and to support and develop those who teach them. Our activities focus on rewarding and recognising excellence in teaching, bringing together people and resources to research and share best practice, and by helping to influence, shape and implement policy - locally, nationally, and internationally.

Contact us

Case study: Graduates for the future: The role of universities towards a green economy

The HEA supports staff in higher education throughout their careers, from those who are new to teaching through to senior management. We offer services at a generic learning and teaching level as well as in 28 different disciplines. Through our partnership managers we work directly with HE providers to understand individual circumstances and priorities, and bring together resources to meet them.

The HEA has knowledge, experience and expertise in higher education. Our service and product range is broader than any other competitor.

www.heacademy.ac.uk | Twitter @HEAcademy

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any storage and retrieval system without the written permission of the Editor. Such permission will normally be granted for educational purposes provided that due acknowledgement is given.

To request copies of this report in large print or in a different format, please contact the communications office at the Higher Education Academy: 01904 717500 or pressoffice@heacademy.ac.uk

“Universities are beginning to take curriculum reform seriously as they address the need to make graduates fit for future citizenship and employment in the 21st century. The challenge for universities is to consider the range, scale and urgency of such change, and whether it shapes, informs and contributes to the UK Government’s green economy policy agenda.” Universities and the green economy: Graduates for our future.

A number of recent reports have set out the Government’s approach to creating a green economy and a workforce that uses resources sustainably. At the same time, higher education institutions are examining how degree programmes equip students with knowledge, skill and values for 21st century citizenship and employment.

The Think-tank, ‘Graduates for the future: The role of universities towards a green economy’, built on a new institutional change programme:

The UK is seeing an unprecedented expansion in the number of taught postgraduate students. Between 2003 and 2008-09, the number of students on taught postgraduate courses rose by over a quarter. In 2008-09, students on postgraduate programmes contributed £1.5 billion to the income of UK universities.

Following a request in the White Paper, Students at the heart of the system, that the Higher Education Funding Council for England (HEFCE) consider the information needs of postgraduate students, the Higher Education Public Information Steering Group (HEPISG) put out calls for two strands of research to investigate the information needs of postgraduate students and the feasibility of developing a postgraduate survey.

The HEA has established the highly-regarded Postgraduate Taught Experience Survey (PTES). Information gathered is used by institutions to benchmark postgraduate student experience for the purpose of internal enhancement activities. Currently, it is not, however, used to inform prospective students’ choices.

In May 2012, the HEA convened a Policy Think-tank, ‘National postgraduate taught surveys’, and invited survey experts, senior institutional managers, and representatives from HEFCE, the QAA and the Department for Business, Innovation and Skills (BIS) to debate the value and potential form of a postgraduate taught student survey equivalent of the National Student Survey.

Outputs of the Think-tank have been consolidated into an HEA report, ‘Surveying taught postgraduate students: A literature review’ that considers the potential purpose and audiences for a survey, issues raised by, for example, the nature of postgraduate study, discipline and programme size, and potential models for a survey in the UK.

The HEA continues to inform discussion about the possible development of a postgraduate taught student survey in the UK.

“There is a significant critical mass of survey instruments and approaches to student surveys… which could inform the development of a taught postgraduate national survey.”

Dr John Canning, ‘Surveying taught postgraduate students: A literature review’.

‘Green Academy: Curricula for tomorrow’, and brought together students, academics and business leaders in the field of sustainable development. It also sought evidence from stakeholders such as the Science Council, Society for the Environment and Environmental Association for Universities and Colleges (EAUC).

The implications of policy and greening of the workforce, and the role of universities in shaping policy and curricula to meet expectations of students and employers were debated at a 24-hour residential event.

The resulting report examines how this can be achieved through reform of higher education programmes and institutional teaching and learning strategies, and contains wide-ranging recommendations to guide future policy-making, universities, employers and student bodies. It illustrates the HEA’s role in leading change.