Dr Mark AtlayDirector of Teaching and Learning

University of BedfordshireMark.atlay@beds.ac.uk

HEAR voices1. What is it?2. What is its purpose?

and who defines this?

3. What goes in?and who defines this?

4. How is it used and who defines this?

Guidance …The HEAR is designed as a record of student achievement which also meets the purposes of the Diploma Supplement. It will serve two functions through the consistent use of a single consistent process: as a formal, exit document, made available at the point of graduation from undergraduate study, at whatever level that may be. as a formative document which may be available and used from the point of a student’s entry to HE onwards throughout their HE experience

Eight sectionsSection 1:Information identifying the holder of the qualification

Basic student details, e.g. name and student IDSection 2: Information identifying the qualification

Qualification title and subject, awarding institution(s)Section 3: Information on the level of the qualification

Level of study, duration, entry requirementsSection 4: Information on the contents and results gained

Programme description/requirements, academic transcriptSection 5: Information on the function of the qualification

Access to further study, professional statusSection 6: Additional information

Verifiable extra-curricular awards, activities and achievements, e.g. prizesSection 7: Certification of the HEAR

Date of issue, signature of Registrar, University 'stamp'Section 8: Information on the national higher education system

Description of higher education in England, Wales and Northern Ireland, diagram of higher education levels

Key facts …Arose from the recommendations of the

Burgess Group into the degree classificationUndergraduate only (currently)Accesible electronically (controlled by

student)No more than six pagesVerified90 institutions are working on HEARs20 planning to produce HEARs this year

(Hearing Aid)

Q. Who is the HEAR for?

1. Students2. Institutions3. Employers

Institutional external perspective (Hear say)External drivers:£9000 feesCompetitive market Students as customersLeads to a focus on:‘Employability’ – to pay off loansDifferentiation in the market - to recruit and can we afford to be an institution with no HEARing?Quality of the learning experience Clearly evidencing all we provide

At Ulster we value:raising aspirations and making our programmes

accessible to those who have the capacity to benefit;being accountable for what we say and do;confidence and taking pride in our achievements;creativity and adaptability in anticipating and

responding to opportunities, challenges and change;equality, diversity and inclusiveness;students, staff and the people we work with as

individuals with their own needs;quality in learning and personal development for our

students and staff;respect for ourselves and others; andopenness and honesty in our dealings with others.

Institutional internal perspective (Hear Here)Students:Are strategic and task focussed – don’t see the bigger pictureDon’t make connections between

this year and last yearthis module and that modulethis task and that task

Don’t recognise how far they have travelledWon’t do anything that’s not assessed(We have trained students to be like this – we want better learning.)

What do we want to our students to achieve (and why)?Ulster Graduate Qualities:subject-specific knowledge and skills informed by current research and professional/vocational practiceflexibility, creativity and an entrepreneurial approach to problem solvingself-confidence, global citizenship, ethical leadership, and a commitment to life-wide learning, professionalism and employabilityeffective collaborative working, communication skills and the capacity for reflective practice, including the ability to give and receive feedback

Careers perspective (HEAR today - gone tomorrow)Students:Don’t recognise, remember and can’t articulate the richness of their educational experienceDon’t recognise what employers are looking for

Employers (Hear after) Want something to help rapidly sift 200

applicantsWon’t read and if they do will still look at:

UniversityCourseClassification

Still expect a CV and covering letterVerification?

May increasingly select rather than recruitPortfolios and on-line recruitment (no adverts)

Institutional Guidance … the HEAR:is intended to capture more fully the totality of the student’s performance and to enable students to represent a wider range of their achievements to employers and postgraduate tutors, thereby enhancing their employability; (operates) as an aide memoire for students in making applications which may be needed before the final award is made

Employment

What are the key factors that affect graduates gaining employment?

Course

Work experience

Degree classification

Enterprise skills

Communication skills

Interview skills

Inter-personal skills

‘Attitude’

Institution

(HEAR be dragons)

Eight sectionsSection 1:Information identifying the holder of the qualification

Basic student details, e.g. name and student IDSection 2: Information identifying the qualification

Qualification title and subject, awarding institution(s)Section 3: Information on the level of the qualification

Level of study, duration, entry requirementsSection 4: Information on the contents and results gained

Programme description/requirements, academic transcriptSection 5: Information on the function of the qualification

Access to further study, professional statusSection 6: Additional information

Verifiable extra-curricular awards, activities and achievements, e.g. prizesSection 7: Certification of the HEAR

Date of issue, signature of Registrar, University 'stamp'Section 8: Information on the national higher education system

Description of higher education in England, Wales and Northern Ireland, diagram of higher education levels

UoB: Section 6How do we capture the life-wide nature of

higher education?PrizesStudent volunteeringStudent representationContribution to sport and societiesAdditional English and Communication skills

coursesEDGE and EDGE+ awards

Focus on learningIntegrated into the curriculum and/or stand alone

IssuesEquality vs differentiationActive promotionUniversity systems and procedures

Eight sectionsSection 1:Information identifying the holder of the qualification

Basic student details, e.g. name and student IDSection 2: Information identifying the qualification

Qualification title and subject, awarding institution(s)Section 3: Information on the level of the qualification

Level of study, duration, entry requirementsSection 4: Information on the contents and results gained

Programme description/requirements, academic transcriptSection 5: Information on the function of the qualification

Access to further study, professional statusSection 6: Additional information

Verifiable extra-curricular awards, activities and achievements, e.g. prizesSection 7: Certification of the HEAR

Date of issue, signature of Registrar, University 'stamp'Section 8: Information on the national higher education system

Description of higher education in England, Wales and Northern Ireland, diagram of higher education levels

Section 4 How do we describe succinctly the outcomes

of HE?What do we want to ‘portray’ in section 4Who is this for?

Not an academic audienceMeaningful

Learning outcomes?By the end of the programme students should be able: K1 To discuss ways in which sociology can be distinguished from other forms of understanding. K2 To recognise and discuss some central concepts and issues in a related social science discipline. K3 To describe and examine a range of key concepts. theoretical approaches and debates within sociology. K4 To identify and examine a range of research strategies and methods and assess the appropriateness of their use. K5 To recognise the importance of comparative analysis. K6 To able to identify and discuss different forms of explanation used in sociology. K7 To recognise and evaluate the relationships between sociological arguments and evidence in a range of contexts. K8 To recognise and examine the processes that underpin social change and social stability. K9 To describe and examine the social feature of modern/post modern societies. K10 To recognise and analyse social diversity and inequality and their effects. K11 To apply sociology to a of specialised area. K12 To examine the relationships between local, national and global social structures and processes.

Or?Students successfully completing this programme should have:A1 An in-depth knowledge and understanding of the theoretical disciplines underpinning human structure and function in the sport and exercise sciences.A2 An in-depth knowledge and understanding of the theories, concepts and principles of practice in the performance of sport and its enhancement.A3 A sound knowledge and understanding of the theories, concepts and principles of practice in the management and delivery of sporting opportunities.A4 A basic knowledge and understanding of the historical and social aspects of sport, exercise and leisure.

UoB Answer …A Graduate Impact Statement is defined as:A statement of the impact expected of a typical graduate from deploying the knowledge, skills and attributes deliberately developed as the result of completing the designated course of study.

Four areas Subject knowledge and understanding – the deployment of the

subject content within contemporary practice, how the typical graduate can use their knowledge and understanding in employment and further study.

Academic and technical skills – the ability to apply the skills such as analysis, synthesis, evaluation, critical thinking, problem solving, ability to convey complex ideas in oral and verbal formats, digital literacy etc. in the context of the subject.

Professional Practice – the ability in areas such as team working, leadership, flexibility, interpersonal skills, cultural awareness, ability to adapt to differing operational contexts, sustainability, global awareness, ethics and professional values.

Enterprise – the ability to demonstrate initiative and resourcefulness, to develop and implement ideas and practices which make a difference both to themselves and to any organisation in which they are involved. Aspects that might be covered include self-regulation, self-awareness, initiative, goal-setting, acting independently within guidelines, commitment and motivation.

Developed and endorsed by …Course teamsStudentsEmployersWorking together

Academic RecordModule names

Indicate focusAssessment methods

Convey the richness of the assessments we provide

How do you record failure?

Using the HEARCurrently – dealing with the technicalitiesImplementation alongside KIS teaching and

learningScheduledGuidedIndependentAutonomous

And assessment methods

How do we stop this

Becoming …

Integrating into the curriculumProspective students can see:

How the teaching (and learning) develops The projected outcomes for them - GIS

Students experience: GIS integrated into their course and ‘flagged’ Revised Personal (Academic) Tutor role which supports Support for a life-wide approach

Optional enrichment – differentiates PDP embedded

Supported to recognise what they have achieved Where they want to go (and what in their HEAR they want to

foreground) ‘Ipsative’ assessment

Alumni: Validate

How will you use it?HEAR endeth the lesson

THE AIMS OF HIGHER EDUCATIONTo begin with aims and objectives - what purposes, what general social ends should be served by higher education? The question is not a new one; and the answers have been many and various. But of one thing we may be reasonably certain: no simple formula, no answer in terms of any single end, will suffice. There is no single aim which, if pursued to the exclusion of all others, would not leave out essential elements. Eclecticism in this sphere is not something to be despised: it is imposed by the circumstances of the case. To do justice to the complexity of things, it is necessary to acknowledge a plurality of aims.

Robbins report (1963)instruction in skills

suitable to play a part in the general division of labour

to promote the general powers of the mind

the advancement of learning

the transmission of a common culture and common standards of citizenship