The importance of Higher Education research is much in the news these days and the 2014 Research Excellence Framework  (REF) is on the horizon.

JISC has published a timely briefing paper outlining an institutional approach for supporting researchers in the use of advanced digital technologies. The paper discusses the range of reseacher needs and skills together with how an institution might provide appropriate support from the technical, strategic and skills enabling viewpoints.

A key recommendation is to consider research support needs as part of the wider institutional approach, acknowledging and accepting that some advanced ICT could be left for the researchers to support themselves.

Read the briefing paper in full:

http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2011/bpsupportingresearchers.pdf

(PDF format)

Information about the Research Excellence Framework on the HEFCE website: http://hefce.ac.uk/research/ref/

In recent days, HEFCE has signalled several important messages for the future of the HE sector.

Speaking at the annual Dearing Higher Education Conference, HEFCE Chief Executive Sir Alan Langlands said that it was essential that work on quality improvement in higher education satisfied present and future students. This underlines the need for the active involvement of students at all levels of university development and decision making will become even more important in the future.  The context for this continued emphasis on responsive quality improvement is given by the changes in funding that the sector is facing:

“We have an internationally respected higher education system, derived from a progressively reformed ‘public-private’ funding mix. There is a clear case for change based on questions of affordability to the state, benefits to individuals and the need for continuous improvement. This change needs to be carefully handled – building on existing strengths, investing for the future where possible and tackling weaknesses head-on. [...] In working towards the new arrangements we do need regulation that will protect the interests of students and the wider public, but this has to be carefully judged: whilst it should not be intrusive, there must be mechanisms to intervene when institutions are facing financial or other difficulties. This is an important balancing act and we need to get it right.”

He said the aggregate effects of all the recent changes would be very different in different institutions, and that HEFCE would work in the interests of students to support institutions which have to change their business models, and perhaps their size and shape, in response to higher levels of financial risk.

Full text of Sir Alan Langlands’ speech: http://hefce.ac.uk/news/hefce/2011/A.Langlands_DearingConf17Feb.doc (MS Word format)

HEFCE has also published three studies on flexible and innovative provision.  Remarking on the studies, Heather Fry, Director (Education and Participation), said they “advance understanding of the issues around flexible learning and address some of the questions that have emerged from the HEFCE-funded Flexible Learning Pathfinders.

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Facebook photo albums, online clips and video briefings for international students are among examples of best practice highlighted in a new report aimed at helping universities and colleges better inform their first-years about life at university.

Well-informed students are less likely to drop out, so the report illustrates innovative ways of communicating with prospective freshers, to inform and advise them while managing their expectations of higher education.

The report has been produced as part of a JISC-funded project led by the 1994 group.  The ‘student expectations of university’ project is aimed at enhancing applicants’ understanding of higher education.

Dr Harriet Dunbar-Morris, who wrote the report, said: “Government proposals to increase graduate contributions will make it more important than ever for universities to demonstrate the benefits they offer. Prospective students need solid information on what university life will be like, both in and outside of the lecture theatre, if they are going to make informed decisions on where to apply. The examples in our report show some of the steps 1994 Group universities are taking.”

Download “Managing students’ expectations of university”

Listen to a podcast about what JISC’s doing to help motivate and retain students

JISC Legal has announce the release of its guidance on the Digital Economy Act 2010.  This guidance examines the Act in detail and explores its implications for colleges and universities.

The guidance can be found at: www.jisclegal.ac.uk/DEA

Additionally, Kirsty McLaughlin, the author, recorded a podcast about the DEA with JISC.  The podcast can be found here: http://www.jisc.ac.uk/news/stories/2010/07/podcast109digitaleconomyact.aspx

A free two-day conference envisaging the sustainable university of the future is taking place at the University of Bradford on 15-16 July. The wide-ranging programme affords opportunities to think about future directions in teaching and learning, student experience and the potential roles of future technology.

Further details: http://www.brad.ac.uk/sustainable-universities/

JISC RSC London launched its suppBLort of the Business and Community Engagement (BCE) agenda with a recent event at ThamesValley University. This important agenda, of interest to all post-16 sectors, will continue to receive prominent national and regional support in our future activities.

Read the full event report.

At the recent Higher Education Policy Institute and JISC seminar, Nicola Dandridge Chief Executive of Universities UK and Nicholas Barr, Professor of Public Economics, London School of Economics gave their views on the topic of the financing of higher education as a starting point to generate discussion and debate with an invited audience.

JISC’s Rebecca O’Brien spoke with both Nicholas and Nicola about how higher education is currently funded, how the current system could be changed in response to the increasing pressure on universities to reduce costs and the value that universities contribute to the UK economy.

Access the podcast here:
http://www.jisc.ac.uk/news/stories/2010/03/podcast100hepi.aspx

JISC invites institutions to submit funding proposals for projects to undertake work under the fifth round of its Learning and Teaching Innovation Grants Programme.

JISC wishes to fund one year projects and activities that fit with the vision, outcomes and principles of the JISC e-Learning programme and support innovative approaches to learning and teaching. This is an open call, and projects dealing with any aspect of e-learning are welcomed. To reduce the initial investment in time and resource needed to develop a traditional JISC proposal and to encourage speculative and innovative ideas from the community bidders are invited to submit outline proposals.

Proposals may be submitted by HE institutions funded via HEFCE and by FE institutions funded via SFC. FE institutions in England that teach HE to more than 400 FTEs are also eligible to bid provided proposals demonstrate how the work supports the HE in FE agenda. Proposals may be from single institutions or consortia.

The deadline for submissions is 12 noon UK time on 19 April 2010.

Further details and documentation:
http://www.jisc.ac.uk/fundingopportunities/funding_calls/2010/02/ltig5.aspx

Economic and other pressures are ensuring that higher education is facing a challenging future. Change Academy is an opportunity for Higher Education institutions to approach these challenges in an imaginative and creative way.

Change Academy brings together cross-institutional teams and gives them the time and space to think creatively about and develop a major change initiative.

Key selection criteria include:

• the impact on the student learning experience
• clear evidence of the institution’s readiness for change
• relationship with the institution’s strategies and links to institutional priorities in the sector

The deadline for proposals for the 2010-11 Change Academy is 1 April 2010.

Further information is available from:
http://www.heacademy.ac.uk/ourwork/universitiesandcolleges/changeacademy

HEFCE has established an Online Learning Task Force in summer 2009, with the aim of maintaining and developing the position of UK higher education as a world leader in online learning.

It is chaired by Dame Lynne Brindley, Chief Executive of the British Library, who said: “I am delighted to be chairing this new task force exploring the increasingly important role of online learning. We are looking at how to meet the changing demands of students and employers, creating a flexible approach to learning and enabling the UK’s higher education sector to compete successfully in a global market.”

The task force will begin by looking at four key areas:

•The current level of online provision in the UK, including the types of institutions and courses where it is available, the proportion of online learning compared to other modes of learning in courses, and investigating what kind of students (for example, full-time, part-time, work-based) can study via online means.
•The international market for online learning, focusing on UK HE’s competitors, and considering how the UK may be able to attract a greater number of students.
•The level of demand from students – new and potential – for online learning provision in UK higher education institutions (HEIs).
•Student perceptions of online learning in UK HE.
The task force will also investigate costing models for online learning to support HEIs in developing this area of their learning and teaching.

The task force will meet between autumn 2009 and 2010, providing an interim report in April or May, and a final report around October.

The final report will provide advice and information on online provision in UK HE. Where appropriate, it will also make recommendations to universities and colleges, funders and employers on how to target investment to develop this type of provision, and keep pace with the changing learner landscape.

Terms of reference and membership can be found at:

http://www.hefce.ac.uk/learning/enhance/taskforce/