Universities in Scotland: responding to change Kirsty Conlon

Universities in Scotland: responding to changeKirsty ConlonHead of Learning & Teaching & Widening Access PolicyUniversities Scotland

16 May 2012

Universities in Scotland: Strengths

• 5 universities in the world’s top 200 (Times Higher Education rankings)

• Overall student satisfaction 86% (National Student Survey)

• Research power: 2nd highest in world for citations per paper, 83% of Scottish research internationally excellent (Scottish Government 2009 and RAE)

Universities in Scotland: Diversity

• Diverse institutions, diverse missions• Diverse student body:

– 1 in 10 enter with advanced standing having studied an HNC or HND

– 2 in every 10 enter their degree programme with advanced standing into years two or three

– 4 in every 10 study part time– Proud to welcome students from full diversity of

background: 31% from more challenged socio-economic backgrounds

• New curriculum for Scottish (state) schools• More about delivery than content and particularly enabling young

people to be:– Successful learners– Confident individuals– Responsible citizens– Effective contributors

• Expected to lead to more diversity:– How schools configure the senior phase– Patterns of qualifications– Co-curriculum being emphasised more

SR settlement

Policy changes: Curriculum for Excellence

– Scottish Government desire for universities to respond to CfE, particularly:

• Admissions• Learning and teaching

– “Beyond the Senior phase” – report from Universities Scotland to be published on 18 May.

– Identifies actions for universities.– Welcomed by stakeholders so far.

Curriculum for Excellence & Universities

CfE & Admissions

• Each university makes own admissions decisions.

• All universities committed to fair access• Beyond senior phase - 2 big recommendations:

– University leaders affirm that they continue to be committed to fair admissions policies with equal consideration of suitable candidates irrespective of senior phase opportunities.

– Review of admissions policy and practice within each institution, to ensure this can happen

• Universities regularly review programmes’ content and learning & teaching methods

• Already accommodate diverse learners (Scottish, RUK, EU, international, mature...)

• Scottish sector involved in Enhancement Themes – Combination of institution and national action– Previous theme: Graduates for the 21st Century– Current theme: Developing & Supporting the

Curriculum

CfE & Learning & Teaching

L&T: Graduates for the 21st Century

• Graduate attributes developed by all universities

• What they wanted graduates to get from study over and above subject content.

• Different in all universities.• Common themes, which are similar to CfE.• Also looked at how to help students develop

these attributes

L&T: Graduates for the 21st Century 2

Graduate attributes in Scottish universities

Lifelong learning

Research, scholarship &

enquiry

Employability & career

development

Global citizenship

Communication & information

literacy

Ethical, social & professional

understanding

Personal & intellectual autonomy

Collaboration, teamwork & leadership

L&T: Developing & Supporting the Curriculum

• Different strands, but CfE highlighted as issue of importance.– Briefings – Symposium event in June

• Desire to be ready

• Not new.• Various examples:

– Delivering school qualifications– Delivering university courses

• OUS – YASS• UHI & Highland council• East Lothian Hospitality & Tourism academy

Universities & Schools working together

Existing Activity: work with schools

Dundee City Campus• Involves Dundee’s two

universities in the delivery of “minority Highers” and

Advanced Highers • Increases choice for pupils

and saves money

Existing activity: work with schools 2

University of Aberdeen & Aberdeen Grammar & Ellon Academy in Aberdeenshire. Range of flexible science subjects offered to NE schools since 2009 to complement students’ S6 portfolio or give them an experience of a new discipline.

This programme will role out across all Aberdeen City and Aberdeenshire schools in academic year 2012. Plans to expand into other subjects according to demand from schools such as languages .

• Green paper published December 2010• Consultation paper in September 2011 • Expect legislation –later this year• “Learner journey” one issue

– Desire to increase efficiency– Desire to increase personalisation

• Desire to decrease (perceived) overlap between final year of school, Y1 at universities and HNC/HND.

• Push for more direct entry into second year.• Desire to widen access

Policy change: post-16 agenda

How do we get there?Keep the learner at the centre

ArticulationMore Advanced Highers & Baccalaureates

The four-year degree

Curriculum for excellence

Second chances

Mature learners

Part-time Fast-track degrees

• “Something for something”– Spending Review settlement– Post-16 agenda

• Between SFC and individual institutions.• Pilot versions on widening access.• Now all institutions, but smaller focus in first

year.

Outcome agreements

• Retention• Articulation from colleges• Accelerated degrees, including direct entry into second year• Access to university for people from the widest possible range

of backgrounds• The pattern and spread of provision• Efficiency, both in the learning journey and of institutions• The entrepreneurial and employability skills of graduates.• International competitiveness in research• University/industry collaboration and the exploitation of

research

Focus of outcome agreements

• Primary SFC focus for this initial year:– Widening participation

• Expect focus on Scottish Index of Multiple Deprivation (SIMD) as a measure

• SIMD issues– Gap between statistics and individuals– Moving targets & new edition (November 2012)– National numbers & disincentives to collaborate

– Knowledge exchange– ‘Patterns of provision’

Focus for 2012-13

Widening Access: sector

• Schools for HE Programme– LEAPS– FOCUS West– Aspire North– LIFT Off

• Scottish Wider Access Programme• Articulation Hubs• Access to Professions (various schemes)• Institutional schemes

Articulation hubs: impact

estimates

Source: SFC using ELRAH dataset

84% increase

The vast majority of HND students enter with advanced standing

Level of entry into a degree courseYear one(SCQF 7)

Year two(SCQF 8)

Year three(SCQF 9)

No answer

TOTAL

HND(SCQF 8) 8% 16% 75% 1% 100%

Source: Adapted from table 11, CRLL Tracking Study – final report

Policy changes: Rest of UK (RUK) fees

• Tuition fees for RUK students increased (set by universities within limits)

• Bursaries available for RUK students (also separately for Scottish students).

• Universities Scotland analysis (endorsed by Scottish Government and NUS Scotland):• Fees on average lower than in England.• Bursaries on average more generous than in England.

• RUK numbers now uncapped.

RUK fees: Why?

• Response to policy changes in England• Manage cross-border flows of students • Protect places for Scottish students• Scottish/EU numbers subject to a cap (used to

include RUK students).• These numbers only for Scots/EU students

UCAS data: April 2012Domicile 2012

applications with at least one Scottish HEI

2011 applications with at least one Scottish HEIs

% change 2011 to 2012

England 25,025 26,513 -5.6%

NI 5,211 6,131 -15.0%

Scotland 40,623 41,384 -1.8%

Wales 861 842 2.3%

EU 17726 16711 6.1%

Rest of world

12386 10223 21.2%

Total 101832 101,804 0.0%

• Applications down from UK (except Wales).

• English applications to England down 10%

• Demographics• Demand vs.

supply

UCAS data: April 2012Domicile % of applications to at least one Scottish

institution 2012 applications

2011 applications

% change 2011 to 2012

England 5.3% 5.0% 0.2%

NI 16.0% 17.3% -1.3%

Wales 2.5% 2.4% 0.1%

RUK total 5.7% 5.6% 0.1%

Scotland 89.8% 88.2% 1.6%

EU 32.0% 27.0% 4.9%

Rest of World

17.7% 16.4% 1.3%

• Share of UK applications to Scottish institutions holding steady.

• Fewer funded places (now Scots EU only)

• Fewer Scots applying to RUK

• Increased EU applicant numbers

Pressure on places

Future

• Challenges ahead • Need flexibility• But key thing:

– Students and improving opportunities for them– This will be central to responses to challenges

Thank you

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