Changing the mindset:An innovative work-based learning programme within an English higher education institution

This paper aims to explore and critically analyse the perceptions and experiences of academics in relation to the design and delivery of an innovative Work Based Learning (WBL) programme within an English higher education institution (HEI). These perceptions were gathered through semi-structured interviews and subjected to discourse analysis. Consequently, the key themes which have emerged are: (i) the intensity of the learning experience, (ii) the tensions and pressures amongst academics delivering the programme, for example an expectation that academics „get it right first time‟, and (iii) learning support for students. The paper concludes with recommendations for future policy and research

Tinker, tailor, policy-maker: can the UK government’s teaching excellence framework deliver its objectives?

The Teaching Excellence Framework (TEF), originally proposed in the UK government’s Higher Education White Paper, now the Higher Education and Research Act 2017, is a national mechanism to assess teaching quality in universities. This article provides a critical account of the TEF, underpinned by an overview of the policy context and marketisation and employability agendas exploring the rationale for implementing TEF within universities. We argue, first, that the White Paper’s narrative, the rhetoric of the TEF, seems positive but its implementation appears to be conceptually flawed. Second, its complex quality metrics system demands yet another layer of bureaucracy in an already micro-managed system of higher education. Third, claims made by the White Paper must be supported by evidence-based research to ensure that the objectives are clear. We conclude by questioning whether the quality of the student experience can be improved by the TEF reforms

Genomic epidemiology of SARS-CoV-2 in a UK university identifies dynamics of transmission

AbstractUnderstanding SARS-CoV-2 transmission in higher education settings is important to limit spread between students, and into at-risk populations. In this study, we sequenced 482 SARS-CoV-2 isolates from the University of Cambridge from 5 October to 6 December 2020. We perform a detailed phylogenetic comparison with 972 isolates from the surrounding community, complemented with epidemiological and contact tracing data, to determine transmission dynamics. We observe limited viral introductions into the university; the majority of student cases were linked to a single genetic cluster, likely following social gatherings at a venue outside the university. We identify considerable onward transmission associated with student accommodation and courses; this was effectively contained using local infection control measures and following a national lockdown. Transmission clusters were largely segregated within the university or the community. Our study highlights key determinants of SARS-CoV-2 transmission and effective interventions in a higher education setting that will inform public health policy during pandemics.</jats:p

Formative feedback in a Business School: understanding the student perspective

Inspired by a desire to improve the student experience, this paper reviews primary research carried out into the use of formative feedback within a Business School at a ‘new’ university in the UK. The research adopted a qualitative approach with key objectives to gain staff and student perspectives on the role and practice of feedback within the School. The initial findings have identified several issues: a need for greater consistency in the quality of the feedback; further opportunities to get feedback; and a need to understand the role accorded to feedback by the students, who see its value in terms of personal development and enhancing overall performance on assessed work. The research has been informed by, and, builds upon, existing literature in this area, for example: Pitts, 2005; Crisp, 2007; O’Brien and Sparshatt, 2007; Mutch, 2003. The findings are providing an impetus to develop current practice which is both effective and realistic and can be embedded in the School to enhance the student experience