Presentation to AGR HEAR Event
27 February 2013
The HEAR : a strategic
perspective
Professor Sir Robert Burgess
Chair, HEAR Advisory Committee
Vice-Chancellor, University of Leicester
www.le.ac.uk
www.le.ac.uk
White Paper on the Future of Higher
Education (HMSO, 2003)
• “we must … ensure that we have robust
ways of describing, measuring and
recording student achievement which are
helpful to the student, to institutions, to
employers, and to other stakeholders.”
(para 4.7)
• Measuring
and
Achievement.
Recording
Student
The Context
• Move from Elite
Education System.
to
a
Mass
Higher
• Changes in Sector, Students, Pedagogy,
Curriculum, assessment methods.
• Honours Degree: Robust, International
Reputation.
Degree Classifications: Challenging the
Sector
• Alternatives to Degree Classification
– GPA
– Three Point Scale
– Pass, Fail
– Other schemes also examined
Higher Education Achievement Report
• Diploma Supplement and Transcript
• Builds on Existing Information
• Focus on Achievements
• Potential
Why Develop a HEAR?
• Requirements of Bologna
• Greater financial investment than ever
before.
• All stakeholders should have detailed
information on what is behind a particular
class of degree.
– Students require more than just a certificate.
– Employers have clearly defined qualities they
are looking for in graduates.
Senior Managers’ Perspective
• Employability is Critical
• Fees Agenda
• Student Experience
• Widening Participation
Developments
October 2007
Publication of HEAR Outline in Burgess
Report
2008
Establishment of Burgess Implementation
Group
Phase I Trial
2008 Graduates
Selective
Outcomes
Phase II Trial
Live Cohort
(Summer 2009)
Selective in terms of Students and Subjects
(2009-10)
All 3rd year Undergraduates in
Trial Institutions
Phase I Trials
• Trialling in 18 HEIs, purposefully chosen
to reflect sectoral diversity.
• Initial task: the feasibility of producing
the HEAR based upon the illustration
provided in the Burgess Steering
Committee Report:
– in defined subject areas (English, Creative
Arts, Accountancy, Biology);
– Using data from past students (graduates).
• Over a dozen illustrative institutional
HEARs produced.
• Institutional feedback broadly positive …
– We have now produced a trial HEAR. The
exercise proved less painful than we
expected. We expect to be able to allow
students to see on the intranet how their
HEAR is developing during the course of their
studies.
• Initial employer feedback supportive of
the development.
Further Trials
• Phase II Trial Live Cohort
• Subjects extended to include Engineering,
Medicine and Teacher Education
• (Summer 2009) Selective in terms of
Students and Subjects
• (Autumn
2009)
All
3rd
Undergraduates in Trial Institutions
year
• 2009-2010 Academic Year
– Roll out across all subjects in trial
institutions – Year 3.
Medicine and Teacher
• EITHER Engineering,
Education
– 2010 possible to begin with Year 1
• OR
– 2010 extended work to start 2011
Key Principles in Design of a HEAR
• Simple, short, nationally comparable and
easily usable = credibility.
• Owned by the Institution.
• Non-formal learning judged and evaluated
on the basis of student ‘achievement’,
not personal development.
PDP
important but complementary to HEAR.
• Template - simple, clear, consistent,
stringently defined with core element.
• Electronic - allowing details to be added
as a student progresses through their
course.
• Acceptable,
Equitable,
Reliable, Administratively
Motivational and Verified.
Transparent,
Manageable,
The Benefits of the HEAR
• Contains information at module level.
• Distinguishes student performance on
project work, presentations, group work,
dissertations, and timed examinations.
• More detail, including extra-curricular
activities, volunteering, work experience
and professional recognition.
Benefits for Learners
• Access to qualifications and achievement
data held about them.
• Link to qualifications data held by HEIs
and/or the HEAR.
• Secure access to the Personal Learner
Record in their control.
• Streamlining of on-line applications.
• Potential for fore tailored advice re future
courses and careers.
Other Benefits
• For Agencies/Govt:
– reduced burden of data sharing;
– better longitudinal analyses;
– trust and security.
• For Employers:
– access to verified qualifications data
held in the PLR, controlled by the
learner.
The Employability Agenda
• Key Players
–
–
–
–
AGR
Professional Bodies
Personal Tutors
Careers Advisors
• Advocacy
• Information Providers
How can the HEAR Contribute
• Getting Students to Consider:
– making the most of their HE experience
– their longer-term futures
•
Personal Tutor and Careers Advisor Discussions
• The HEAR as an aide memorie
– Academic achievement
– Other skills
– Community engagement
– Leadership
How can the HEAR Contribute
• Source of Verified Information
–
Applications
• Getting Employers to Communicate
–
Project on Employer Engagement
What will we have Developed?
• Fit for Purpose in 21st Century, appropriate
for Lifelong Learning, covers wider Student
Experience and Motivates Students.
• Ensures Equality for Widening Participation
Candidates.
• Gives Clarity and helps Employers make
more Informed Judgements and Contributes
to Economic Development.
• Brings in Line with other Countries (Bologna
and Diploma Supplement).
• Encouraged Institutions to Review Policy and
Practice – could result in greater clarity in
assessment practice.
• Potential to fit with other major
developments, eg Key Information Set and
Unique Learner Numbers.
Current State of Play
• Confirmed Issued HEARs to Graduates in 2012 (16
institutions).
• Confirmed Implementing in 2012 (or earlier) (27
institutions).
• Believed from Previous Reporting to be Implementing in
2012 (or earlier) (8).
• Implementation Plans for 2013 or later (13).
• HEA undertaking a Scoping Study to engage and work
with Students for Promotion of the HEAR.
Future Areas of Exploration
• How do we assess and how should we assess?
• What is the role of the personal tutor?
• What use can Careers Advisors make of the HEAR?
• What is the role of the student as user?
• In what ways can employers use the HEAR?
• Classification - is there a future for GPA?