Higher Education Strategy
2016-17
Review date: September 2017
Linnia Khemdoudi
Borough Principal
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CONTENTS
Introduction
Context
Background
Current provision
Aims & Objectives
Key HE Objectives Linked to College Operating Plan
Strategic Management & Leadership
Key Risks
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HIGHER EDUCATION STRATEGY 2016/17
Introduction
1. Redbridge College is committed to the continual growth and enhancement of its Higher
Education (HE) provision. The HE Strategy aims to ensure that the planned growth of its HE
provision is in line with local needs and internal progression routes. The College aims to
maintain its high quality teaching and learning in a supportive environment to enhance the
student experience and enable all to fulfil their potential.
2. The timing of this updated HE strategy to enhance and sustain its offer coincides with both
an agreed merger with Tower Hamlets College (THC) in April 2017 and a QAA Review in spring
2017.
3. These developments are a timely opportunity for the College to both reassess and refresh its
HE practices against the QAA Quality Code to ensure parity of the HE student experience
while ensuring the continuing viability and growth of the provision in the short-term.
4. This strategy has been developed for the period 2016-2017 in consultation with College staff
and students and has been approved by the College Governors. The HE Strategy and Action
Plan will be reviewed in 2017/2018.
Context
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The London borough of Redbridge has a population of 293, 000. It is the fourth most diverse
borough in the country with approximately 66% of its population having minority ethnic
heritage. The borough of Redbridge is currently one of the most ethnically diverse authorities
in London having seen an increase in population of 19,000 since 1991, the 7th highest increase
in London. (A New Vision for FE in East London.)
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The potential for population growth within the borough of Redbridge is expected to be
between 30- 41.5% to 2036. The demography of the area is changing; becoming younger and
more diverse. 70% of the borough’s residents are of working age with the greatest number
of people living in the borough in the 16-44 category. (A New Vision for FE in East London.)
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Redbridge forms part of the east London sub region and is included in the Outer London
Activities Zone. Ilford had been identified as a London Mayor’s Opportunity Area and will be
given priority in the Mayor’s Economic Development Strategy. The development of Crossrail
in 2017 and associated improved transport links are also expected to improve employment
options for the local community.
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Young people tend to stay in the borough to study. The majority of 16-18 Redbridge learners
remain at school as all secondary schools have a sixth form, with good A* - C GCSE pass rates.
Approximately 40% of FE funded learners at the College travel from neighbouring boroughs,
particularly Barking and Dagenham, and Newham. In 2015/16 the first HND and HNC cohorts
were predominantly from local postcode districts covering Chadwell Heath and Dagenham
(IG1 & IG2; RM 6 & RM 8).
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The College’s choice of programmes and progression routes has been based on London’s
Local Enterprise Partnership (LEP) information about employment and training needs, local
market intelligence, local and regional development plans and specific employer requests.
The current LEP priorities are: micro, small & medium sized enterprises; digital creative,
science & technology; and infrastructure.
10 The aim of Redbridge College’s Higher Education provision is to facilitate local families and
individuals to seek economically viable ways of engaging in HE, enabling prospective and
current learners the opportunity to undertake full or part-time study at reduced cost, without
additional living expenses and whilst continuing to work and earn. In addition, the HE strategy
aligns with the College’s strategic mission to play a significant role in the community, regional
and local economy by offering and improving progression routes to HE to meet perceived
skills shortage areas.
11 Redbridge College currently offers a range of fulltime HNC/HNDs enabling learners to study
at Levels 4 and 5 at the College in: Computing & Systems Development; Graphic Design;
Applied Biology; Performing Arts; and a Certificate and Diploma in Teacher Training. In
addition the College has a partnership arrangement with UKCBC delivering fulltime
HNC/HNDs in: Business Management; Travel & Tourism Management; Health & Social Care
and Computing & Systems Development.
Background
12 Redbridge College is a general Further Education institution with a turnover of £18 million,
based over two sites in the London borough of Redbridge. The College is a good provider
with outstanding features. The main campus is at Chadwell Heath with a separate smaller
campus in Ilford Town Centre. It is the only Further Education (FE) College in the borough.
13 The HE provision at Redbridge College has historically been modest in size and previously
included courses offered through a now defunct franchise arrangement with the University
of East London.
14 In 2012, the college was subject to the Integrated Quality Enhancement Review (IQER)
carried out by the Quality Assurance Agency (QAA). This review gave the highest level of
assurance to the College’s HE provision and identified an area of good practice. Three
recommendations were made and have been addressed in recent developments.
15 The College successfully bid to the Higher Education Funding Council (HEFCE) for a directlyfunded contract under the core and margin process. The initial allocation was 8 full time
places for 2013/14 and by 2015/16 this had grown to 50 places. In 2016/17, the HEFCEfunded student body at the Chadwell Heath main campus is currently 76 places.
16 In addition, the College has operated a successful HE franchise agreement with UKCBC from
September 2015. The size of this franchise has steadily grown from an initial intake of 149
students to an intake of 661 in September 2016. A key action for the HE Strategy is to ensure
that quality systems continue to evolve that ensure Redbridge College maintains rigorous
oversight of the UKCBC provision in accordance with its contractual obligations.
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17 HE is run within three faculties of the College. It is led by Heads of Faculty and taught by staff
who also teach across the FE curriculum. Curriculum Operations Managers play an important
role in the delivery and management of the provision. Quality assurance is overseen by the
HE Quality & Compliance Manager.
18 A new post of Head of Higher Education was advertised in September 2016 to coordinate the
review of the HE quality processes, which will include a discrete HE deliberative committee
structure to enhance governance of the provision.
19 In 2012 the College developed the I-zone e-learning centre where HE students are able to
build skills in independent learning. In addition, HE students benefit from well-equipped
specialist teaching areas, particularly where practical or workshop sessions are required. For
example, the Performing Arts theatre The Box was opened in 2015/16 and the science labs
were upgraded in 2015/2016. In future, the HE students will have their own dedicated area
within the college, subject to their consultation.
20 The HE programmes are taught by staff with graduate or post-graduate qualifications and, in
many cases, are also practicing professionals. HE Staff CPD is a core area of strategic
development to build on the HE ethos of the College through active support of scholarly
activity and maintaining currency of staff subject knowledge. Post-merger, the College will
benefit from increased cross campus CPD opportunities.
21 The College has a range of strong links with employers and has made good use of employer
engagement in the planning and assessment of HE provision within the faculty-based
‘learning companies’; in particular, the Graphic Design company Blue Orange. The College
aims to build on these relationships through the design and implementation of a Student
Employability Strategy. The greater involvement of employers in the design of future flexible
HE programmes is recognised as a central element of the HE Strategy.
Current provision
22 The current (2016/17) HE curriculum consists of 4 distinct fulltime programmes delivered
in-house and a further 4 fulltime programmes offered as part of a franchise agreement
with UKCBC.
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BTEC Higher National Diploma in Graphic Design (RC)
BTEC Higher National Diploma in Applied Biology(RC)
BTEC Higher National Diploma in Performing Arts (RC)
BTEC Diploma in Education and Training (RC)
(The College also offers BTEC L4 Certificate in Education and Training (RC) which
is not HEFCE-funded.)
BTEC Higher National Diploma in Business Management (UKCBC)
BTEC Higher National Diploma in Travel & Tourism Management (UKCBC)
BTEC Higher National Diploma in Health & Social Care (UKCBC)
BTEC Higher National Certificate/Diploma in Computing and Systems
Development (UKCBC)
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23 In year retention rates for RC HE HND programmes in 2015/16 were 92% for first year
students and 91 % for second year students, 63.7% of 2015/16 UKCBC students
progressed from Year 1.
24 The HE qualifications are delivered through Pearson BTEC HNC/HND and Teacher Training
specifications. This includes both in-house courses and UKCBC’s partnership arrangements.
The HE quality cycle is currently incorporated within the College’s quality calendar with
differentiations to fulfil the requirements of the sole awarding body. The College therefore
benefits from a lack of complexity regarding its quality assurance processes. However, the
intention remains to investigate future partnerships with HEIs should the opportunity arise.
25 A key aim for the HE Strategy is the use of enhanced monitoring, IAG and faculty
targets to improve internal progression rates from level 3.
26 The College’s student involvement strategy ensures that student views are gathered
using a variety of means including the completion of questionnaires, student representation
and direct access to tutors and curriculum operations managers. This feedbacks into the
College quality cycle. The College recognises the need to further enhance student
engagement and will post-merger, work to enhance the current THC Engagement Strategy.
In addition to the NSS (first time in 2017) for finishing students, the College will pilot two
new internal surveys through the VLE to raise participation rates and ensure that data is
used to inform the development and improvement of the provision.
27 The College will continue to actively seek to engage with partner HEIs, industry sponsors,
employers, and other key stakeholders to develop demand-led programmes which can
respond to the changing requirements of the employment market and broaden the scope of
students’ learning opportunities.
AIMS & OBJECTIVES
28 The College mission, as stated in the College Operating Plan (SCOP), “is to unlock every
individual’s potential skills and support them to reach their goals in a culture which values
diversity.”
29 Four aims have been developed in order to meet the College Mission. The Key Objectives
form the basis for the HE Strategy Action Plan and have been mapped to the QAA Quality
Code.
Strategic Aim
Key Objectives
1. To recruit students from priority a. Ensure our HE offer is ‘fit for purpose’ in short,
groups to sustain funding and income medium and long term in terms of local, regional and
national strategies.
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Strategic Aim
Key Objectives
b. Maintain growth and currency of HE curriculum offer
by increasing the transparency of progression routes
and setting annual progression targets. (B1)
c. Encourage non-traditional entrants by improved
external inks with local HEIs, secondary schools and 6th
forms as well as building internal progression.(B2)
d. Monitor applications and outcomes from different
groups of learners in order to strive towards parity of
outcomes. (B4;B8 )
e. Maintain consistent monitoring of partnership
providers to ensure party of oversight. (B10)
f. Strengthen mechanisms to ensure Public Information
is accessible, timely and accurate for our intended
audiences. (C )
2. To provide education and training that a. Restructure the HE deliberate committee structure
matches the best
with clear roles and responsibilities to formalise the
consideration of higher education matters and align
with post-merger structures (B8).
b. Codify HE quality processes and regulations into a
single reference point for staff and students. (B8)
c. Map current provision against the QAA Quality Code
to identify strengths & areas for improvement.
(A/B/C)
d. Develop a Teaching, Learning & Assessment
Strategy to reflect the specific needs of HE students.
(B3)
e. Utilise HE staff Peer-to Peer observations to build
an HE ethos and improve the quality and consistency
of HE teaching and learning. (B3;B4)
f. Develop a strategic approach to the planning of HE
staff CPD, including scholarly activity and ensure its
impact is effectively monitored. (B3, B4 and
Enhancement)
g. Implement a Student Employability Strategy
(including Employer Engagement) to ensure parity of
opportunity. (B4)
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Strategic Aim
Key Objectives
h. Refresh mechanisms for the institutional reporting
and oversight of HE complaints to feedback into
improvements to students’ experience. (B9)
3. To inspire all learners to develop
their full potential
a. Implement an enhanced Student Engagement
Strategy to increase engagement in (B5)
b. Develop an Enhancement Strategy to capture
opportunities through the Quality Assurance
processes. (B4 & Enhancement)
c. Maximise the effectiveness of the VLE as a learning
& teaching tool (B3)
d. Revise student support mechanisms to build on
current best practice and facilitate independent
learning at higher levels. (B3,B4)
4. Develop and deploy resources to
ensure effective delivery of the
Strategic College Operating Plan
a. Allocate resources to facilitate discrete HE data
reporting requirements. (B4)
b. Develop systematic and consistent procedures to
regularly review and update HE learning resources.
(B4)
c. Allocate resources to support an HE ethos for staff
and students. (B4)
Strategic Management & Leadership of HE
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The College has been responsive to recent developments that have affected the HE
provision. These include successfully bidding for direct funding by HEFCE in 2013/14;
the managed growth of its partnership provision with UKCBC since 2015; and a
proposed merger with Tower Hamlets College in April 2017. The College is also
anticipating a QAA Review visit in spring 2017.
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The College’s Corporation Board holds the responsibility for the approval of the
Higher Education Strategy. They will, in approving the strategy, consider its place
in and impact on the College overarching strategic direction and strategic
planning.
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Governance of the HE provision is being altered in 2017 to strengthen the
oversight and practical application of the QAA Quality Code across the HE
provision and ensure greater alignment with the quality processes of Tower
Hamlet College in advance of the agreed merger. A new deliberative committee
structure will be put in place to replace the current faculty-based quality
monitoring process. At the time of writing, the following governance structure
will be implemented in 2016/17. This structure will likely be subject to change
following the merger as cross College duplication will be minimised and
enhanced HE oversight across 3 campuses will become embedded.
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The overall responsibility for overseeing the implementation of the HE Strategy will
remain with the Senior Management Team (SMT). They will be responsible for regular
reporting to Governors on progress. The level of nature of these reports particularly to
the Corporation Board will be considered as part of the annual review of the
Committee’s Terms of Reference.
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Under the new committee structure, the SMT will delegate responsibility to the
Higher Education Committee (HEC) – Chaired by the Borough Principal. This
committee oversees academic standards and quality and regulatory
requirements for the College’s HE provision at a strategic level (including
partnership delivery). The HEC will take over responsibility from the faculties for
the monitoring of annual monitoring reports, responding to issues arising out of
the observation system of teaching and learning, overseeing the preparation for
external accreditation, subjecting the course approval process to strategic
scrutiny and influencing the direction and content of staff development.
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In addition HEC oversees the academic standards and quality of learning
opportunities at a cross-faculty level. The committee reports to the Corporation
Board. The committee meets monthly until the College merger; half-termly
thereafter. Monitoring of the HE Strategy Action Plan will inform the Committee’s
agenda in the first instance. The Head of Higher Education will sit on the Academic
Board of UKCBC. The committee will meet once every semester.
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Programme Boards – Chaired by the Head of HE, the programme boards monitor
academic standards and the quality of learning opportunities at a programme level and
report to HEC. Meetings will be held termly.
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Staff and Student Liaison Forum (Student Voice) – Chaired by the Head of HE, this
forum seeks to enhance the student academic and learning experience by actively
seeking student feedback across the higher education programmes. The forum reports
to HEC. Meetings will be normally held termly.
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HE Quality Forum – facilitated by the Head of HE t encourages sharing of good practice
among academic staff for Pearson higher education programmes. The forum provides
training to staff on Pearson quality systems and processes, and is a mechanism for staff
to discuss and share practice. The Forum will be normally held termly or as needed.
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Assessment / Awards Boards: These boards will be held at the end of a learning
programme prior to any claims being submitted to the awarding body. Assessment
Boards will be chaired by the Head of Higher Education. The purpose of these boards
will be to agree the marks obtained by students on individual modules/units for the
course along with any awards of academic credit where applicable, extenuating
circumstances and plagiarism/malpractice incidents.
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The College HE quality cycle will be aligned with THC from Sept 2017 while it
transitions from the College’s FE timelines. Academic standards are currently
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ensured by the consistent implementation of Pearson (awarding body)
requirements within the College’s 5 stage Quality Cycle.
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The College will undertake a mapping exercise against the QAA UK Quality
Code to ensure closer alignment of its policies and procedures as well as the
requirements of HEFCE’s Annual Provider Review. Any omissions or necessary
adjustments will be added to the HE Strategy Action Plan for completion and
monitored by the Academic Board.
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Staffing in place to support this transition include the College’ s newly
appointed Head of Higher Education who will chair the Academic Board and
also participate in Awards Boards. The College has an experienced HE Quality
& Compliance Manager who will report to the Head of Higher Education. This
post provides a link between the franchise partner UKCBC and the College in
managing student finance issues. The HE Quality Manager also takes a
significant role in supporting quality assurance and quality improvement
across the HE provision, including the monitoring of partnership activities. A
new post of Higher Education Administrator has been advertised to support
aspects of the growing partnership provision.
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The College has a Teaching and Learning Strategy that will be reviewed to further
develop best practice in higher level teaching and learning. In tandem, an HE staff
CPD strategy will articulate the College’s commitment to building an HE ethos
through the active support for staff scholarly activity.
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The planning of the HE curriculum is currently the responsibility of Heads of
Faculty, supported by the Borough Principal, working within the existing
frameworks for curriculum development. In future, HE curriculum decisions will
be overseen by the HEC as part of its strategic remit.
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There will be a strong emphasis on developing effective pathways from level 3
to levels 4/5 across relevant curriculum areas for 16-18 year olds and adults with
evidence of both employer and student consultation in the planning and
approval process.
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The active engagement in quality assurance of our partner provider is critical to the
success of the HE Strategy’s aim of reaching non-traditional entrants and growing
income. Confidence in the local management of this provision is supported by recent
positive QAA reviews (2015/2016) and a gradual strengthening of the College’s own
monitoring procedures through the Action Plan as the provision grows in size and the
initial two-year HND courses near completion.
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The College recognises that in attracting increased numbers of non-traditional HE
students support mechanisms will need to be strong to enhance the students’
experience and maximise their learning opportunities.
The student focused
features of current provision including strong individual tutorial support will need to
be maintained and developed and an HE ethos facilitated to support independent
learning.
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Key Strategic Risks
48 The key risks to the successful delivery of Redbridge College’s Higher Education Strategy
are:
• Impact of the College merger in maintaining cross campus provision
• New polices failing to engage cross College support
• Not being responsive to the short, medium and long-term changes in the HE
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environment including funding opportunities.
Failure to recruit to target to protect income due to external competition
Partnership issues
Not meeting or understanding the needs of students sufficiently to enhance their
experience
Lack of employer engagement to build the offer and enhance student learning
outcomes
Insufficient expertise and CPD in delivering new areas for development
HE data demands not met by College central systems
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