Mistry, V (2017) Sector reports review: September 2016 to January 2017. Innovations in Practice, 11 (1). pp. 60-84. ISSN 1757-921X

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Abstract

This paper provides a summary of key reports and papers published by UK HE sector organisations between September 2016 and January 2017. The organisations and groups covered are: Department for Education (DfE); Disabled Students’ Sector Leadership Group; Higher Education Academy (HEA); Higher Education Funding Council for England (HEFCE); Heads of e-Learning Forum (HeLF); Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); Institute for Public Policy Research (IPPR); Jisc; jobs.ac.uk; Leadership Foundation for Higher Education (LFHE); New Joint Negotiating Committee for Higher Education Staff; Northern Universities Consortium (NUCCAT); Office for Fair Access (OFFA); Prospects/Association of Graduate Careers Advisory Services (AGCAS); Quality Assurance Agency (QAA); Social Market Foundation; Student and Assessment Classification Working Group (SACWG); Social Mobility Advisory Group (SMAG); Universities and Colleges Admissions Service (UCAS); University and College Union (UCU); Universities and Colleges Information Systems Association (UCISA); and Universities UK (UUK). The themes covered in this paper include: HE participation and enrolments; academic teaching qualifications; recruitment of teaching staff; the Higher Education and Research Bill (including the Teaching Excellence Framework); teaching quality; the Bell Review; re-assessment practice; supporting technology-enhanced learning; learning analytics; learning spaces; student satisfaction; equality and diversity; admissions and unconscious bias; supporting transition (in university and after graduation); student wellbeing; university rankings; partnership in universities; civic engagement; internationalisation; and alternate providers of HE.

Item Type:	Article
Uncontrolled Keywords:	Higher Education; Policy
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Teaching & Learning Academy
Publisher:	LJMU
Date Deposited:	06 Dec 2018 10:14
Last Modified:	04 Sep 2021 09:53
URI:	https://researchonline.ljmu.ac.uk/id/eprint/9756

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