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Foreword by Professor Sir Robert Burgess In the previous reporting period, financial and policy challenges dominated the agenda within the higher education sector. Despite these ongoing pressures, in this reporting period it is very encouraging, and wholly appropriate, that an emerging policy thread, common across the United Kingdom, puts the emphasis on putting students first. This is where our focus should be. The Scottish Government paper, Putting Learners at the Centre, emphasises widening access and the learner journey; in Northern Ireland, in Graduating to Success, the Executive references four guiding principles to meet student needs – responsiveness, quality, accessibility and flexibility; in Wales, the Further and Higher Education (Wales) Bill (July 2012) focuses on the importance of the student voice and quality enhancement; and in England, the sentiment is explicit in the White Paper title, Students at the Heart of the System. This thread is entirely consistent with the Higher Education Academy’s (HEA) mission: “To use our expertise and resources to support individuals, disciplinary and interdisciplinary teams and higher education communities and institutions in general to enhance the quality and impact of learning and teaching.” This year, much has been done at the HEA to realise this mission in what I believe has been a hugely successful period. The sector, and specifically the HEA’s subscribers, are seeing clear benefits of the HEA’s work to support individual academics, departments and institutions, and to influence policy in learning and teaching. The HEA’s successes and its impact this year, which are evident throughout this annual report, have their foundation in the HEA’s new strategy, its new structure, and its renewed vigour. It is our aim to endeavour to support and improve the quality in teaching in higher education, and so to enhance the experience of students across the United Kingdom. The new structure is underpinned by a new brand and a real commitment to a set of robust values, represented and reflected in a restyled and refreshed visual identity for the organisation. Within this structure, the HEA’s new partnership team is playing a key role in working very closely with institutions to understand their needs and show and share where the HEA can offer help and support. Support at the subject level remains at the heart of our work. The Academic Practice area, with 28 subject disciplines in four clusters, has quickly found its feet and is proving to be an agile, flexible and, above all, a proactive way of providing support for academics and institutions in their particular subject areas. The attendance and feedback from the four cluster conferences this year was testimony to the quality of engagement and the value of these groupings. In November, the HEA launched the revised UK Professional Standards Framework (UKPSF) on behalf of the sector. This was, and remains, very significant work in developing teaching excellence and is thus making a direct impact on the student experience. It is encouraging to note the progress in the UKPSF 8
eing embraced at institutional level and at the end of the reporting period there were over 500 accredited provisions across 137 HEIs. The commitment to recognising teacher excellence is highlighted this year by the award of 55 National Teaching Fellowships representing a wide range of disciplines and all mission groups. The HEA has continued to support and fund Teaching Development Grants, investing over £2 million this year, and this work is complemented by the exciting launch of the International Scholarship Scheme and Doctoral Programme. This work will develop pedagogical knowledge and evidence-based practice. Building an evidence base is fundamental work and our capacity, capability and collaboration are being enhanced: this year, among many other initiatives, the HEA’s partnership on the ‘What Works? Student Retention and Success project’ with Action on Access, The Paul Hamlyn Foundation and HEFCE, concluded its work through an excellent report and very well-received conference. Many more examples are related in the pages that follow. both at government level and across the sector, reinforces the importance of the work of the HEA as a key player and influencer in enhancing the student experience through learning and teaching. We look forward to working with colleagues across the the United Kingdom to achieve this aim. Chair of the Board I think the HEA can reflect on the year’s work with a considerable degree of pride given what has been achieved. There is still much to do – and there will continue to be much to do, given the dynamic nature of higher education. But the focus on students, 9
Page 1: The Higher Education Academy Annual
Page 4 and 5: About the HEA The HEA is a national
Page 7: Forewords 7
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Page 14 and 15: Highlights and impact from 2011-12
Page 17 and 18: Annual Report 2011-12 “It is enco
Page 19 and 20: In November 2011, David Gibson OBE
Page 21 and 22: can successfully manage the transit
Page 23 and 24: Fifty-five National Teaching Fellow
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Page 29 and 30: The Academic Practice area, with 28
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Page 44 and 45: Future plans In the current academi
Page 46 and 47: Governance As of 31 July 2012 Profe
Page 48 and 49: Summary financial results for the y
Page 51 and 52: “There is much to do and there wi

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