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The Teaching Excellence Framework (TEF) is probably one of the most talked about issues for the HE sector in recent years. Its introduction will clearly put even more emphasis on the key metrics supporting teaching quality, learner environment and student outcomes and learning gain. It is also likely that TEF ratings will have a significant impact on students’ views of one University against another. The TEF was a key agenda item at the Chartered Association of Business Schools (CABS) Annual Conference held in London 14-15 November where Professor Madeleine Atkins, Chief Executive, HEFCE provided an incisive update of the plans for “year 2” of the TEF.
With the TEF application deadline looming on 26 January 2017, many universities will be furiously working to develop their 15 page submission to support the existing data taken from the NSS and other sources which will feed in to the TEF assessment and rating.
CMI’s University partnerships support significant aspects of the TEF criteria. These refer to a learning environment supported by professional practice, including:
The TEF guidance on evidence to support each aspect of the framework refers to a range of factors where CMI can make a significant contribution:
From a TEF perspective these aspects of a partnership with CMI are likely to become more significant as the TEF moves forward to submissions at faculty level.
CMI accreditation and dual awards for students provide valuable benchmarking against practical professional standards. However the impact CMI has with our university partners goes far beyond the accreditation stamp. Our curriculum enrichment offering provides a range of interventions to engage students in curricular and extra-curricular activities which have proven not only to enhance the learning environment but also support retention of students. This is supported by initiatives including:
Don’t overlook the fact that the TEF Gold/Silver/Bronze descriptors for above-baseline performance make great play of digital content used by students to enhance learning. Digital resources like ManagementDirect can make a real contribution here.
In addition, our work with Universities on degree apprenticeships is helping to bridge the gap many universities have in engaging business with their schools. The development of these partnerships and the understanding of employer requirements through the CMDA framework provides a fantastic opportunity to consider business needs in future curriculum development.
CMI is investing considerable energy in developing the evidence base to support our partnerships with Universities. This is already reflected in our very positive survey data and NPS scores from both students and academics. We are also working to make visible the difference a CMI partnership makes in hard data terms, as represented for example by NSS and DLHE data for CMI-accredited and non-accredited courses, and on a before and after basis. As data becomes available at an institution level as part of this work we will aim to share our findings with our partners. Such data is likely in the future to be a further potential support for TEF submissions.
