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Addressing climate change A role for Universities
(and Business Schools)
www.theccc.org.uk
Professor Julia King CBE FREngCommittee on Climate Change
Vice-Chancellor, Aston University Birmingham
Association of Business Schools 18th October 2010
The CCC was established December 1st 2008
2
The Committee on Climate Change (CCC) is an independent body established under the Climate Change Act to advise the UK Government on setting carbon budgets, and to report to Parliament on the progress made in reducing greenhouse gas emissions
The Committee on Climate Change (CCC) is an independent body established under the Climate Change Act to advise the UK Government on setting carbon budgets, and to report to Parliament on the progress made in reducing greenhouse gas emissions
Lord TurnerSam FankhauserMichael GrubbSir Brian HoskinsJulia King
David KennedyLord KrebsLord May Jim Skea
3
The work of the CCC
4
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities
5
Required global emissions reduction
Required global emissions reduction of 50%
• 20-24Gt CO2e in 2050• 8-10Gt CO2e in 2100
Required global emissions reduction of 50%
• 20-24Gt CO2e in 2050• 8-10Gt CO2e in 2100
Why the urgency?• Advances in science• Actual emissions higher
than forecast
Why the urgency?• Advances in science• Actual emissions higher
than forecast
Assessment of damageDecision rule• keep temperature
change close to 2°C• and probability of 4°C
increase at very low level: less than 1%
Assessment of damageDecision rule• keep temperature
change close to 2°C• and probability of 4°C
increase at very low level: less than 1%
Global trajectories considered
• Early or later peak (2015 vs. 2030)
• 3%/4% annual emissions reduction
Global trajectories considered
• Early or later peak (2015 vs. 2030)
• 3%/4% annual emissions reduction
6
Appropriate UK contribution
50% global reduction 50% global reduction
Burden share• Alternative methodologies: contract and
converge, intensity convergence, triptych etc• Equal per capita emissions:
@ 20-24Gt CO2e total at global level in 2050
@ implies 2.1-2.6t CO2e per capita
Burden share• Alternative methodologies: contract and
converge, intensity convergence, triptych etc• Equal per capita emissions:
@ 20-24Gt CO2e total at global level in 2050
@ implies 2.1-2.6t CO2e per capita
All GHGsAll GHGsAviation and shipping included Aviation and shipping included
2.1-2.6t CO2e per capita gives a UK reduction of at least 80% in 2050
7
2.1 – 2.4 tonnes of CO2 per annum
● A return flight to Los Angeles for one person currently
accounts for
2.5 tonnes
● An average new car today in the UK (160g/km), driven
15,000km per year, emits
2.4 tonnes per annum
8
178
135
97
109
94
42
2007 emissions
International aviation & international shipping*
UK non-CO2 GHGs
Other CO2
Industrial CO2 (heat & industrial processes)
Residential, public & commercial heat
Domestic transport
Electricity generation
* bunker fuels basis 2050 objective
159 Mt CO2e
679 Mt CO2e
76% cut (= 80% vs. 1990)
The UK challenge: 80% reduction by 2050
9
The Carbon Budgets: ‘Interim’ legislated in May 2009, move to ‘Intended’ budget to be reviewed in 2010
Interim: 34% cut in GHGs by 2020, relative to 1990 [20% on 2007 levels]
Global deal
Intended: 42% cut in GHGs by 2020 relative to 1990 – to be reviewed following Copenhagen [29% on 2007 levels]
Intended: 42% cut in GHGs by 2020 relative to 1990 – to be reviewed following Copenhagen [29% on 2007 levels]
0
500
1000
1500
2000
2500
3000
3500
2003-2007 2008-12 2013-17 2018-22
MtC
O2e
Interim budget
Intended budget
10
400
450
500
550
600
650
700
750
800
850
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
MtC
O2e
UK GHG emissions 1990-2007Other GHGsCO2
In 2007, GHG emissions were 18% lower than in1990
Non-CO2 GHGs 49% below 1990 levelsNon-CO2 GHGs 49% below 1990 levels
CO2 8% below 1990 levels CO2 8% below 1990 levels
CO2
Total GHGs 18% lower Total GHGs 18% lower
11
2009 CCC Report: meeting budgets requires a step change relative to recent progress
CO2 emissions fell 0.5% annually 2003-07 CO2 emissions fell 0.5% annually 2003-07
Cuts of 2-3% p.a. are required through first three budgets
Cuts of 2-3% p.a. are required through first three budgets
A major shift in the pace of reduction is therefore required across all sectors
A major shift in the pace of reduction is therefore required across all sectors
300
350
400
450
500
550
600
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
MtC
O2
Total CO2 emissions
Historic Extrapolation Required path
12
Route to the required reductions
Reducing power sector emissions:
Renewables (wind, marine, biomass, solar), nuclear, CCS
Reducing power sector emissions:
Renewables (wind, marine, biomass, solar), nuclear, CCS
Reducing heat emissions: • Electric heat (e.g. heat pumps,
storage heating)
Reducing heat emissions: • Electric heat (e.g. heat pumps,
storage heating)
Reducing transport emissions: • Electric/plug-in hybrids
Reducing transport emissions: • Electric/plug-in hybrids
Application of power to transport
and heat
13
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities
Emissions fell 8.6% in 2009 CO2 9.7% Non-CO2 1.9%
CO2 Non-CO2GHG
CO2 emissions fell in all sectors, particularly power and industry
(% change in 2009)
16
2009 CCC Report: meeting budgets requires a step change relative to recent progress
CO2 emissions fell 0.5% annually 2003-07 CO2 emissions fell 0.5% annually 2003-07
Cuts of 2-3% p.a. are required through first three budgets
Cuts of 2-3% p.a. are required through first three budgets
A major shift in the pace of reduction is therefore required across all sectors
A major shift in the pace of reduction is therefore required across all sectors
300
350
400
450
500
550
600
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
MtC
O2
Total CO2 emissions
Historic Extrapolation Required path
2010: possible to meet the Intended budget through domestic effort alone
If impact of recession persists and measures in Committee’s Extended Ambition scenario are implemented, emissions will be below Intended budget
If impact of recession persists and measures in Committee’s Extended Ambition scenario are implemented, emissions will be below Intended budget
We will consider possible move to Intended budget in context of advice on 4th carbon budget (2023-2027)
We will consider possible move to Intended budget in context of advice on 4th carbon budget (2023-2027)
18
178
135
97
109
94
42
2007 emissions
International aviation & international shipping*
UK non-CO2 GHGs
Other CO2
Industrial CO2 (heat & industrial processes)
Residential, public & commercial heat
Domestic transport
Electricity generation
* bunker fuels basis 2050 objective
159 Mt CO2e
679 Mt CO2e
76% cut (= 80% vs. 1990)
The UK challenge: 80% reduction by 2050
Power
Transport
Heat and efficiency
Agriculture
19
Power is central to wider economy decarbonisation
0
100
200
300
400
500
600
0
100
200
300
400
500
600
2010 2015 2020 2025 2030 2035 2040 2045 2050
Tota
l ele
ctri
city
gen
erati
on (
TWh)
Carb
on-in
tens
ity o
f ele
ctri
city
(g
CO2/
kWh)
Carbon-intensity Total generation
Therefore we need to decarbonise electricity generation significantly by 2030
Therefore we need to decarbonise electricity generation significantly by 2030
The electrification of other sectors will see demand increase in 2020s and 2030s
The electrification of other sectors will see demand increase in 2020s and 2030s
20
By 2020 we need to deliver significant investment in low-carbon generation
CCC indicative scenario by 2020
23 GW new wind
Up to 4 new coal and gas CCS demonstrators
Up to 2 new nuclear plants, a third by 2022
CCC indicative scenario by 2020
23 GW new wind
Up to 4 new coal and gas CCS demonstrators
Up to 2 new nuclear plants, a third by 2022 -
10 20 30 40 50 60 70 80 90
100
2008 2020
GW
Capacity - today and 2020
Oil
Gas
Coal
Coal CCS
Renewables
Nuclear
21
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities
22
UK Energy RD&D
Source: IEA
UK is failing to exploit the opportunities offered by a low-carbon economy
23
● Introduction: 2050 target and carbon budgets
● Progress in reducing emissions
● Key areas for new policies
● Power, Energy use in buildings, Transport
● Future work of the Committee
● The impact of UK Universities
Sectoral CO2 emissions scenario for 80% reduction
Markal modelling based on CCC assumptions
Develop and Deploy
● Technologies not yet competitive with high-carbon alternatives● UK has relevant capabilities● UK well placed to accelerate development
Deploy
● UK appears to lack an advantage● Unlikely to influence direction of development
● may develop some components ● can participate in international collaborations
Research & Develop
●Technologies further from market● Unclear which country has, or will have, an advantage● Potential for UK to lead/continue to lead some research areas
27
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities
28
Residential sector emissions: current approach
The main policy instrument is the Carbon Emissions Reduction Target (CERT) which puts an obligation of energy suppliers to deliver carbon savings
The main policy instrument is the Carbon Emissions Reduction Target (CERT) which puts an obligation of energy suppliers to deliver carbon savings
In 2008 CERT delivered:
• 153 million compact fluorescent lightbulbs (6 per household)
• 690,000 loft insulation measures
• 550,000 cavity wall insulation measures
• 8,600 solid wall insulation measures
In 2008 CERT delivered:
• 153 million compact fluorescent lightbulbs (6 per household)
• 690,000 loft insulation measures
• 550,000 cavity wall insulation measures
• 8,600 solid wall insulation measures
29
A major shift in ambition is needed
Insulation measures
Total needed to achieve carbon budgets (from 2008)
Delivered under CERT in 08/09
Installations needed per year to achieve carbon budgets
Lofts 10 million (by 2015) 0.7 million 1.3 million
Cavity walls
7.5 million (by 2015) 0.5 million 1 million
Solid walls 2.3 million (by 2022) 8600 165,000
30
CCC recommended approach
Three pillar approach:
• Whole house approach: one stop shop covering all cost effective measures
• Neighbourhood approach: national government leadership, (e.g. strategy, legislation); area-based delivery with key role for local government and energy companies. Need to regulate private rented sector
• Financing: pay as you save with some grants/subsidies to encourage uptake amongst fuel poor and more generally
Three pillar approach:
• Whole house approach: one stop shop covering all cost effective measures
• Neighbourhood approach: national government leadership, (e.g. strategy, legislation); area-based delivery with key role for local government and energy companies. Need to regulate private rented sector
• Financing: pay as you save with some grants/subsidies to encourage uptake amongst fuel poor and more generally
Key areas for policy strengthening
Encouraging a move to more carbon-efficient cars, including electric carsEncouraging a move to more carbon-efficient cars, including electric cars
Delivery mechanisms and incentives to improve energy efficiency of buildingsDelivery mechanisms and incentives to improve energy efficiency of buildings
New policies for the agriculture sectorNew policies for the agriculture sector
Incentives for investment in low carbon powerIncentives for investment in low carbon powerElectricity market reformCarbon price floorEmissions Performance Standard
Electricity market reformCarbon price floorEmissions Performance Standard
Simpler and more focussed research and innovation policy and fundingSimpler and more focussed research and innovation policy and funding
32
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities
33
A key role for Universities…
Evidence-based policyEvidence-based policy
AdvocacyAdvocacy
Targetted research and business supportTargetted research and business support
Graduates to deliver the low carbon economyGraduates to deliver the low carbon economy
Best practice in buildings and estatesBest practice in buildings and estates
Green innovation and entrepreneurshipGreen innovation and entrepreneurship
34
● Scale of change over next 40 years – a career
● Low carbon finance: carbon prices, carbon tax, investment in a carbon and resource
constrained world, border taxes
● Travel, communications…
● The value of water – if water cost $1 a litre: the $180 coffee, $1000 T-shirt?
● New green industries, low carbon product strategy: electric cars, eco-buildings…
● Design for re-use
● Just in time? Low carbon logistics…
● New international partnerships, new supply chains
● New security threats
● New strategic resources and technologies…energy storage, Li, …
Graduates for a resource constrained world
35
Universities are playing a key role…
Evidence-based policy: 7 out of 9 CCC members; CSAs…Evidence-based policy: 7 out of 9 CCC members; CSAs…
Advocacy: Low Carbon Business Ambassador…Advocacy: Low Carbon Business Ambassador…
Targetted research and business support: CCS, biofuels, energy storage, behaviour change, Targetted research and business support: CCS, biofuels, energy storage, behaviour change,
Graduates to deliver the low carbon economy: sustainability; nuclear engineers; energy efficient construction, green finance, low carbon leadership…
Graduates to deliver the low carbon economy: sustainability; nuclear engineers; energy efficient construction, green finance, low carbon leadership…
Best practice in buildings and estates: 10 in 10; Salix fund; CHP developments, CRC...Best practice in buildings and estates: 10 in 10; Salix fund; CHP developments, CRC...
Green innovation and entrepreneurship: support to SMEs, spinouts: Ceres Power, Solaveil…Green innovation and entrepreneurship: support to SMEs, spinouts: Ceres Power, Solaveil…
What do VCs want from Business Schools?
37
● Brand and prestige
● Income: premium product range, high margins – a significant contributor to University costs
● Links with business and international collaborations
● Interdisciplinary enhancements: management and health, management in engineering…
● Preparing graduates for management and leadership in a low carbon/resource constrained world
● Innovation and entrepreneurship
● Strong input to university management and leadership
● Leadership on the low carbon agenda: sustainability, corporate social responsibility, implications of low carbon finance
What do VCs want from Business Schools?
Saturday, April 8, 2023 38
Bang Go the Quangos:Responding to Concern, Cuts and
Competition
The continuing journey from business club via academy to responsive higher education
and skills development
?
39
• To provide an overview of the development of university based business education and research over the last 65 years • To outline some of the pressures facing universities and business schools in Great Britain
• To consider some of the possible responses to these pressures and challenges
Aims
Overview
1. Business education and research in the UK over the last 65 years
- Expansion- Changing institutional types- Standardisation- Dignification- Internationalisation
2. Current financial position
3. Pressures facing British business schools
– Concern– Cuts– Competition– Changing demography – Changing technology
4. Summary
Business education and research in the UK over the last 65 years
From business club to academy.
Expansion
Business and Management Student Numbers (1994/95 to 2006/07)
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
1994
/95
1995
/96
1996
/97
1997
/98
1998
/99
1999
/00
2000
/01
2001
/02
2002
/03
2003
/04
2004
/05
2005
/06
2006
/07
Year
Nu
mb
er
Foundation
Undergraduate
Postgraduate
Doctoral
1 in 7 undergraduates, 1 in 5 postgraduate taught and 1 in 20 Doctoral students are in Business and Management.
Changing Institutional Types
Henley Bradford Cranfield
London Business School
Ashridge
Lancaster University Management School
Strathclyde Graduate School of Business
Manchester Polytechnic Nottingham Polytechnic Sheffield Polytechnic
Manchester BusinessSchool
Middlesex Polytechnic
1950s
1960 to 70s
1970s to 80s
Saturday, April 8, 2023 Principal Lecturer Presentation 44
Warwick Imperial Said Judge
Roffey Park Templeton College University of Buckingham
1980s to 1990s
1990s to 2000+
Changing Institutional Types
Standardisation
• CNAA Crick Report (1964)• RSE (86 & 89) RAE (92, 96, 01 & 08) and REF (2013 or 14
possibly)• AMBA Accreditation (1980s)• AACSB Mission related assessment standards (1991)• Times, Financial Times, Telegraph and Guardian league
tables (1990s) • ESRC Recognised Training Status (1993) • Teaching Quality Assessment (1994)• EFMD EQUIS Accreditation (1998)• QAA Subject Benchmark Statements (2000 and 2007)• EFMD EPAS Accreditation (2006)
Business education and research has been standardised and made more auditable over the last forty five years.
Dignification
Business and Management
S No %
Russell Group 1992 13 502.3 (24.7)
2001 17 670.7 (26.3)
2008 19 1,179 (35.3)
Other Pre-92 1992 25 832.9 (40.9)
2001 33 1,112.3 (43.5)
2008 33 1,448 (43.4)
New Universities 1992 43 701.2 (34.4)
2001 41 771.6 (30.2)
2008 38 711.0 (21.3)
The volume and concentration of business and management studies research in Russell Group institutions has
increased over the last 16 years.
Internationalisation
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
China India Malaysia USA Hong Kong Pakistan Nigeria Taiw an Japan Thailand
2005
2010
2015
International students by country of origin (actual 2005 and as forecast for 2015 in 2008).
Business and management headcount60,000 non-EU undergraduates40,000 non-EU postgraduates
Saturday, April 8, 2023 Principal Lecturer Presentation 48
Current financial positionTurnover - 20 selected HEIs (‘000s) (2007-2009)
Saturday, April 8, 2023 Principal Lecturer Presentation 49
Current financial positionSurplus - 20 selected HEIs (2007-2009)
Saturday, April 8, 2023 Principal Lecturer Presentation 50
Current financial positionDebt as percent of turnover
- 20 selected HEIs (2007-2009)
Business education and research in the UK over the next 5 years
Concern, cuts and competition.
?
Concern
Public concern about what is taught in business schools.
Concern
Quangos and other public institutions that will lose funding and may go
Cuts
ANNUAL COST TOTAL COST ADDITIONAL LIFETIME EARNINGS
GOING TO UNIVERSITYProposed fee £6,000 £18,000Living expenses £6,000 £18,000Earnings forgone £10,000 £30,000Totals £22,000 £66,000 £120,000
COMPARATORSSchool pupil £6,250 £18,750 £0Benefit payments £6,250 £18,750 £0Job on minimum wage £10,000 £10,000 £0Prison place £40,000 £120,000 -£50,000State University in France €400 €1,600 ?Grande Ecole in France €5,000-10,000 €15,000-€30,000 ?State University in Germany €1,000 €3,000 ?University in Spain €300-1,000 €900-3,000 ?
Cuts
UK to become one of the highest priced sites for HE in the world
Cuts
Restrictions on tier 1 work permits and tier 4 student visas
Competition
Then there is growing competition from private sector, for profit and not for profit institutions and FE colleges
Rayat
Old model New model
Academics Teach 8 to 12 hours, Teach 18 to 22 hours research 12 to 8 hours per weekper week.
Buildings Bought and built to house Endowed, leased or activity in iconic space rented. Focus on ROCE
E-learning Variable and blended Comprehensive and supports asynchronous study
Location Campus based City centric, good transportconnections and links
Overheads High 50% to 60% Low 20% to 30%Pension Underfunded final Employee funded
salary scheme defined contributionscheme
Price £7-10,000 per student £6,000 per studentReputation Broad base REF related Narrow core FT and
Times relatedSupport 3 x 8 and 2 x 4 for 200 days 7 x 12 for 360 days
Competition
The new business models are challenging for established providers
Projected UK Population, aged 18-20, 2006-2020
Changing demography
The student population in the future is changing as well
Changing demography
Average age and highest qualification level in the UK, like mainland Europe, is increasing.
Changing planet
And sustainability is the new triple bottom line - people, planet and profit.
Changing technology
And as if that wasn’t enough, there is mobile learning, research and working to contend with.
Saturday, April 8, 2023 Presentation to Pakistanii Visitors Delegation 63Demonstrate contribution, cooperate or compete to improve cost effectiveness and change the curriculum
So what is to be done?
• Demonstrate contribution – circa £8bn per annum• Cooperate to save costs
- Focus on specific types of customer/student- Benchmark activities - Adopt leaner forms of working- Consider shared services for estate, finance, human resources,
information technology, library and marketing. - Rationalise and merge research and teaching activities in regional
and national confederations.
• Change the curriculum and research agenda to address- Economic, social and environmental contribution- Changing demography- Changing technology - Competition from lower cost providers
So what is to be done?
• The UK is a major HE provider – the second most popular location for overseas students.
• Business education began as country club affair in the post WWII period.
• Since 1960s there has been growth in a model of business education based on academic US business schools and mass teaching institutions.
• The US model in the UK is increasingly challenged by– Concern about contribution– Cuts in public spending– Restrictions on immigration– Competition from overseas and lower cost private providers– Changing demography– Changing planet– Changing technology
Summary
• Several institutions are already in a difficult financial position as a consequence of chasing rankings.
• New competitors have different business models which operate at lower levels of unit cost.
• The demise of several quangos will reduce regulated standardisation.
• Success will be achieved by those who identify and focus effectively on specific student customer groups and offer them something of high value at a sustainable price and cost.
Summary
OverviewOverview
operating in different dimensions
super will power, alchemy
hypnotism, time travel
super multitasking
‘stab proof’ skin, able to see the future, through walls
invisibility, invincibility
diplomatic passport, legal immunity
Powers Deans Would LikePowers Deans Would Like
OverviewOverview
frustration, stress, uncertainty, autonomy, positioning, ‘money, morale and movement’
income generation, quality, accreditations worthwhile?
faculty recruitment, employee relations, staff resistance to e-learning
financial targets, models, T v. R, transnational education
pricing, student recruitment, visa rules, consumerism, changing student profile, learning experience, value proposition
‘get real’ for 2012
communicating and engaging with staff to influence changes
ChallengesChallenges
OverviewOverviewunderstand cost base, cut costs, deconstruct value chain, outsourcing,
opportunities for growth, scenario planning, lobbying.
radically review curriculum, innovating modes of delivery, work based learning courses, new teaching technologies, ‘universities without staff or buildings.’
teaching only contracts, voluntary severance notices, renegotiating legal and psychological contracts.
valuing teaching more, reviewing workload models, redefining academic careers and incentives.
greater collaboration across the faculty and the university, with overseas partners, social networking with alumni
greater engagement with stakeholders, making the school more distinctive with accreditations, professional recognition and rankings, ensuring greater preparedness to change and differentiate the value proposition.
Implementation NowImplementation Now
NeedsNeeds
lobby government and vice-chancellors more effectively
better access to the top table within universities
benchmarking, sharing data, mutual self-help
advice on fund raising
highlight the achievements of business schools
influence government policy directly
ABS 2010 Annual Conference
The Bologna Effect: Developments in European
Higher Education
Dr Christian Yeomans
UK Higher Education International and Europe Unit
www.europeunit.ac.uk www.international.ac.uk
Session overview
• UK HE International and Europe Unit
• Setting the scene – higher education on centre stage in Europe
• The Bologna Process
• EU Education and Research• Europe Unit Survey (2009• Opportunities and challenges for the
UK HE sector 2010 onwards
2
UK HE Europe Unit
• Universities UK
• HE Funding Councils for England, Scotland and Wales and DELNI
• GuildHE
• Quality Assurance Agency
4
Anniversary conference, March 2010
Ministerial anniversary conference, 11-12 March 2010
David Lammy MP, Prof Colin Riordan, (UK HE sector)
Anthony McClaran, QAA;
Aaron Porter, NUS;
Separate Scottish delegation
4
Key Bologna Process reforms
• Bachelor – Master – Doctoral cycles(UK already uses this structure)
• Overarching Framework for Qualifications of the EHEA (2005)(UK HE qualifications frameworks self-certified)
• European Standards and Guidelines for Quality Assurance in the EHEA(Quality Assurance Agency – QAA)
5
Key Bologna Process reforms
• European Credit Transfer System (ECTS)(Experience of using credit – NUCCATS, SCQF)
• Diploma Supplement(New challenge – development of HEAR)
5
Bologna Process 2009-2012: Leuven Communiqué
Student mobility: in 2020, 20% of students graduating in the European Higher Education Area should have had a study or training period abroad
Lifelong Learning: Ministers formally acknowledged learning outcomes as the basis for recognition of formal and informal learning.
‘Multidimensional transparency tools’: BFUG to monitor development of classifications/typologies and rankings of HEIs
Expanding Bologna’s remit: to include additional policy areas
International dimension enhanced in 2009
6
EU 2020 Strategy - 1
• Replaces the Lisbon Agenda
• Main aims - universities are central to:• exiting Europe from the economic crisis; and• future international positioning
• Initiatives and consultations launched this year will have long term impacts for EU funding programmes
7
EU 2020 Strategy - 2
Through the Strategy, the Commission identifies three key drivers for growth:
1. smart growth - fostering knowledge, innovation, education and digital society
2. sustainable growth - making production more resource efficient while increasing competitiveness… and
3. inclusive growth - raising participation in the labour market and in education and training.
8
Research agenda in the EU
• Framework Programmes for Research and Development (FP7: 2007-2013)
• UK sector policy position on the future of European research:
• Strong support for the European Research Council
• research excellence and capacity-building• Sustainability of funding• full-economic costing
Available at www.europeunit.ac.uk – in either, English, German, French or Polish
9
Europe Unit Survey - 2009
To assess UK HEIs engagement in European initiatives
- Diploma Supplement; - Use of ECTS; - Masters degrees; - Mobility - Institutional strategies and
responsibility for Bologna; andJoint degrees.
22
Looking ahead in the UK – priorities for the future
Diploma Supplement European Credit Transfer and
Accumulation System 2011 conference: ‘You , the EHEA
and the wider world’ 1 February Sustained engagement in the
Bologna Process European Research agenda
European Higher Education Area - Opportunities for UK HE sector
• Greater student mobility - joint degrees, credit points, qualifications
frameworks
• Recognition of qualifications - for study and employment
• Attractiveness of European and UK HE worldwide
• Influence on future of European HE
10
European Higher Education Area - Challenges for UK HE sector
• Perception of UK qualifications in the EHEA
- Need for visible ‘Bologna-compatibility’- UK qualifications ‘lightweight’ in terms
of workload?
• Competition for EU and international students
- Teaching through English - Lower tuition fees- More of a ‘Bologna’ degree?
11
Competition for international students
Joint report with UK HE International Unit•France•Germany•Netherlands•Poland•Spain•Switzerland•Sweden•United Kingdom
20Available: www.europeunit.ac.uk
The UK HE Europe Unit
• For further information visit:
www.europeunit.ac.uk
• Or email:
11
ALWAYS LEARNING
How can technology be an engine of growth in the future
of business education?RICHARD STAGGPUBLISHING DIRECTORHIGHER & PROFESSIONAL EDUCATION
“Five years from now on the web for free you’ll
be able to find the best lectures in the
world. It will be better than any single
university.”
Bill Gates
Will technology be an engine of growth or disruption for business schools?
PAST, PRESENT & FUTURE :
THE PEARSON PERSPECTIVE
PEARSON PAST, PRESENT & FUTURE : THE WORLD’S LEADING EDUCATION
COMPANY2.6
2.3
2.0
1.7
1.4
1.2
0.9
0.9
0.9
0.5
0.4
0.4
0.3
Pearson 5.83.3
Education revenues, $bn 2008 data
PEARSON: SOME CLUES TO OUR FUTURE
Education | International | Technology
NEXT?
WHAT’S CHANGING
CUSTOMER DEMANDBUSINESS EDUCATION
LEARNING TECHNOLOGIES
WHAT NEXT? changing business customer
expectations
“Learning is what most people will do for a living in the
21st Century” S.J Perelman
But how?
• More demand for learning the more you know the faster you go
• More life-long learningfrom classroom to boardroom
• More integrated, applied learningfrom know what to know howfrom case-based to practice-based
• More focussed on outcomeslearners as consumersvocational choices
WHAT NEXT?changing business customer
expectations“Let go of the
cult of rational analysis. Soft
skills are actually the currency of
the realm in these times”
Financial Times, Business Education.
April 2010
• More soft-skills (with the hard analysis)communication, coaching, collaboration, creativity, character
• More fast and flexible learningfrom place-based to everywhere more step on and off pointsshorter programmes, quick results
• More personalised learning the learner takes control
WHAT NEXT? changing business schools
• The challenge of growthchanging funding and fees landscapesnew competitors and alternatives
• Globalization (and looking East)competing for international customers,developing international curriculacompeting or cooperating with global partners
• Building “soft” skills & context into courseswithout losing the hard analysis
• Building flexible portfolios of programmes- multiple levels, durations and locations
WHAT NEXT? changing business schools
“There are challenges …
but technology is
the key facilitator”
Gabriel Hawawani, INSEADThe Future of Business
Schools, JMD
• Teaching the next generation of student consumersengaging them with stimulating learningmanaging high expectations & diverse abilities
• Effective use of valuable faculty and resourcesmore efficient, more creative
• Extending reach – over time and spacegrowing beyond the core campusserving new networks of lifelong learners
• Building reputation and brandcrafting a distinct learning experience
WHAT NEXT? learning technologies are changing
too
• MOBILE LEARNING• SOCIAL NETWORKS:
SOCIAL LEARNING• GAMING & VIRTUAL
WORLDS• ANYTIME, ANYWHERE
LEARNING
WHAT NOW?
“The anecdotal evidence is very strong that, in the US, the smartest students don’t go to lectures. There are
just better ways, better models, better pedagogues.”
Don Tapscott
How technology can be an engine of growth for business schools
WHAT’S EFFECTIVE HERE?
IMPROVING BUSINESS EDUCATION
CONTENT + + +TECHNOLOGY SERVICESASSESSMENT
Online, all the time: personalised learning
and data-driven assessment
THE MYLAB STORY
“We couldn’t keep track of student progress by setting home-work, as marking 800 pieces of work is simply too time-consuming . There was
no practical way of giving feedback that would actually
benefit the students.”
“We have a significant number of international students, for
whom English is not their first language and they do
struggle with keeping up in lectures.”
a snapshot of technology in action for business education
MYLABS FOR THE LEARNERPersonalised study | Practice |
Feedback
MYLABS FOR THE LEARNER Engagement | Experience | Application
MYLABS FOR THE INSTRUCTORTeaching effectiveness | Assignment |
Assessment
THE MYLAB STORYIS IT WORKING?
“MyAccountingLab’s instant feedback holds the interest of a newer generation of learners. As a learning tool, it not only indicates right
or wrong but also shows students why they didn’t get it right the first time and how to do it right”
“With so many students, an online resource that marks the assignments and gives feedback was invaluable.”
“Some students are slower, and some are faster. With MAL neither group impedes the class as a whole. They all get exactly what they
need at their own pace.”
“Distance learning students don’t have the same access to me. MAL offers them access to the resources and the ability to walk through a
problem [Help Me Solve This] immediately, at any hour.”
“MyEconLab gives professors more time to spend doing what we want to do: teach”
MYLABS FOR THE BUSINESS SCHOOLAN ENGINE FOR GROWTH?
• Higher student performance : lower drop-out rates• Improved student experience and satisfaction
(key on assessment & feedback)• Improved assimilation of international students into courses• Faculty freed to teach and create higher-value learning
experiences• Better management of space and operating costs• Increased reach; on and beyond campus
BUT TO BE REALLY EFFECTIVE …
THE MYLAB STORY
WHAT WE’RE LEARNING
. . . IT’S NOT ABOUT A PRODUCT
FOR THE EDUCATOR:It’s all about behaviour.What teaching and management challenges do
you see?
FOR PEARSON:It’s all about service and supportWe’re learning where we can help
AND SO, A
PEARSON STRATEGY
• Using technology to personalize learning• Using testing to help as well as measure
learning• Taking a more active role in teaching
practice• Being the world’s English teacher
PEARSON’S FUTURE IN BUSINESS EDUCATION?
“The driver of change has been the management of educational process, with
testing and assessment at its heart.
Pearson Education’s deals to act as preferred
supplier to a number of UK schools marks the
point at which the vision to deliver connected
content, management and services is finally
becoming reality” Outsell Insights 2010
• WE CAN HELP WITH…• CURRICULUM CONTENT• CUSTOM CONTENT• QUALIFICATIONS• LEARNING MANAGEMENT• FORMATIVE ASSESSMENT• HIGH-STAKES ASSESSMENT• DISTANCE or FLEXIBLE LEARNING• TEACHING with TECHNOLOGY• PROFESSIONAL DEVELOPMENT• DEEPER PARTNERSHIPS?
ALWAYS LEARNINGANY QUESTIONS?
RICHARD STAGGPUBLISHING DIRECTORHIGHER & PROFESSIONAL EDUCATION
Learning from our students…Learning from our students…
Clive RobertsonSteve Probert
AgendaAgenda
1. Surveys and League Tables: Indicators of quality?
2. NSS: what the results tell us
3. PTES: what the results tell us
4. Student Focus Group
5. Discussion
6. Action
“Statistically risible exercise in neoliberal populism”
An outsourced non-academic exercise, the outcomes of which reflect annual student response rate on “satisfaction” and institutional incentives and inducements to respond.
Academics from University of Brighton, letter to THES 30.09.2010
“Part of the reason that we have put some effort into different forms of assessment and feedback (discussed at length in course management meetings) was to address specific weaknesses which had been picked up in the NSS. Among other things, we are much more rigorous than we were in the past about calibrating marks for essay assignments, and giving clear guidelines on what (say) 60% or 70% might mean. We’ve also looked at ways of giving generic feedback to a group, on a piece of coursework, sometimes even before we are ready to release the final marks and individual feedback”
BMAF Key Contact September 2010
• “Our institution has made changes - especially to encourage high completion rates of NSS (through forms that look a bit like bribery). I suspect that on the whole this encourages the non-complainers - so scores increase - which is I guess why we do so!”
• “Clearly the NSS results create an agenda - as they are
used in performance reporting, as key management metrics and in public debate. We react to "poor scores" - though our degrees all get good / better than average scores so the only thing we have had to react to is "feedback" - which is nationwide I believe one of the worst scores.”
BMAF Key Contacts September 2010
“Whether or not "reactions" are rational / economic or in any sense to the real benefit of students' education is a mute point. Feedback is a point in issue here as though scores are low (relatively) we KNOW that many students don't use the feedback we give. For example if they get a grade on-line they often never pick up the detailed comments sheets. So what does the University suggest - that we provide audio recorded feedback to all students - is this sensible / economic etc? Doubtful as that will probably ignored to - but it might help our scores!”
“It seems students were very upset by not getting a "grade" - and that was all they really wanted to look at - not to LEARN from feedback!”
• BMAF Key Contacts September 2010
What best predict a good-quality university education are measures of “educational process” including:
class size, teaching staff, the effort students make, and the quality and quantity of feedback
Prof Graham Gibbs
“Dimensions of Quality” HEA September 2010
• Data on university funding, research performance, reputation and student entry grades – often used by newspaper league tables – are poor indicators of quality but do serve to enhance reptation.
• Information about graduate earnings and employment tell applicants little about the quality of education they can expect.
• NSS collects students’ views on feedback - but broader judgements about whether teaching is “good” are “open to all kinds of subjective variation in the interpretation of what “good” means.
Prof Graham Gibbs “Dimensions of Quality”, HEA September 2010
• There is a potential gap between reputation and the quality of the academic experience
• Many students will choose “reputation” …personal networks, social recognition, employment premium
• Others choose where they are confident they will be taught conscientiously, imaginatively and effectively
• We shouldn’t chase the fool’s gold of rankings based on the latter. .. but continue to enhance the quality of teaching across all institutions
Prof Sir David Watson, reported in THES
Analysis of 2009 NSS dataAnalysis of 2009 NSS data
Business and Administrative Studies
Mean results for the main categories
Mean overall satisfaction of UK students
Teaching experience of UK students
Assessment and Feedback Experience of UK students
Academic Support Experience of UK students
The main areas of concern for UK students:
Teaching, Assessment and Feedback
Academic Support
Results of International Students responses to Business Degrees
Categorisation of International Students
Breakdown of results by International students Teaching
Breakdown of results by International students Assessment and Feedback
Breakdown of results by International students Academic Support
Breakdown of results by International students Organisation and Management
Breakdown of results by International students Learning Resources
Breakdown of results by International students Personal Development
International Students:
Analysis by category
International Student Experience Teaching
International Student ExperienceAssessment and Feedback
International Student Experience Academic Support
International Student Experience Organisation and Management
International Student Experience Learning Resources
International Student Experience Personal Development
International Student ExperienceOverall Satisfaction
Postgraduate Taught Experience SurveyPostgraduate Taught Experience Survey
2010 saw the second full administration of PTES with responses from a total of 32,638 students from 76 UK higher education institutions (HEIs) (compared with 14,421 students from 30 HEIs in 2009).
The demographic profile of 2010 respondents is broadly similar to that of 2009 respondents and of the taught postgraduate population overall, evidenced by
HESA statistics http://www.heacademy.ac.uk/resources/detail/ourwork/postgraduate/ptes_2010_final_report
The questions were structured in ten main sections:
Section A. MotivationsSection B. Quality of teaching and learningSection C. Assessment and feedbackSection D. DissertationSection E. Organisation and managementSection F. Learning resourcesSection G. Skills and personal developmentSection H. Career and professional developmentSection I. Overall satisfactionSection J. Further comments
On the whole, taught postgraduate students were very positive about theirexperiences:
For example, 85% [84%] agreed that their overall experience had met orexceeded their expectations. This is a similar proportion to final-yearundergraduates and postgraduate research students, evidenced by the 2009 NSS and PRES results respectively.
Taught postgraduates said that their experiences met or exceeded their expectations most strongly in terms of skills and personal development (90% [89%] agreed), career and professional development (88% [86%]), learning resources (87% [86%]) and quality of learning and teaching (83% [82%]), and least strongly in terms of organisation and management of the programme (76% [76%]) and assessment and feedback (75% [74%]).
The top two motivational factors for taking a taught postgraduate programme were considered to be to improve employmentprospects and to progress in their current careerpath.
The most common reasons for studying on a taught postgraduate programme at their particular institution were the location and the reputation of the institution (each 39%),closely followed by the institution’s reputation in the chosen subject area. Location ofinstitution has risen by 3% and from second ranking in 2009 to joint first.
Taught postgraduate students rated the quality of their
teaching and learning and staff very highly, being most
positive (more than 80% agreement) about the
intellectual stimulation gained on the course; about staff
enthusiasm about what they were teaching, and about
Staff being good at explaining things.
But…a number of teaching and learning items were
rated lower in results for 2010 than in the previous year.
Students’ views on teaching and learning, and staff 2009, 2010Students’ views on teaching and learning, and staff 2009, 2010
• The course is intellectually stimulating 84% 83%• Staff are enthusiastic about what they are teaching 83% 83%• Staff are good at explaining things 83% 80%• The teaching and learning methods are effective for this type of• Programme 81% 79%• Staff made the subject interesting 77% 76%• I am happy with the teaching support I received from staff on my• Course 71% 71%• There is sufficient contact time (face to face and/or
virtual/online) between staff and students to support effective learning 67% 68%
Students’ views on assessment and feedback, 2009, 2010Students’ views on assessment and feedback, 2009, 2010
• Assessment arrangements and marking have been fair 74% 72%
• The criteria used in marking have been made clear in advance 74% 71%
• I have received detailed comments (written or oral) on my work 68% 66%
• Feedback on my work has helped me clarify things I did not understand 58% 58%• Feedback on my work has been prompt 57% 57%• I received feedback in time to allow me to improve my next assignment 57% 56%
The three most common disciplines of respondents
were business and administrative studies (23.3%),
education (11.3%) and social studies (10.3%). These
hardly vary from the 2009 results.
The rest were widely distributed between many other
disciplines
Profile of respondents, by discipline, 2008, 2009, 2010Profile of respondents, by discipline, 2008, 2009, 2010Overall, the 2010 PTES sample of respondents is broadly representative of the postgraduateOverall, the 2010 PTES sample of respondents is broadly representative of the postgraduatetaught student population across the UK and so findings paint a picturetaught student population across the UK and so findings paint a picturethat broadly reflects the views of taught postgraduate students across the UK.that broadly reflects the views of taught postgraduate students across the UK.
• Business and administrative studies 28.2% 23.2% 23.3%• Social studies 9.2% 10.7% 10.3%• Education 8.9% 12.0% 11.3%• Subjects allied to medicine 8.2% 6.0% 7.7%• Engineering and technology 8.0% 7.7% 6.9%• Computer science 5.4% 3.0% 3.0%• Biological sciences 4.9% 6.8% 7.3%• Creative arts and design 4.7% 4.0% 4.7%• Law 4.1% 5.4% 4.4%• Architecture, building and planning 3.5% 2.7% 2.1%• Languages 3.1% 4.2% 3.4%• Historical and philosophical studies 3.0% 3.8% 3.3%• Mass communications and documentation 2.6% 2.4% 3.3%• Medicine and dentistry 2.3% 3.0% 3.2%• Physical sciences 2.2% 2.0% 2.6%• Mathematical sciences 0.8% 1.0% 0.8%• Agriculture and related subjects 0.6% 0.3% 0.3%• Combined 0.2% 1.6% 1.8%• Veterinary science 0.1% 0.2% 0.3%
Just under two-thirds (63%, compared with 59% in
2009) of the students were self-funded, less than a fifth
(16%, compared with 20% for 2009) were funded by
their employer, and one in twelve (8%) in both 2009 and
2010) were funded by their institution, for example
through a bursary or scholarship.
Just under half (49%, compared with 55% in 2009) were
in paid employment at the time of the survey.
Of those who were in paid employment, two-thirds
(63%, compared with 69% in 2009) worked more than
30 hours in a typical week during term time, and one in
eight (12%, compared with 9% in 2009) worked up to
ten hours a week.
Summary of multiple regression analysisSummary of multiple regression analysis
Scales Beta Significant? Rank 2010 Rank 2009• Teaching and learning 0.330 Yes (.000) 1 1• Skills and personal development 0.176 Yes (.000) 2 2• Career and professional development 0.133 Yes
(.000) 3 4• Organisation and management 0.132 Yes (.000) 4 3• Assessment and feedback 0.078 Yes (.000) 5 5• Learning resources -0.061 Yes (.000) 6 7• Dissertation 0.000 No (.957) 7 6
Student Focus Group, Oxford, October 2010Student Focus Group, Oxford, October 2010
11 students from 6 universities
Undergraduates, postgraduates, full time, part time, EU/UK and International
1. Graduates with impact: Do you feel well prepared for developing a successful career? How can universities make sure you are well prepared?
2. Better Teaching: How can we improve the learning experiences and opportunities offered to our students?
3. Flexibility in Learning: What approaches to learning and assessment do you prefer and why?
Graduates with ImpactGraduates with Impact
• Work experience• Extra-curricular learning opportunities• Working links with alumni• On-going employer contributions to course• Pro-active careers advice• Working in multi-cultural groups• Student engagement• Independent learning
But, PDP not valued
We asked students what they thought the attributes of We asked students what they thought the attributes of graduates should be.graduates should be.
• Reliability• Honesty• Ethical behaviour• Confidence and self esteem• Tenacity• Respect for others• Humility• Reflective practice• Appetite for learning, and learning skills• Innovation and creativity• Communication and interpersonal skills• Technical skills• Political awareness• Pro-activity• Passion• Humour
Employers say:Employers say:
*Personal communication skills; using numbers, wordsand technology; team-working, customer care…..Also a “positive approach”, being ready to participate,make suggestions and accept new ideas andconstructive criticism…
**Honesty and trustworthiness, commitment, adaptability and accountability…
*Report from UK Commission for Employment which compares 20 published definitions and found no agreement
** Recruitment company Reed surveyed 800 employers
Better teachingBetter teaching• Less group work, unless explicitly to develop team-working skills• Manage disruptive influences• Smaller groups• Less Powerpoint• Legible handwriting• Examples of successful assignments, so students know what is expected• Regular “homework” and class tests• Interactivity in lectures, less didactic• Good staff/student relations • Staff pro-active in encouraging learning• Peer review• “Challenge” meetings, Dragons’ Den, Debates• Variety of teaching methods• Relate theory to practice• Opportunities to engage with employers and the work place• Constructive feedback dialogue• Contemporary issues in business
• Rewards for good teaching…
Flexible learningFlexible learning
• Social networking sites, texting, mobile phone apps, UTube – not just VLE
• On-line lectures and podcasts• Involve students in decisions on assignments and deadlines• Student engagement with curriculum development• Use “real life” contemporary case studies• Simulations and role play• Work-based learning• Extra-curricular learning• Independent learning
