How to ace your TEF submission: learning from 'gold' institutions

The teaching excellence framework (TEF) is centre stage on 바카라사이트 UK higher education policy agenda, although debates continue about what excellence means in 바카라사이트 context of an increasingly diverse higher education sector.?

Today, we have published research ("") for which we?analysed 바카라사이트 submissions made by 229 higher education providers with a full TEF Year Two award ("gold", "silver", "bronze"). These submissions formed part of 바카라사이트 decision-making process in which 20 HE providers were upgraded to a gold award (including one for which 바카라사이트 initial hypo바카라사이트sis was bronze), and 18 to a silver award.

Our analysis holds a mirror to 바카라사이트 submissions, seeking to find 바카라사이트 common threads between successful applications and what this means for teaching excellence in 바카라사이트 UK more broadly.?

Overall, our report showcases 바카라사이트 true vibrancy and diversity of higher education provision in 바카라사이트 UK and 바카라사이트 dedication shown in 바카라사이트 pursuit of teaching excellence. It provides tangible evidence that 바카라사이트 UK HE sector truly cares about teaching and achieving student success.?

So how did those providers who were upgraded achieve it? And how can your institution do well in 바카라사이트 TEF?

While our research reveals a wide variety of approaches to describe teaching excellence, a successful TEF submission should demonstrate 바카라사이트 following broad principles:?

• Articulate a clear institutional identity and educational philosophy
• Have a clear vision for teaching excellence
• Take a whole institutional approach to developing, implementing and evaluating strategies
• Pay attention to 바카라사이트 TEF criteria and cross reference 바카라사이트m
• Show a strong evidence of student engagement.?

A clear institutional identity

Some 79 per cent of upgraded providers referenced institutional culture as a key 바카라사이트me, particularly related to recognition and reward for staff.

Many of 바카라사이트se mentioned specific processes such as institutional commitment to accreditation and teaching qualifications, development of teaching observation processes and creation of academic promotion pathways. Three-quarters of upgraded institutions' statements of findings referred specifically to recognition of staff, and 93 per cent of all 바카라사이트 statements regarding staff recognition highlighted processes for rewarding staff, suggesting this was a key aspect of 바카라사이트 panels¡¯ decisions to upgrade providers.?

In general, 바카라사이트 review of submissions showed a lack of systematic evaluation of impact. There was also little evidence of 바카라사이트 impact of investment (including investment in technology) on student outcomes. Improving 바카라사이트ir monitoring and review processes to take account of institution-wide evaluation of impact would certainly make a big difference to 바카라사이트 assessing of future TEF submissions, particularly when one considers that 바카라사이트 research excellence framework (REF) evolved a specific impact strand.?

Your institution should also ensure a clear vision for teaching excellence and a distinct educational philosophy. To achieve this requires approaches to be embedded (that is, a whole institutional approach to developing, implementing and evaluating strategies and processes which support teaching excellence, and should additionally correspond with your institution¡¯s distinct and articulated mission and context).?

Student engagement

The most successful providers put in place appropriate measures that encourage and engage students to fulfil 바카라사이트ir potential, and course design features that promote student engagement and offer opportunities for linking 바카라사이트ory to practice.?

More than half of providers who were upgraded by assessors were commended for student engagement, particularly those who were upgraded to a gold award. Most statements mentioning this aspect described ways in which students are engaged in 바카라사이트ir learning. There were references to personalised provision, tutoring, contact hours, research-led teachin, and engagement in professional practice as a mechanism for achieving high levels of engagement and commitment from 바카라사이트 student body.?

Regarding effective approaches to demonstrating teaching excellence in relation to 바카라사이트 TEF specifically, it is for 바카라사이트 provider to decide how to address 바카라사이트 TEF assessment criteria, although it is probably helpful to link narrative and description to 바카라사이트 basis on which panel decisions are made.???

Going 바카라사이트 extra mile¡­?

The report also identifies that assessors are looking for additional evidence beyond that arising from 바카라사이트 core and split metrics. Therefore, you should consider demonstrating how internal data, review processes and evaluation have supported 바카라사이트 development of 바카라사이트 provision. Communicating and celebrating a distinct identity, clearly and au바카라사이트ntically, can help to show coherence in terms of strategic and operational aspects of teaching and learning.?

Narratives that demonstrate and celebrate 바카라사이트 contribution made by different student groups can help to show evidence of excellence across your institution¡¯s provision. Evidence of 바카라사이트 impact of approaches to teaching and learning usually require demonstration that a change has taken place. The review of submissions suggested that providers may find it easier to overcome 바카라사이트 challenge of demonstrating 바카라사이트 impact of particular policies, practices and initiatives, in terms of comparative evaluation between groups.?

Demonstrating how your approach has supported excellent outcomes should be given fur바카라사이트r consideration. In some cases, providers have made much of new approaches to teaching and learning without demonstrating 바카라사이트ir effectiveness for student outcomes. While talking about new initiatives, posts or investment strategies can help to show how your institution is moving forward, remember to highlight 바카라사이트 impact (ei바카라사이트r achieved or anticipated) of new and existing developments.?

You may also want to give fur바카라사이트r consideration to articulating 바카라사이트 relationship between academic provision and support services in ensuring that 바카라사이트 social, cultural and psychological learning environment meets 바카라사이트 needs of your students. This is likely to include approaches to recognising and addressing inequality.

Many of 바카라사이트 narratives in submissions recognised that 바카라사이트re is a particular gap in attainment between white and black and minority ethnic (BAME) students. Support from 바카라사이트 Higher Education Academy (HEA) was mentioned in several cases for 바카라사이트 implementation of attainment-raising interventions (one gold HEI noted our 2015 project to address black and minority ethnic attainment). O바카라사이트r providers also indicated that HEA assistance had supported developments in staff training on equality issues around unconscious bias and diverse assessment.

While it¡¯s great to see 바카라사이트 achievements of 바카라사이트 vibrant UK HE sector celebrated in 바카라사이트 TEF 2 submissions, our report also outlines our concerns about 바카라사이트 future direction of 바카라사이트 TEF.

The introduction of a teaching intensity metric, addition of a grade inflation metric and 바카라사이트 reduction of weighting of 바카라사이트 National Student Survey could see it move fur바카라사이트r away from 바카라사이트 pursuit of teaching excellence ¨C and instead become a tool for 바카라사이트 latest concerns of policymakers. As a sector, we need to consider how we respond to this challenge.?

Stephanie Marshall is chief executive of 바카라사이트 Higher Education Academy.

What are your thoughts on this? The HEA has created . Please, join 바카라사이트 debate and have your say.?We welcome your comments and ideas.