1 / 32

HESES by example

HESES by example. Presented by Christine Daniel Analytical Services Group, HEFCE. SROC 2010, University of Leicester 13 April 2010. HESES by example. Topics to cover:. Counting student activity Non-completion Equivalent or lower qualifications (ELQs)

jael
Download Presentation

HESES by example

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HESES by example Presented by Christine Daniel Analytical Services Group, HEFCE SROC 2010, University of Leicester 13 April 2010

  2. HESES by example Topics to cover: • Counting student activity • Non-completion • Equivalent or lower qualifications (ELQs) • Student number control – new table for HESES10 • Miscellanea • Further information

  3. Counting student activity Two types of years of instance: standard • All activity for the year of instance is entirely within one academic year (1 August to 31 July) • Student becomes countable at the start of the year of instance • Example:

  4. Counting student activity Two types of years of instance: non-standard • Activity for the year of instance is not entirely within one academic year (i.e. the year of instance crosses from one academic year into the next) • Student becomes countable on 1 August of the 2nd academic year which the year of instance spans • Example:

  5. Counting student activity Column 1 or Column 2? • Column 1 should include years of instance countable between 1 August and 1 December • Column 2 should include years of instance expected to become countable between 2 December and 31 July • Students on non-standard years of instance should not be returned in Column 2

  6. Counting student activity Examples – how should the student be recorded in HESESXX? • A student starts a degree in September 2010 with exams in June 2011. After a summer break they re-enrol in September 2011 for the 2nd year of the degree. How should the 1st year be returned in HESES? • A student starts a degree in January 2010 and they will only study in ‘normal’ term time (i.e. January-Easter, Easter-June, September-December). How should the 1st year be returned in HESES?

  7. Counting student activity Examples – how should the student be recorded in HESESXX? • A student starts a full-time 15 month MSc in September 2009 and finishes in December 2010. Following exams in June 2010 they works solely on their dissertation until December 2010. How should this MSc be returned on HESES? • As in example 3, but the student is instead studying part-time, does no work over the summer of 2010 and then finishes their MSc in June 2011. How should this MSc be returned on HESES?

  8. Counting student activity Examples – how should the student be recorded in HESESXX? • A student starts a degree in Surfing in January 2010 and the pattern of study means that they do not study between June and January each year to allow them to catch waves. How should the 1st year of this course be returned in HESES? • A continuing education student starts studying in October 2009, taking 2 modules before June 2010. They return in October 2010 taking another 2 modules before June 2011 and another 1 module which starts (and ends) in September 2011. How should this student be recorded in HESES?

  9. Non-completion Completion definition (from Annex E paragraph 30 of HESES09) In order to be counted as a completion, a student must complete all the modules they intended to complete in the year of instance. In order to complete a module, the student must either: • undergo the final assessment of the module (this refers to the activity of the student in sitting an exam or submitting coursework rather than the activity of an assessment board in assessing the achievement of the student), or • pass the module, where this can be achieved without undergoing the final assessment as they already have enough marks in that module to be awarded credit for it. In some cases institutional regulations allow credit to be given because of the level attained in other modules; this would not be treated as completion for funding purposes, even though the institution may allow the student to progress

  10. Non-completion Examples – completion or non-completion? • A full-time student starts the year of instance in October 2010 intending to study 8 modules, all having exams in June 2011. The student turns up to the final exam for all modules in June. • As in 1, but in one module the student did not attend the final exam in June (assuming it’s impossible to pass without taking this exam).

  11. Non-completion Examples – completion or non-completion? • As in 1, but for one module the final exam only constitutes 10% of the mark and the award of credit is only based on overall mark. Having achieved 100% in all the coursework the student has passed the module prior to the final exam and does not attend. • As in 1, but the student interrupts their study part way through the year due to illness, intending to return 12 months later to carry on where they left off.

  12. Non-completion Examples – completion or non-completion? • As in 1, but the student also takes a module in French that is in addition to the normal 8 modules for a full-time student. The student does not bother to turn up for the exam for the French module. • As in 5, but they turn up for the exam in the French module but not for one of the other 8. (assuming all modules have the same credit point value)

  13. Non-completion Examples – completion or non-completion? • A full-time student starts the year of instance in October 2009 intending to study 7 modules (one less than the institution’s standard for full time but enough to meet the HEFCE definition). All modules have exams in June. The student turns up to the final exam for all modules in June. • A student starts a 1 year Masters course in September 2009, intending to complete 12 months later. However they are granted an extension of 1 month (to October 2010) to finish their dissertation and they then submit their dissertation before the extended deadline passes.

  14. Non-completion Examples – completion or non-completion? • A continuing education student starts studying in October 2009, and enrols on 2 modules that will finish before December 2009, but has not specified in October 2009 their pattern of activity for the entire year. In practice they take 3 modules and sit the exams for each at the first opportunity. • Assessment for one of the modules for the student in 9 is optional and the student does not undergo assessment for that module. • The student in 9 enrols on a module, however they change their mind and choose not to study this module.

  15. Equivalent or lower qualifications (ELQs) Annex G paragraphs 7-32 of HESES09 • Home and EC students who are aiming for a qualification whose level is equivalent to, or lower than, one they already hold should be recorded as HEFCE non-fundable…. • ….unless their instance is exempt from the ELQ policy • Generally should be able to use latest Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) to determine ELQ status…. • ….but will consider some trickier cases in • the examples

  16. ELQs Examples – aiming for an ELQ or not? • A student wishes to study for a Masters who already holds a qualification equivalent to a Masters which was obtained at an institution in France. • As in 1, but the qualification which they already hold was obtained at an institution in the USA.

  17. ELQs Examples – aiming for an ELQ or not? • A student who already has a first degree wishes to study for another first degree. However their original first degree was entirely self-funded and no public funds were involved. • A student wishes to study for a first degree, but the academic level of the qualifications which they hold already is unknown.

  18. ELQs Examples – aiming for an ELQ or not? • A student is concurrently aiming for a first degree and a part-time two-year HNC - the student completes the degree when they are mid-way through the first year of the HNC. • A student aiming for an FD who already holds an HND. • A student aiming for an HNC who already holds a level 5 NVQ.

  19. ELQs Examples – aiming for an ELQ or not? • A student who already holds an honours degree taking a graduate conversion course. (that is, a course where the normal condition on entry is an honours degree but whose academic level is no higher than Level 6 of the FHEQ) • A student whose highest qualification already achieved is a first degree wishes to study for an MMath.

  20. ELQs Examples – aiming for an ELQ or not? • A student whose highest qualification already achieved is a PGCE wishes to study for a Masters qualification. • A student whose highest qualification already achieved is a PGDip wishes to study for a Masters qualification.

  21. ELQs Examples – aiming for an ELQ or not? • At the start of their instance a student has a stated aim of a first degree. They have a certificate of HE as their only HE entry qualification. The student changes their stated aim during the first year to a certificate of HE (which will be studied part-time over 2 years). • A student aiming for a first degree has an HNC as their highest HE qualification already achieved. The student will be awarded an undergraduate certificate if they successfully complete the first year, but this is not a stated aim of the student.

  22. ELQs Examples – aiming for an ELQ or not? • A student is studying for a first HE-level qualification by accumulating credit on a succession of ‘courses’ or modules.

  23. Student number control New table for HESES10 • Needed for initial monitoring of 2010-11 student number control • Some students who should be counted in this new table may not count in Tables 1a-3 of HESES until HESES11

  24. Student number control Population for new table in HESES10 EITHER • HEFCE-fundable or employer co-funded FTS UG students in the academic year 2010-11 • and • Have not been HEFCE-fundable or employer co-funded or ‘model 2’ LLN FTS UG students in either of the preceding two academic years as students of the same institution.

  25. Student number control Population for new table in HESES10 OR • They are HEFCE-fundable FTS students aiming for a PGCE commencing an instance in the academic year 2010-11. • (additionally to be counted a student must not have withdrawn from their instance within two weeks of starting: that is, they have undertaken sufficient activity to be required to be included in the HESA return)

  26. Student number control Examples – included in new table or not? • A HEFCE-fundable student starts a full-time degree in September 2010 having never studied at the institution before. • A HEFCE-fundable student starts a full-time degree in January 2011 (with non-standard years of instance) having never studied at the institution before. • As in 2, but the student withdraws in March 2011. • A HEFCE-fundable student starts a full-time degree in January 2010 (with non-standard years of instance) having never studied at the institution before.

  27. Student number control Examples – included in new table or not? • A HEFCE-fundable student starts a part-time degree in September 2008 and moves to full-time study in September 2010. • A student starts a full-time degree in September 2009 and is classed as non-fundable for this 1st year as they are aiming for an ELQ and are not exempt from the ELQ policy. At the start of the 2nd year in September 2010 they begin to receive the DSA and are therefore exempt from the ELQ policy.

  28. Student number control Examples – included in new table or not? • A HEFCE-fundable student studied full-time for a FD at an FEC between September 2008 and July 2010, and then tops up to a bachelors degree at an HEI in 2010-11. The FD was delivered through a franchise arrangement with the same HEI. • As in 7, but the FD was not delivered through a franchise arrangement but funded directly at the FEC.

  29. Miscellanea Various things to note • Classing particular students as Home and EC • Repeated years of instance and HEFCE fundability • APL and HEFCE fundability • Topping up from a foundation degree to an honours degree – new entrant status • Can I choose not to claim HEFCE funding?

  30. Miscellanea Various things to note • Years of instance split between cost centres • Returning of fee levels of Table 4: • Generally, fee levels an attribute of the course, not the student (including the NHS-bursaried years of courses category) • Only certain part-time or postgraduate students can be recorded as subject to regulated fees

  31. Miscellanea Various things to note • Level of graduate conversion courses • A student must meet all of the criteria in Annex I paragraph 1 to be classed as full-time • Mode for e.g. 15 or 18 month courses • Fundability status of co-funded students

  32. HESES by example Further information • HESES09 guidance (including appendices and FAQs): http://www.hefce.ac.uk/pubs/hefce/2009/09_36/ • Why we treat non-completions in the way we do: http://www.hefce.ac.uk/learning/funding/completion/ • E-mail heses@hefce.ac.uk or phone me on 0117 931 7373

More Related