Kingston University 7 June 2012

1. Understanding the learning and teaching expectations of taught postgraduate students across science, engineering and computing subjects at Kingston University (KU) • Kingston University • 7 June 2012

2. Schedule for Today 10.45 - 11.00 Registration and coffee, tea and cake 11.00 - 11.10 Welcome by Dr Lucy Jones 11.10 - 11.40 Introduction by Dr Simon Steiner, Engineering Discipline Lead, HEA 11.40 - 11.50 Introduction to the importance of understanding the PGT student experience by Michelle Morgan 11.50 - 12.30 Postgraduate STEM Taught Study: A national perspective - A discussion based on the work of Debbie McVitty, NUS 12.30 -1.15 Lunch 1.15 - 2.30 Presentation of findings of The Faculty of Science, Engineering and Computing PGT Student Expectations Survey by Michelle Morgan and Dr Lucy Jones 2.30 - 3.00 Discussion panel Chaired by Professor Barbara Pierscionek 3.00- 3.15 Conclusion by Dr Lucy Jones followed by tea, coffee and networking

3. Welcome Dr Lucy Jones Deputy Dean

4. The role of the Higher Education Academy for UK engineeringDr Simon Steiner – Discipline Lead (Engineering)The Higher Education Academy, UKsimon.steiner@heacademy.ac.uk June 2012

5. An overview • The changing (UK) higher education environment • Services for academic staff in support to the pedagogy of their learning and teaching • A re-structured Higher Education Academy • Working with the Engineering Discipline in engineering, technology and materials • Achievements during the transition period • Funding initiatives and opportunities • Further engagement with the HEA and with the Engineering Discipline

6. The higher education environment • A new era in higher education, with a rapidly and increasingly changing landscape: • Student fees • Learning technologies • Increased competition • Employers and employability • Reduced teaching budgets • Growing student numbers • Changes in student expectations, and increased attention on the quality and status of teaching • The Academy’s focusis the students’ learning experience, and on work to enhance the quality of that experience

7. Service provision for academic staff by the Higher Education Academy • The HEA provides pedagogic services as support to all academic and academically-related staff at UK HEIs • HEIs pay an annual subscriptionproportional to the size of student body, and additionally can purchase services on a contractual basis • Built on the 12-year history of Subject Centres (SCs), formerly located at chosen HEIs across UK • Legacy of provision from SCs, with a new structure, modes of delivery and engagement from August 2011 • Delivery through Discipline Leads (28), and thematically through Academic Leads (10)

8. A re-structured Academy – August 2011 onward • All activity now based from York, with offices in Edinburgh and Cardiff • Remains owned by the HE community, through UUK and GuildHE, and funded by the 4 funding HE councilsacross the UK, with subscriptions from HEIs, and with external grants • Working in partnership with institutions and sector bodies, to shape learning and teaching in UK higher education through the disciplines, to deliver both thematic and discipline-specific engagement

9. The new structure at the HEA • The delivery of services is through activities under three headings: • Academic practice development (department, faculty) • National workshops/seminars • Support to staff - PGTA/new-to-teaching staff workshops • Teaching development grants • Teacher excellence (university) • Accreditation; UK Professional Standards Framework (UKPSF); Recognition via National Teaching Fellowship Scheme (NTFS) • Institutional strategy and change (university) • Consultancy; Summits; Partnership development

10. Academic Practice Development • Academic Practice Development comprises four clusters: • STEM, Health Sciences, Social Sciences, Arts & Humanities • STEM comprises: • Physical Sciences; Maths, Stats. & OR; Computer Science; Engineering (inc.Materials); BioSciences; Geography; Psychology; Built Environment

11. Transition activities (August ’11 to May ’12) • Transition-funded work : • Centre for Engineering and Design Education (CEDE) at Loughborough; • UK Centre for Materials Education (UKCME) at Liverpool • On-going support to communities of practice: • via E-Bulletins, website updates (news, events), SIGs, enquiries; • New Lecturers’ and PGTA Workshops; • Engineering Education journal; external projects’ dissemination (HE-STEM, OER, GDEE); • EE2012 conference – 18-20th Sept ,at Coventry, and sponsored by HEA

12. The engineering discipline - 1 • Work is established and delivered through Discipline Leads • Supported by ADOs and appointed Academic Associates, to work with the discipline, within a cluster, and across disciplines • Thematic and Discipline funded Calls for Teaching Development Grants (individual, department, collaborative) • the hosting of events (seminars/workshops), and award of Travel Grants • New to Teaching event(s) and PGTA workshop(s) across STEM • Annual HEA STEM Conference: 12/13th April 2012 at Imperial

13. The engineering discipline - 2 • Networking across the engineering sector, looking at future developments • Engagement with professional bodies and organisations (on committees, provision of workshops – accrediting PBs, RAEng, EPC, EC, EngNet/SSCs) • Engagement with international groups (CDIO, AAEE, ASEE/NAE, SEFI/IGIP) • Formation/support of discipline Special Interest Groups (SIGs) – Global Dimensions; Future of Engineering Education • Support to prior SIGs, and communities of practice

14. Further engagement with the HEA • Support to initiatives with Scotland, Wales, N. Ireland (Employability; Resources, Curriculum, SSCs, Strategic Subjects), and Initiatives • Promotion of Academy initiatives and funded programmes – UKPSF, HEAR, Student-led Awards, the International Scholarship Scheme, the Doctoral (PhD) Programme, Change Programmes • Commissioning of new work (studies, reports, resources...), new areas of working (support, advice). simon.steiner@heacademy.ac.uk

15. Postgraduate STEM Taught Study: A national - Discussion Based on the work of Debbie McVitty NUS

16. National issues 1) The creeping (or sometimes not so creeping) increase of postgraduate taught fees/the withdrawal of the PGT teaching grant and whether this will reduce the supply of PGT students (PGT fees increased by 24% across the UK in 2011-12) 2) The economic need for STEM postgraduates – Do we fully understand this (is it postgraduates we need, or mainly just STEM grads in general? If the former, what policies or practices do we need to put in place to encourage sufficient flow of STEM postgraduates?

17. National issues Different models of taught PGT delivery – integrated Masters, 1+3, and which of these meets the needs of institutions and students 4) Internationalisation – In several STEM subjects (Particularly computing and engineering) the vast bulk of PGTs are overseas – is this a problem?

18. National issues 5) Outreach to postgraduate study – what are postgraduates' aspirations and how can we ensure the most talented and able have the chance to progress to postgraduate if they should wish to? 6) Progression from STEM PGT – what do people go on to do and how should 'the experience' support them in their aspirations?

19. Discussion On your table, you have a question for discussion. We would like you to consider the question for20 minutes. Please appoint a rapporteur who can present your table’s thoughts. Lunch is at 12.30.