The Higher Education Achievement Report: (and its relationship to the Diploma Supplement)

1. The Higher Education Achievement Report: (and its relationship to the Diploma Supplement) Rob Ward The Centre for Recording Achievement rob@recordingachievement.org

2. The Higher Education Achievement Report: a well kept secret…

3. Steering Group Report (2007) Honours Degree Classification No Longer Fit for Purpose Case for Change (Why Develop a HEAR?) Summative System at Odds with Lifelong Learning. Wider Recognition of Achievement. Recognising Achievement at all Levels. Employability Skills. Employers have clearly defined qualities they are looking for in graduates. Greater financial investment than ever before. Students require more than just a certificate. All stakeholders should have detailed information on what is behind a particular class of degree.

4. The wider context… • ‘a need to do justice to the full range of student experience by allowing a wider recognition of achievement.’ • ‘the present system cannot capture achievement in some key areas of interest to students and employers.’

5. An external perspective: Sheppard and Bellis: The Bologna Process: Supporting theinternationalisation of higher education in the UK • ‘The Burgess report (Universities UK, 2007) recommends introducing a Higher Education Achievement Report (HEAR) in England which would be the primary vehicle for measuring and recording achievement. Supported by HEFCE (HEFCE, 2007), the report would provide employers with a richer picture of a student’s competencies and experiences, containing information on work-based learning for instance, and would incorporate the European Diploma Supplement. Providing this richer picture of experience could also be supported by e-portfolios which are being used by learners to develop CVs, showcase work and present for employment.’

6. The HEAR Proposals… • By …2010/11… a Higher Education Achievement Report (HEAR) will be the central vehicle for recording all university-level undergraduate higher education student achievement in all UK higher education institutions. • The HEAR will be a single document, based on, and developed from, the current academic transcript, and incorporating the European Diploma Supplement (so first and foremost an academic record...) • The HEAR will contain information which the institution is prepared to verify. Further work should be done on how to measure and record skills and achievements gained through non-formal learning…

7. The story so far… • A varied range of initial trial institutions, purposefully chosen to reflect diversity… • Second wave of institutions now involved (30 in total, plus many working on implementation outside the trial group…) • An unfinished account, practice still evolving but much clarified…

8. What is the HEAR? • Core template framework reflecting a more detailed and rounded view of a student’s experience and achievements. • Key building blocks (sections): • Information identifying the holder of the qualification • Information identifying the qualification • Information on the level of qualification • Information on the contents and results gained • Information on the function of the qualification • Additional information • Certification • Information on the national HE System

9. So what does the HEAR add… it: • 1. provides a detailed (national and international) single record of student achievement (incorporating both the DS and HE Transcript); • 2. enables provision of a full academic record, including the opportunity for detailed information of achievement in respect of different forms of assessment; • 3. provides a common structured format within which to include details of the wider achievements of the learner within section 6.1; • 4. is designed to be much more than an exit document, being developed from entry to HE onwards. This will enable it to be used: • as a basis for reviewing progress and planning future activities; • to support student engagement with a range of opportunities beyond the curriculum; • as an aide memoire for students in considering applications for sandwich placements, study abroad or internships, or for permanent employment or further study before the final award is made; • subject to appropriate permissions, as a source of information that can be accessed by prospective employers and academic/admissions tutors.

10. HEAR Components = • Academic Transcript (module marks and grades). • Diploma Supplement. • Additional information esp. section 6.1 - a ‘richer picture’ of student achievement, verified additional achievements recorded under one of three headings: • measured or assessed performance in non-academic contexts accredited by, or with external accreditation recognised by the University, e.g. awards concerned with employability; • additional recognised activitiesundertaken by students which demonstrate achievement but for which no recognition is provided in terms of academic credit, e.g. Course Representatives or Students’ Union Officers; • University, Professional and Departmental Prizes.

11. ‘Going with the grain’… • Transcripts… 64% (45 out of 70 institutions) were achieving the objective of providing a transcript meeting the minimum data set requirements for undergraduate students. (Brennan and Shah, CHERI, 2003). • Diploma Supplement…74% HEIs currently issue the Diploma Supplement (DS), over half automatically – an increase of 14 percentage points to the proportion issuing the DS in 2007(59% response rate, UUK Europe Unit survey, 2009/10).

12. Wider learning: survey evidence from the sector… 62 responses (from 44 institutions). Key points: • 22 responses related to nationally recognised schemes; 40 to Institutional provision; • 29 formally Assessed; • 24 Credit Bearing; • 21 included within the current Transcript.

13. The direction of travel… • A shift from ‘why should we’ to ‘how can we’… • Broad agreement on the framework and Guidelines for implementation approach… • Significant visibility for the initiative within trial institutions… • Emphasis on value in supporting learning and employability…

14. Student reactions… Extremely and consistently positive… • ‘I wanted to know more about HEAR as the Student Sabbatical officers want to call a meeting on us introducing it at xxxx University.’ Feedback from an attendee at a recent HEAR dissemination event.

15. Key employer messages so far… Simplicity of format and concise content, though not at the extent of removing the individual and personal focus. Institutional verification of wider achievements seen as a new and welcome development . Primary value in enabling students to be ‘more choiceful’; highlighting the importance of thinking and acting to develop a range of experiences and achievements beyond academic programmes, and in providing a richer record they could use to articulate and evidence achievements. Substantial preference for an electronic HEAR, and for this to be available for scrutiny in respect of applications for internships or - in the final year of undergraduate study - for employment opportunities (the evolving HEAR).

16. Timetable for implementation… • The Implementation Steering Group is currently working toward sector-wide rollout with incoming students from the academic year 2011-2012.  • Voluntary take up could occur/is occurring earlier.  • Feedback from all trial institutions indicates they envisage being able to meet this timeframe.

17. And the DS… • The HEAR is intended to meet the requirements for the DS… and will explicitly include Diploma Supplement in the title. • Substantial support for one document based on the DS specification … but also for the view of the HEAR as an ongoing document for review… • Substantial issue with inclusion of DoB information (may contravene age discrimination legislation) Employer feedback suggests ‘most recruiters either do not ask for age or DoB or hide it from those involved in selection decisions.’