By Vicky Gunn
The Brexit vote seems to have somewhat taken the wind out of the sails of higher education policy in Scotland. The Teaching Excellence Framework (TEF2) crossed the border in a small foray. Five institutions (St Andrews, Dundee, Abertay, Heriot Watt and RGU)[i] popped themselves into the Whitehall metrics melee and the SFC sent an encyclical reminding the sector that the Quality Enhancement Framework (QEF) was still the Scottish Government’s preferred (and legally required) approach to quality. Longitudinal Education Outcomes (LEO)[ii] emerged as the new dataset to appraise and the Vice Principals Learning & Teaching had to turn their minds to what it means for Scottish sector to have one, three, and five year details of income, tax, pensions, and type of work, at a disciplinary level. Thus, after a little lion rampant, Universities Scotland TEF working group settled back into business as usual, facing the Department of Education with the now normalised questions regarding devolved metrics’ divergences. We have yet to discuss the grade inflation metric[iii], but planners everywhere will be running analytics to see what increases in the top levels of degrees Scotland has seen since 2010.
The same sense of ‘new normal’ becalm cannot be said of Scotland’s approach to its cultural policy, however, and it is to this that I briefly reach. The current round of cultural policy creation Continue reading →
By Vicky Gunn
Higher Education teaching policy is a devolved matter in Scotland, yet the TEF has amplified the paradoxes created by the jurisdictional plurality that currently exists in the UK. Given the accountability role it plays for Whitehall, TEF’s UK-wide scope suggests an uncomfortable political geography. This is being accentuated as the Higher Education and Research Bill (at Westminster) establishes the new research funding contours across the UK. To understand how jurisdictional plurality plays out, one needs to consider that Higher Education in Scotland is simultaneously subject to:
- Scottish government higher educational policy, led by the Minister for Further Education, Higher Education and Science, Shirley-Anne Somerville (SNP), and managed through the Scottish Funding Council (or whatever emerges out of the recent decisions from ScotGov regarding Enterprise and Innovation), which in turn aligns with Scottish domestic social, cultural, and economic policies. The main HE teaching policy steers, as suggested by recent legislation and commissions, have been to maintain the assurance and enhancement focus (established in the Further & Higher Education (Scotland) Act, 2005) and tighten links between social mobility (Commission for Widening Access 2015) and the relationships between the economic value of graduates and skills’ development (Enterprise and Skills Review 2016).
- Non-devolved Westminster legislation (especially relating to Home Office and immigration matters). In addition to this is the rapidly moving legislative context that governs how higher education protects its students and staff for health and safety and social inclusion purposes as well as preventing illegal activity (Consumer Protection, Counter-terrorism etc.).
Continue reading →