TEF: why and how? Ideological and operational imperatives driving policy

Authors

  • Ian McNay University of Greenwich, London

DOI:

https://doi.org/10.21100/compass.v10i2.487

Keywords:

Teaching Excellence Framework, policy drivers

Abstract

This piece tries to identify the norigins of the Teaching Excellence Framework, to locate it in the wider framerwork of policy for HE in the UK - more specifically, England - to identify characteristics that will endure whatever tinkering happens as a result of the trial and error approach to be adopted, as with the Research Excellence Framework, from which lessons are drawn.

Author Biography

Ian McNay, University of Greenwich, London

Ian McNay ihas a fractional contract as Profesor of Higher Education and Management in the Faculty of Education and Health. He joine Greenwich in 1997 and was formerly Haed of the School of PCET. He supervises eight doctoral students, teaches on the EdD, and leads the UK team on an EU project supporting leadership development in Ukraine. He publishes frequently, mosrt recently in Sociologia Italian, and posts on the SRHE blog on issues of policy, organisation and management.

References

DBIS (2015) Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice, Cm 9141, London, Department of Business, Innovations and Skills.

Department for Education (2016), Teaching Excellence Framework: year two and beyond. Government technical consultation response. London, Department for Education.

Grove, J. (2017a) ’TEF to limit use of ‘flawed’ NSS scores’, Times Higher Education, 2 February, p8.

Grove, J. (2017b) ‘We want to be happy in our work, but…’, Times Higher Education, 16 February, pp32-43.

Havergal, C. (2015) ‘English universities ‘not very good at teaching’, says Hepi president’, www.timeshighereducation.com/news-teaching-excellence-framework (Accessed 15 December, 2016).

Havergal, C. (2016a) ‘Absolute beginners: degree powers from day one’, Times Higher Education, 19 May, p7.

Havergal, C. (2016b) ‘A new perspective’, Times Higher Education, 23 June, pp 36-49.

Higher Education Academy/Higher Education Policy Institute (2016) ‘The 2016 Student Academic Experience Survey’, York/Oxford, HEA/HEPI.

Higher Education Funding Council for England (2017), ‘299 universities and colleges take part in year 2 of the TEF’, www.hefce.ac.uk/news/newsarchivw/2017/ (Accessed 21 February 2017).

Jones, S., Sutcliffe, M.J., Bragg, J., Harris, D. (2016) ‘To what extent is capital expenditure in UK higher education meeting the pedagogical needs of staff and students?’, Journal of Higher Education Policy and Management, 38(4): 477-489.

McNay, I. (1997) The impact of the 1992 RAE on institutional and individual behaviour in English higher education: the evidence from a research project, Bristol, HEFCE.

McNay, I. (1998) ‘The RAE and after: ‘You never know how it will all turn out’’, perspectives, 2(1).

McNay, I. (2007) ‘Values, principles and integrity: academic and professional standards in UK higher education’, Higher Education Management and Policy, 19(3): 43-66.

McNay, I. (2016) ‘Imbalancing the academy: the impact of research quality assessment’, Sociologia Italiana, 8: 119-150.

Neves, J and Hillman, N. (2016), The 2016 Student Academic Experience Survey, Oxford, HEPI.

Temple, P. (2013), ‘Aspects of UK private higher education’, in Callender, C. and Scott, P. (eds.) Browne and Beyond: Modernizing English higher education, London, IoE Press.

Williams, G. (1992) Changing Patterns of Finance in Higher Education, Buckingham, SRHE/OpenUP.

Volume 10 Number 2 cover

Downloads

Published

05/15/2017

Issue

Vol. 10 No. 2 (2017): Compass: Journal of Learning and Teaching

Section

Opinion Pieces

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.