The Potential Impact of the TEF on Engaging ‘Hard to Reach’ Students

Corony Edwards

Abstract


Taken at face value, the Teaching Excellence Framework criteria will exert pressure on Higher Education institutions. To be successful, this requires reconsideration of the recent trend where a professional services industry has developed to provide ‘add-on’ co-curricular and support services. Instead, academics and professional staff must work in partnership to incorporate provision into the mainstream curriculum, through changes to assessment, learning design, tutoring support etc. This indicates an acceleration of the shift towards ‘blended professionals’ and ‘hybrid academics’ (Whitchurch, 2008) in order to deliver a truly inclusive curriculum, in the widest sense. Higher Education institutions (HEIs) need to embed a range of good practice, academic and otherwise, into the experience of all students, thus including and engaging hard-to-reach individuals. 


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References


Churchman, D. and King, S. (2009) ‘Academic practice in transition: hidden stories of academic identities.’ Teaching in Higher Education, 14(5), 507-516.

Department for Business, Innovation and Skills (2015) ‘Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice’. Available at: https://www.gov.uk/government/consultations/higher-education-teaching-excellence-social-mobility-and-student-choice (Accessed: 23 May 2017).

Department for Education (2016) Teaching Excellence Framework: year two technical specification. Available at: https://www.gov.uk/government/publications/teaching-excellence-framework-year-2-specification (Accessed: 23 May 2017).

Whitchurch, C. (2008) ‘Shifting identities and blurring boundaries: the emergence of Third Space professionals in UK higher education.’ Higher Education Quarterly, 62(4), 377-396.




DOI: http://dx.doi.org/10.21100/jeipc.v3i1.635

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