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Open University (OU) researchers were responsible for the development of the National Student Survey (NSS). It is an influential and widely cited source of information about the experience of students in higher education. Around 287,000 students at more than 300 institutions responded to the 2012 NSS. It has been incorporated into the league tables published annually by The Times, Sunday Times, Guardian and the online Complete University Guide. Performance in the survey has led institutions to take actions and initiatives to improve the student experience. The Ramsden report for the Higher Education Funding Council for England (HEFCE) indicates it has become an important element in quality enhancement.
Outcomes of the research conducted at the University of Edinburgh (2001 to 2007) that have had the most far-reaching impact are a strong conceptualisation of the whole learning environment (including curricula, teaching, learning support, and assessment and feedback) and its influence on the quality of undergraduates' learning. What gave these outcomes added resonance was a concern for disciplinary distinctiveness as well as more generic features; an alertness to the pervasive implications for day-to-day teaching-learning practices of mass 21st-century higher education; and a focus on enhancing as well as evaluating the student experience.
The reach of the impact extends to university teachers, middle and senior academic managers, local and national bodies with responsibilities for surveying quality and standards and, albeit less directly, students. Staff in at least 21 universities in 12 countries have used the Experiences of Teaching and Learning Questionnaire (ETLQ). The National Student Survey questionnaire was influenced by the ETLQ, and has continuing UK-wide impact on teaching through students' retrospective ratings of their experience. Project outputs were directed towards teaching staff through workshops, publications and invited presentations, followed by detailed advice on assessment and feedback of coursework.
The research undertaken by Professor Sue Bloxham and colleagues has had a significant impact on the approach to assessment in Higher Education. It has influenced practitioners, universities and advisory/regulatory bodies, providing advice for University tutors on communicating assessment expectations and contributing to national body and university guidance to encourage student learning and consistent marking. The research has helped tutors understand their individual `standards framework' involving tacit, norm-referenced knowledge, holistic judgement and local negotiation of shared standards as well as the importance of dialogic, formative assessment opportunities for communicating their standards to students. This has led to improvements in assessment policies, practice and national guidelines in the UK.
Impact in this case study focuses on developing an inclusive culture; changes in academic development programmes; and influencing national policy on inclusive learning and teaching in higher education. While student diversity has increased over the last twenty years or so, teaching methods have changed little in response. This has had a knock-on effect on student engagement and success. Research outlined here has influenced how university teachers reframe their understandings and practices of teaching and engaging diverse students. This work has reshaped continuing professional development in university teaching in the UK and internationally and has influenced national policy on inclusive learning and teaching.
We have influenced the development and implementation of national higher education policies and educational practices in Scotland as well as international policies through the development of a distinctive approach to evaluation based on social practice theory. Using a novel way of conceptualising and conducting evaluative research, we have:
Jim Gallacher and Robert Ingram's research on the role of short cycle higher education (SCHE) has now had a significant impact on the development of policy in Scotland, within the European Union and beyond. This has led to initiatives in Scotland to enhance the role of Higher National Certificates and Diplomas (HNC/Ds), and strengthen articulation pathways between colleges and universities. This work has also been recognised at an international level in shaping policy within the Organisation for Economic Cooperation and Development (OECD) and CEDEFOP (European Centre for Development of Vocational Training) on the 'permeability' between vocational and academic qualifications.
Student as Producer connects academic teaching, undergraduate research and student engagement at the level of curriculum design and practice within HE institutions, which has in turn affected national HE teaching agencies approach to developing practice. The impact includes:
The research described below has impacted on policy and practice relating to Personal Development Planning (PDP) - the structured and supported process by which learners reflect upon their own development and plan their future development. The impact has primarily been on the UK Higher Education (HE) sector, but has also extended beyond the UK and into other types of organisation (e.g. graduate recruitment networks). More specifically, the research has: shaped the guidance offered to Higher Education Institutions (HEIs) by the Quality Assurance Agency (QAA) on implementing and developing PDP policies and processes for students; enhanced the practice of PDP practitioners; stimulated debate among these practitioners; and informed the development of resources for these practitioners. This has had an overarching positive effect on learner development in educational settings and beyond.
A corpus of research developed over twenty years brings together experience and expertise of staff, students and researchers at Birmingham City University in the Early Years (EY) cluster. This has had effects on practice in contexts in which national and international EY policy, leadership and pedagogy are developed and produced, enacted and contested. It has affected specific areas of learning and development, e.g. mathematics, including thinking skills, creativity, information and communications technology.
Research that was policy, programme and issue-focused has stimulated discussion and action, locally, nationally and internationally, for instance in Europe, Central and South-east Asia and Australia.
The diversity and progression research project investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students to identify the specific factors that contribute to their experiences on social work programmes. The research findings have been used to inform the development of a Toolkit of resources for social work educators, placement providers, employers and students to use to enhance the quality of learning experience of diverse student groups. The Toolkit was developed from the findings from the research, to provide guidance on ways of addressing common challenges in the curriculum, learning and teaching.