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Implementing the HEAR at Bath Spa University – our journey so far Dr Kate Davies January 2013

Implementing the HEAR at Bath Spa University – our journey so far Dr Kate Davies January 2013. Structure of Presentation. Background From Initial Reservations to Current Position Key Features of Success Unfinished Issues. Background. Initial trialling began in late 2008 – 18 institutions

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Implementing the HEAR at Bath Spa University – our journey so far Dr Kate Davies January 2013

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  1. Implementing the HEAR at Bath Spa University – our journey so farDr Kate DaviesJanuary 2013

  2. Structure of Presentation • Background • From Initial Reservations to Current Position • Key Features of Success • Unfinished Issues

  3. Background • Initial trialling began in late 2008 – 18 institutions • Phase Two launched March 2010 (increasing trial institutions to 30) – this is when BSU became involved • Phase Two trialling provided an opportunity to see if the proposals were practical, workable and if they would add value. • Consultation with all trial members who identified problems and challenges to be solved and raised issues to address

  4. From Initial Reservations to Current Position • Establishment of HEAR Working Group at BSU. • The Challenge of Section 6.1. • Programme Details – Section 4. • How to Produce a HEAR? • Project DARE

  5. The Challenge of Section 6.1 • Additional Awards - development of Bath Spa Award • and Global Citizenship Award • Additional recognised activities –must be verifiable • by the institution, e.g. Chair of SU Club or Society, • Fresher’s Angel, Student Ambassadors, Volunteers on • Community Projects. Need agreed guidelines for • process of approval for inclusion in 6.1 but without • unnecessary bureaucracy. • Professional and Departmental Prizes

  6. Programme Details – Section 4 • Some elements, mode of study, and grading scheme (from academic regulations/programme grading schemes) are relatively straightforward • Programme details (module marks) can be extracted from Student Records System • Programme requirements pose a different challenge as there were issues of size, particularly when looking at combined programmes, detail of information and suitability of information and style – need to standardise. • Realised the need for a user friendly and meaningful (for graduates and employers), version of programme requirements

  7. How to produce a HEAR? • An initial version of a paper based HEAR document was produced towards the end of 2010 using Crystal Reports. This document was produced for a few selected students and had a limited amount of detail in Section 6.1, however its production demonstrated that we were able to capture all the data necessary for HEAR production at BSU. • Information collection for Section 6.1 was a key task in the spring of 2011, and a paper version was produced in July 2011 & 2012 for all graduating BA/BSc students.

  8. Project DARE In July 2011 Bath Spa University, in a joint bid with 6 other HEIs (Cranfield University, Coventry University, De Montfort University, Liverpool John Moores University, SOAS and the University of Sheffield) and the software supplier Digitary, was awarded funding by HEFCE through JISC under the Universities Modernisation Fund, for Project DARE - Digital Academic Records Exchange. Digitary is a security software system that is used by Higher Education Institutions for the online issuing and authentication online of official electronic graduation documents and other documents. The project focus is on the implementation of Digitary software at the participating HEIs and its development for the electronic delivery of the HEAR to students. Project DARE implementation is also providing the initial data collection portal for BSU. This will allow our Schools to enter their programme information for Section 4.2, as well as supporting the collection of information for Section 6.1 of the HEAR. An associated approval process will be part of the data capture processes. Ultimately the project aim is the implementation of a production cloud-based shared service for the delivery of the HEAR that is demonstrably operational with a range of institutions using different Student Records Systems.

  9. Key Features of Success • Institutional ‘buy-in’ - congruence of the HEAR with the institutional agenda, particularly graduate employability • Centrally administered Student Records System (SITS) • Ability to make decisions (particularly on inclusion of additional achievements) • Involvement of Student’s Union with Section 6.1 • Excellent Support from Information Services Colleagues

  10. Unfinished Issues • The collection of further verifiable student information for section 6.1 • Full implementation of Digitary software to allow production and authentification of electronic HEAR. • Access to a formative HEAR for progressing students

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