Flexible learning

1. Flexible learning Professor Freda Tallantyre Senior Associate Higher Education Academy

2. Definition • Responsive to the requirements and choices of an increasingly diverse and demanding body of learners in terms of : • PACE – accelerated, decelerated, p/t, APEL, credit acc • PLACE – WBL, private providers, FE, cross boundary • MODE – technology enhanced, distance, blended

3. Misperceptions re quality of flexible learning Insufficient support re institutional processes, systems, infrastructure, resources Anomalies in funding 2 yr degrees Coherence with mission Evidence and marketing to schools, colleges, careers advisers, recruiters Senior manager champions Flexible institutional frameworks which enable movement between modes Effective staff workload time to enable development & delivery Integrated staffing culture expectation/perception management for all stakeholders Sector level support networks Barriers and enablers for PACE

4. Crude costing and pricing systems Predominance of f/t model in Gov thinking Risk averse quality systems Institutional hegemony re awards Diversification of the sector Internal collaboration Assumptions in employment contracts Inappropriate marketing Lack of value, visibility, evidence Link to Impact agenda Central direction but devolved delivery Collection and collation evidence SM support to build into strategy Staff devel, recog and reward Flexible systems Devel of new hybrid provision e.g. part closed, part open Share information and practice Engage policy makers and politicians Work with intermediaries Barriers and Enablers for PLACE

5. Confidence, competence and workload for academic staff Fear of exposure and demystification Access and skills for learners Lack of leadership and agility Risk aversion and bureaucracy Uni policy, process, facilities International reputation Staff champions, development, reward, recognition, workload flexibility TEL supportive strategies and frameworks Managed roll-out Customer Service Excellence approach Barriers and enablers for MODE

6. General Recommendations for Government and Funding Bodies • Government and the UK Funding Councils should consider the scope for developing mainstream funding mechanisms which support institutions in promoting greater flexibility in the pace, place and mode of study. • In particular, funding frameworks should enable institutions to re-coup the full costs of undergraduate provision in the new context of tuition fees, regardless of mode of study. The phased introduction of credit based funding should be considered as a key enabling mechanism for achieving this. • Government should consider how the current arrangements for controlling total student numbers might be adapted to provide greater incentives to those institutions seeking to increase enrolments on work based or accelerated learning programmes.

7. Government and funding bodies cont… • Government should explore the scope to encourage participation in flexible learning programmes through the introduction of tax incentives, salary sacrifice and other related schemes. • Government should provide some models and illustrations of how new student support/loans system might work for students on flexible learning programmes, in particular, for students on work-based learning, accelerated and part-time programmes. • Government should ensure that evidence collected on the nature of the student experience is inclusive of all categories of learners, including students on work-based, part-time and other flexible learning programmes.

8. Reommendations for national bodies • . National bodies such as UCAS, HEA, QAA and JISC should collaborate to produce evidence based guides for : • potential learners and other stakeholders such as schools, colleges, careers advisors and employers. This would provide an overview of the characteristics and options for flexible learning in the UK, answers to Frequently Asked Questions and case study examples (including endorsements from employers) • institutional staff which sets out key messages and good practice principles arising from a structured review of the evidence base.

9. Recommendations for the HEA, LFHE, HEFCE • The Leadership Foundation for Higher Education and the Higher Education Academy should collaborate to provide targeted support for senior managers in leading the development of institutional strategies for flexible learning. • The Higher Education Academy should support the development of CPD programmes which promote best practice in flexible learning pedagogies in alignment with the UK Professional Standards Framework. • HEFCE should develop a more flexible and progressive approach to the control of student numbers, and the development of the HEAR on the basis of recognising academic credit achieved – or even semesters completed – rather than years of study.

10. Recommendations for Senior Institutional Managers • Actively champion the value of the flexible learning agenda to politicians and policy makers, highlighting evidence of successful impact and the need for supportive funding policies. • Support the recommendations of the Summit relating to the funding of flexible learning programmers. • Lead on the realistic costing and pricing of flexible learning, taking into account changing market conditions, the new higher education funding context and the potential for income generation over the longer term. • Acknowledge the need for appropriate frameworks and policies which support the reward and recognition of those staff who choose to prioritise the development and management of flexible learning programmes. Celebrate examples of successful innovation.

11. Recommendations for SMs • Review the roles and workload implications for academic and professional staff who are involved in the delivery of flexible learning. In particular, consideration should be given to the scope to re-configure and modernise the working relationship between academics and professional support staff such as librarians, learning technologists, employer liaison managers and educational developers. • Ensure that diversity in the pace, place and mode of study is taken into account in strategic and operational planning, and in the development of mainstream policies and frameworks. In particular, the ‘interests and voices’ of diverse categories of learners (including distance, work based and accelerated learners) should be considered in relation to curriculum development and review, pedagogy, assessment and the development of student charters.

12. Recommendations for SMs • Encourage targetted marketing and CRM • Promote engagement and creative exchange with local community and economy • Link facets of institutional activity, e.g. WBL, HEIF and Impact agenda • Implement minimum service standards for internal and external customers