As higher education emerges from the pandemic, we are seeing a renewed focus from governments and regulators on good student outcomes using student progression, retention and graduate outcomes as measures of good degrees and value for money.
We can therefore expect institutions to come under further pressure from students, policy makers and funding bodies. An example of this is Condition B3 and the Projected Completion and Employment from Entrant Data (PROCEED) metrics from the OfS in England.
Advance HE is here to help you identify your strengths and weaknesses and to develop strategies to improve your students’ outcomes against key sector benchmarks.
Want to find out more?
Complete the form by clicking the button below and we will send you an information sheet with further details.
Our approach
Advance HE can support institutions around three key areas:
Fit for purpose
Analysis and recommendations for change around current and future portfolio.
Engagement
Strategic analysis to identify cultural, resource and organisational barriers to student engagement and success.
Graduate outcomes
Review of practices, portfolio, and resources to make recommendations for change around pathways to success and building career capital for graduates.
How we can support you
Our tailored strategic teaching and learning services leverage the in-depth expertise and sector knowledge of Advance HE staff and its vast associate pool to provide the following support:
- Strategy development – We can act as a critical friend to identify core priorities and focuses when responding to policy change and market dynamics and identify clear focus areas for evidence-based success
- Reconfiguration – We will work with you on the implementation of the institutional strategy and identify routes to success via operational and cultural transformation
- Focus on value – We provide a better understanding of where value sits in the institution and where competitive advantage and areas of strength can be built upon.
ChangeBusters
The innovative ‘ChangeBusters’ game, designed by the team from Sheffield Hallam University, constructs a ‘Theory of Change’ based on evidence from within the ARAP integrative literature review. This game aims to support users to understand the stages of a Theory of Change, build confidence, explore evaluative questions, and extend learning through application to their own context. The goal is better intervention design and evaluation, which in turn should lead to better student outcomes.
