Teaching Excellence Framework

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1 Teaching Excellence Framework Role specification: Subject Pilot and Year Three Panel members and assessors 13 September 2017 Contents Background... 2 Introduction... 2 Application process... 3 Subject Pilot: Panel composition and responsibilities... 4 TEF Year Three: Panel composition and responsibilities... 7 Selection criteria... 8 Expected time commitments Fees and expenses Appointment process Annex A: Subject Pilot: expected activity and indicative timings Annex B: TEF Year Three expected activity and indicative timings Annex C: Pilot subject groups Annex D: Subject Pilot panel structure and process Candidates should apply online at by midday on Friday 6 October. Enquiries should be addressed to If you require this document in an alternative format, please use this to contact the TEF team or phone

2 Background 1. The Teaching Excellence Framework (TEF) is a scheme for recognising excellent teaching, in addition to existing national quality requirements for universities, colleges and other higher education (HE) providers. It provides information to help prospective students choose where to study. 2. Introduced by the Department for Education in England in 2016, participating higher education providers received a gold, silver, bronze or provisional award reflecting the excellence of their teaching, learning environment and student outcomes. 3. Participation is voluntary, and almost 300 higher education providers (universities, colleges and alternative providers) from across the UK took part in TEF Year Two ( ). 4. The Government has asked the Higher Education Funding Council for England (HEFCE) to implement TEF Year Three and a subject-level pilot exercise during , across the devolved nations of the UK. 5. TEF Year Three will again be voluntary, and will produce ratings at provider level. 6. The TEF Subject Pilot will involve a sample of up to 40 providers, and will inform the development of the TEF by testing how ratings could be produced at subject as well as provider level. This has the potential to provide students with more detailed information to inform their choices of where to study. 7. TEF Subject Pilots are expected to run for two years. In the first year the pilot will run between autumn 2017 and summer 2018, and will test two models of assessment. It will not interact with TEF Year Three, and no subject-level ratings will be published in a way that identifies individual providers. A second year of subject piloting is expected to take place in HEFCE aims to include a wide range of higher education providers in the pilot, whether or not they have already participated in the TEF, or intend to participate in TEF Year Three. 8. Further information about the TEF Subject Pilot is available here: Introduction 9. In both TEF Year Three and the Subject Pilot, metrics and submissions from participating providers will be reviewed by expert panels. We expect many of the TEF Year Two panellists and assessors to continue as Year Three panellists and assessors, with some moving across to the Subject Pilot panels. 10. We are seeking to appoint approximately 100 additional individuals to form the Subject Pilot panels, and to supplement the Year Three panellists and assessors. 11. This document sets out the roles available, selection criteria and application process. Please read it thoroughly before making an application.

3 12. Note that only a small number of TEF Year Three panellist and assessor vacancies are available. In particular we are looking for some additional academic applicants with experience of HE in further education colleges (FECs) or alternative providers (APs), some additional student representatives, and a small number of employment and widening participation (WP) experts. 13. A larger number of Subject Pilot roles are available, and we welcome candidates from all types of HE provider, as well as student representatives, employer and professional, statutory and regulatory body (PSRB) representatives, and employment and widening participation experts. 14. All appointments for TEF Year Three and the Subject Pilot are initially for one year and may be extended for a further year (TEF Year Four and a further year of subject pilots). 15. This document sets out: a. The roles available and key responsibilities for each role. b. The criteria for appointment. c. The application process. d. The expected time commitments and associated fees. 16. To ensure the Subject Pilot is purely developmental and has no impact on the ratings awarded by the TEF Year Three exercise, the panellists for each exercise are entirely separate. Successful candidates will be appointed to and take part in either TEF Year Three or the Subject Pilot. Application process 17. Candidates should firstly check they meet the essential criteria set out in this document, then apply online at by downloading, completing and uploading an application form. Once uploaded, you will be prompted to answer some questions online to complete your application. 18. If you are applying to be a chair of a TEF Pilot Subject Panel, you may wish to include letters of endorsement within your application form before uploading it. 19. Candidates should submit only one application, and may be appointed to only one role. The online form provides opportunity for candidates to indicate which role(s) they wish to be considered for where they meet the essential criteria for more than one role. 20. If you require the application form or recruitment information in an alternative format, please contact 21. The deadline for applications midday on Friday 6 October. TEF Year Two panellists and assessors 22. TEF Year Two panellists and assessors are invited to extend their involvement, either for TEF Year Three or the Subject Pilot. All TEF Year Two panellists and assessors who wish to continue should complete the online questions to confirm their intention to continue, express a 3

4 preference for either TEF Year Three or the Subject Pilot, and update their details. We will accommodate preferences where possible but will allocate roles to people where their expertise is most required. 23. Year Two panellists and assessors are not required to complete and upload a new application form unless they wish to apply for a different type of role, and in particular: a. If they wish to apply for a role as a TEF Pilot Subject Panel chair or Deputy chair. b. If an assessor wishes to apply for a role as a Year Three panel member or Pilot Main Panel member. Subject Pilot: Panel composition and responsibilities 24. For the TEF Subject Pilot, assessment will be carried out by a Pilot Main Panel and seven Pilot Subject Panels: there will be one Subject Panel for each of the seven subject groups set out in Annex C. 25. The Subject Pilot is assessing two models for generating subject-level and provider-level ratings, and there is a specific assessment process for each model. The same Pilot Main Panel and seven Subject Panels will carry out the assessments in both models, and provide feedback on them. 26. DfE will publish the findings of the Subject Pilot, but this will not include the ratings in a way that identifies individual providers. Each provider participating in the Subject Pilot will receive its own ratings, as determined by the Subject Pilot panels, for internal use only. 27. The Pilot Main Panel will generate the provider-level ratings in each pilot model. It will comprise approximately 25 members, 7 of whom will also act as Subject Panel chairs, and a further 7 of whom will also act as Subject Panel Deputy chairs. We expect the Pilot Main Panel will comprise the following roles (the number of roles are indicated in brackets): a. Chair 1 (1) b. Members Academic (with institution-wide responsibility) (7) c. Members Academic (who are also Subject Panel chairs) (7) d. Members Student (who are also Subject Panel Deputy chairs) (7) e. Employment experts (2) f. Widening participation experts (2). 28. The seven Pilot Subject Panels will assess the subject-level metrics and submissions, in each model. Each Subject Panel will have approximately 14 members, with expertise aligned to match the subject groups set out in Annex C. For each Subject Panel we expect to appoint to the following roles (the approximate number of roles are indicated in brackets): 1 Professor Janice Kay CBE, Provost and Senior Deputy Vice-Chancellor at the University of Exeter and Deputy chair of the TEF Panel will chair the Pilot Main Panel. No other assessor or panellist will be part of both processes. 4

5 a. Chair (who is also an academic member of the Main Panel) (1) b. Deputy chair (who is also a student member of the Main Panel) (1) c. Members Academic (7) d. Members Student (3) e. Members Employer/PSRB representative (2). 29. The responsibilities of the Main Panel and Subject Panels in each pilot model are described in further detail in the pilot specification 2. A summary is also in Annex D. 30. Key responsibilities for the individual roles on the pilot panels are set out below. 2 See 5

6 Table 1: Subject Pilot roles and key responsibilities Subject Pilot roles Key responsibilities Main Panel members (Academic) Main Panel members (Widening participation experts and Employment experts) Subject Panel chairs, who are also Main Panel members (Academic) Subject Panel Deputy chairs, who are also Main Panel members (Student) Subject Panel members (Academic and Student) Subject Panel members (Employer/PSRB representatives) To review a caseload of provider-level metrics and submissions, from each of the two pilot models To contribute to meetings of the Main Panel, including to consider indicative ratings at subject-level, agree indicative ratings at provider-level, and to provide feedback on the two models To review samples of provider-level metrics and submissions from each of the two pilot models, to identify WP and employment related issues To provide expert input and advice to the Main Panel on widening participation and employment issues throughout the assessment process To contribute to meetings of the Main Panel, including to consider indicative ratings at subject-level, agree indicative ratings at provider-level, and to provide feedback on the two models To advise on the selection of Subject Panel members To work with the TEF team to plan and allocate work to Subject Panel members To chair meetings of the Subject Panel To review a reduced caseload of provider-level and subject-level metrics and submissions, from each of the two pilot models To attend and contribute to Main Panel meetings, providing a link between the Main Panel and Subject Panel To contribute to the drafting and documentation of feedback from the Subject Panel To give presentations to the academic subject community To assist the Chair in advising on the selection of Subject Panel members and other duties To review a reduced caseload of provider-level and subject-level metrics and submissions, from each of the two pilot models To contribute to meetings of the Subject Panel, and Chair parts of meetings when the Chair is conflicted or unavailable To attend and contribute to Main Panel meetings, providing a link between the Main Panel and Subject Panel To review a caseload of subject-level metrics and submissions, from each of the two pilot models To contribute to meetings of the Subject Panel, including to agree indicative subject-level ratings, and to provide feedback on the two models As above, contributing in particular input and advice on employer and professional perspectives. 6

7 TEF Year Three: Panel composition and responsibilities 32. As in TEF Year Two, Year Three panel members and assessors will undertake expert independent assessment of all applications to TEF Year Three. They will carry out the assessments according to criteria set out in the DfE specification and HEFCE guidance (anticipated in September and October respectively). They will also adhere to a set of agreed procedures, including arrangements to avoid any individual assessing a submission with which they hold a conflict of interest. 33. Panel members will be responsible for deciding the assessment outcomes, based on recommendations and advice from the wider pool of assessors. 34. We are only recruiting a small number of assessors and panel members for Year Three, to supplement those continuing from Year Two. Specifically, we aim to recruit some additional academic members and assessors with experience of HE in FEC and/or APs; some additional student representatives, and some additional employment and widening participation experts. 35. We expect the TEF Year Three panel and assessors will comprise the following roles (the number of roles are indicated in brackets): a. Chair 3 (1) b. Deputy chair 4 (1) c. Panel members Academic (12) d. Panel members Student (6) e. Panel members Employment experts (2) f. Panel members Widening participation experts (2) g. Assessors Academic (24) h. Assessors Students (12). 36. The final number of assessors that are allocated work will be determined by the number of providers that apply for a TEF Year Three assessment; it is possible that not all appointed assessors will be allocated work. 37. Key responsibilities for the individual roles of Year Three panel members and assessors are set out below. 3 Professor Chris Husbands, Vice-Chancellor of Sheffield Hallam University, will continue to serve as Chair of the TEF Year Three Panel. 4 Professor Janice Kay CBE, Provost and Senior Deputy Vice-Chancellor at the University of Exeter will continue to serve as Deputy Chair of the TEF Year Three Panel and will chair the Main Panel for the Subject Pilot. No other assessor or panellist will be part of both processes. 7

8 Table 2: TEF Year Three roles and key responsibilities Year Three roles Key responsibilities Year Three TEF panel members (Academic and Student) To assess a caseload of applications in detail To have oversight of the assessment of a set of applications, working with academic and student assessors, and present the recommended outcomes for that set of applications to the TEF Panel To take collective responsibility as a panel member for deciding all the Year Three TEF outcomes (other than for any conflicted providers) Year Three TEF panel members (Widening participation experts and Employment experts) Year Three assessors (Academic and Student) To investigate and provide expert input and advice on WP and employment-related issues throughout the assessment process To take collective responsibility as a panel member for deciding all the Year Three TEF outcomes (other than for any conflicted providers) To assess a caseload of applications in detail and agree the recommended outcomes with other assessors and panel members To participate in wider discussions with TEF assessors and panel members about the advice and recommendations to be made to the TEF panel Selection criteria 38. In selecting candidates for both the Subject Pilot and TEF Year Three we will seek to reflect the diversity of the sector, and will take into account the following: the diversity of HE providers in which candidates work or study, in terms of their diverse missions and types (including HEIs, FECs and APs) candidates geographical spread across the UK candidates expertise across a range of approaches to teaching and learning, and in supporting students from diverse backgrounds candidates spread of expertise across disciplines (and for employer and PSRB representatives, their expertise across a range of employment sectors) candidates experience and expertise within and beyond higher education. 39. Enhancing the diversity of appointment to roles is important to us and we welcome applications from all sections of the community, particularly from under-represented groups including disabled people and people from a black or minority ethnic background. We may take into consideration applicants equality protected characteristics which relate to the reporting of TEF metrics gender, ethnicity and disability if we need to make a choice between applicants of equal merit, and where candidates consent for their data to be used in this way. 8

9 Generic criteria 40. All panel members and assessors should: a. Be committed to excellence in learning and teaching b. Have the ability to reach robust decisions in a complex and time-constrained setting c. Have good oral and written communication skills d. Be able to work effectively as part of a team e. Be able to work effectively with electronic communication systems f. Be able to work intensively to tight deadlines g. Be able to make the necessary time commitments and attend the relevant meetings, as outlined in this document. 41. The specific criteria for each role are set out below. 9

10 Table 3: Academic roles selection criteria Academic role Essential criteria Desirable criteria Pilot Main Panel member Strategic-level and institution-wide responsibility for HE teaching (for example, as Pro Vice-Chancellor or similar), at any type of HE provider (HEI, AP or FEC) External recognition for excellence in teaching and learning (for example, senior or principal fellowship of the HE Academy, a national teaching fellowship, or Knowledge of the diversity of higher award by a learned society) education providers and a range of approaches to teaching and learning beyond own provider type Broad knowledge of a range of approaches to teaching and learning (for example across a range of provider types, subjects Pilot Subject Panel chair (who is also a Main Panel member) Senior-level responsibility for HE teaching across several subjects (for example, as Dean of Faculty or similar) in one of the seven groups listed in Annex C Evidence of standing across the relevant academic communities covered by the subject group Knowledge of the diversity of higher education providers and a range of approaches to teaching and learning across the relevant subjects Experience of chairing and bringing diverse groups to consensus Pilot Subject Panel member Senior-level responsibility for HE teaching across one or more subjects (for example, as Head of Department, Dean of Faculty or similar) Knowledge of the diversity of higher education providers and a range of approaches to teaching and learning across the relevant subjects and/or modes of teaching and learning) Experience of undertaking external review (for example, as an external examiner, QAA reviewer, or teaching award panel member) Expertise in or responsibility for widening participation, including supporting the success of disadvantaged student groups A track record of applied scholarship or research and analysis on teaching and learning in higher education Experience of engagement with industry or employers (for example consultancy or collaborative work) or active contribution to a professional community Experience of international HE TEF Year Three Panel member or assessor Provider-wide responsibility for HE teaching across an alternative provider or further education college

11 Table 4: Student roles selection criteria Student role Essential criteria* Desirable criteria Pilot Subject Panel deputy chair (who is Experience of representing HE students across an institution, at any type of provider (HEI, AP or FEC) Knowledge and awareness of the diversity of the HE sector and students also a Main Panel member) Experience of engaging with the enhancement of teaching in HE Knowledge of a range of approaches to teaching and learning Pilot Subject Experience of representing students within Experience of representing Panel member a particular subject or more widely at students from disadvantaged or any type of provider (HEI, AP or FEC) under-represented groups Experience of engaging with the Experience as a member of a enhancement of teaching in HE committee or other advisory or decision-making body TEF Year Three Panel member or assessor Experience as a student or student representative at an AP or FEC Experience of engaging with the Experience as a QAA student reviewer enhancement of teaching in HE * Only current or recent undergraduate students or student representatives are eligible to apply. This includes: students who studied at undergraduate level or held a position as a student representative (for example, on sabbatical to a students union) within the last three years TEF Year Two student panel members and assessors. Applicants who graduated in or completed a sabbatical in 2016 or earlier should indicate their ongoing involvement in higher education.

12 Table 5: Expert and representative roles selection criteria Role Essential criteria Desirable criteria Employer or PSRB representative Pilot Subject Panel Employment expert TEF Year Three Panel or Pilot Main Panel Widening participation expert TEF Year Three Panel or Pilot Main Panel Senior-level responsibility for: Graduate recruitment or employment, at a major employer; or Representing graduate employers; or Regulating professional standards Ability to represent employers' HE-level skills needs or professional requirements across a particular sector or sectors Experience as a member of a committee or other decisionmaking body Recognised expertise in UK graduate labour market statistics, relevant to a broad range of employment sectors Experience of providing expert advice to a committee or other decision-making body Recognised expertise in widening participation in HE, relevant to a broad range of HE providers and types of provision Experience of providing expert advice to a committee or other decision-making body Broad understanding of diverse employer/professional needs for higher-level skills, within and beyond own sector or profession Knowledge of the diversity of the HE sector and students Experience of advising on or representing employer/professional needs in the development of HE policy or practice (for example in the development of curricula; programme accreditation; external examining; or as a member of an advisory group or governing body) Wide-ranging and in-depth knowledge of, and expertise in, graduate employment outcomes and inter-related factors (for example, social, regional and sectoral factors) A track record of published research and analysis on graduate employment Knowledge of the diversity of the HE sector and students Wide-ranging and in-depth knowledge and experience of WP, including the relationship between learning and teaching and WP, and a range of approaches to supporting the success of students from underrepresented and disadvantaged backgrounds Responsibility for the strategic development and management of WP within an HE provider Good knowledge of the diversity of HE beyond own provider type Good knowledge or experience of WP research Experience of cross-sector or partnership working on WP (for example involvement in WP research networks or research partnerships, involvement in a WP collaborative partnership or network, or membership of strategic or practitioner WP groups).

13 Expected time commitments 42. The expected timetable for TEF Year Three and the Subject Pilot will involve an intensive period of work for panel members and assessors, especially in spring To allow candidates to consider whether they will be able to commit the necessary time, Annex A and B outline our current expectations and provisional meeting dates. Dates will be confirmed once appointments have been made. 43. Applicants should ensure they are able to make the overall time commitments indicated. 44. Meetings and events will be held in locations across the UK. Panel members and assessors will be provided access to the relevant materials and will be expected to communicate between meetings through a secure electronic system. 45. The work of the TEF panels and the assessors will be guided and supported by the TEF team, which includes: a. The TEF Manager b. TEF Officers c. Metrics experts d. Administrative and IT support. Fees and expenses 46. Panel members and assessors will be entitled to a fee in recognition of their work in assessing submissions and attending meetings. 47. Fees will be paid as a flat rate per role type. These vary according to the anticipated workload for each role: a. 8,000 for Pilot Subject Panel chairs and Deputy chairs (who are also Pilot Main Panel members) b. 4,000 for Pilot Main Panel and Pilot Subject Panel members (student, academic, expert and employer/psrb representative roles) c. 8,000 for TEF Year Three Panel members (student, academic and expert roles) d. 4,000 for TEF Year Three assessors that are allocated work (student and academic roles). 48. Tax and national insurance will be deducted from these fees. 49. The costs of standard-class travel to meetings will be met, and accommodation and meals will be provided.

14 Appointment process 50. Candidates should apply online at by midday on Friday 6 October. 51. Appointments will be made in two phases, to allow for Subject Panel chairs and Deputy chairs to be involved in the selection of Subject Panel members. We aim to select and inform successful candidates as follows: a. November 2017 i. Subject Pilot panel chairs, deputy chairs and pilot main panel members ii. Year Three panel members and assessors b. January 2018 i. Subject panel members. 52. Successful candidates will be provided with further details about the terms and conditions of appointment and practical arrangements for meetings with as much notice as possible. 53. All appointments will made by the Chief Executive of HEFCE, on the recommendations of the TEF Project Board (which oversees implementation of the TEF, and includes the Chair of the TEF Panel and the Chair of the Pilot Main Panel). The TEF Project Board will seek advice as appropriate from a wider group of people involved in shortlisting candidates, including the Subject Panel chairs and Deputy chairs once appointed, members of the TEF team and other staff at HEFCE and sector agencies. 54. We expect to publish the names of all Year Three and Subject Pilot panel members and assessors once appointed. 14

15 Annex A: Subject Pilot: expected activity and indicative timings Pilot Subject Panel chairs and deputy chairs (who are also Main Panel members) Preparation, training and calibration: January March 2018 Other Pilot Main Panel members, including academic, employment and WP experts Pilot Subject Panel members (academics, students and employer / PSRB reps) Pilot Main Panel initial meeting Webinar and preparation for training event Training event Calibration exercise 9 January (1 day) Mid-February (1 day) 23 February (1 day) 15 March (1 day meeting and 2 days preparation) Assessment: 19 March late May 2018 Assessing metrics and submissions (from mid- March to mid-may) Approx. 8 days Approx. 6 days Approx. 6 days Subject Panel meetings 1. Medical and health sciences 2. Natural sciences 3. Engineering and technology Subject Panel meetings 4. Social sciences 5. Business and law 6. Arts 7. Humanities Pilot Main Panel meetings Follow-up work 9 10 April (2 days) 8-9 May (2 days) April (2 days) May (2 days) April (2 days) May (2 days) 2 days Feedback: June 2018 Feedback meetings Mid-June (1-2 days) 2 days 1 day 1 day Approx. TOTAL days 26 days 17 days 16 days

16 Annex B: TEF Year Three expected activity and indicative timings Year Three panel members academic, student and experts Year Three assessors academic and student Induction, training and calibration: January 2018 Induction meeting for new Year Three panel members and assessors (provisionally 21 December 2017) Webinar and preparation for training event (1 day s work, early January) Training event: 1 day (12 January) (new) (new) Calibration exercise: 2 days preparation and 1 day meeting (9 February) Assessment: February March 2018 Assessing submissions: approx. 6 day s work spread over 3 weeks Assessment meeting: 4 consecutive days (provisionally March) Follow-up work: 3 days Decision-making: April May 2018 Meeting preparation: 3 days Panel meeting: 4 consecutive days (provisionally April) Follow-up work: 2 days Approx. TOTAL days 27 15

17 Annex C: Pilot subject groups 7 subject groups 35 CAH2 1 subjects Medical and health sciences Engineering and technology Natural sciences Social sciences Business and law Arts Humanities 1. Medicine & dentistry 2. Nursing 3. Pharmacology, toxicology and pharmacy 4. Psychology 5. Subjects allied to medicine 6. Veterinary science 7. Sport & exercise sciences 8. Computing 9. Engineering 10. Technology 11. Agriculture, food and related studies 12. Biosciences 13. Chemistry 14. Mathematical sciences 15. Physics and astronomy 16. Physical, material and forensic sciences 17. General and others in sciences Architecture, building and planning 19. Economics 20. Geographical and environmental studies 21. Politics 22. Sociology, social policy and anthropology 23. Education and teaching 24. Health and social care 25. Business and management 26. Law 27. Creative arts and design 28. Celtic studies 29. Communications and media studies 30. English studies 31. Languages, linguistics and classics 32. History and archaeology 33. Humanities & liberal arts 34. Philosophy & religious studies 35. Combined and general studies 1 Common Aggregation Hierarchy (CAH) level two. Further information on the CAH can be found on the HESA website 2 This subject will not feature in the Year 3 subject-level pilots because in HESA s mapping of JACS to CAH, no students are currently mapped to General and others in sciences. We refer to 35 subjects for completeness and consistency with how subject codes will be used in the future. 17

18 Annex D: Subject Pilot panel structure and process Figure 1: Panel structure for Model A Figure 2: Process for Model A

19 Figure 3: Panel structure for Model B Figure 4: Process for Model B 19

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