“HEAR Almost Here”; Work in Progress at Abertay
University
Alastair Robertson- [email protected]
Abertay University
www.abertay.ac.uk
In this short case study, I do not want to profess that we are taking a particularly dramatic or
innovative approach to the HEAR, rather it has been a case of learning from others and
contextualising for our institution which is a small, modern University where many of our students
are the first generation in higher education in their families and a number have articulated from
College HN provision. At Abertay, recognising students’ wider achievements falls under
“incentivising student performance”, which is one of three strategic priorities in the University’s new
Teaching and Learning Enhancement strategy. Just under a year ago, the University decided to
implement the Higher Education Achievement Report (HEAR) from session 2014-15 and I was
asked to establish and lead a development group to take things forward. We are largely on track
and this is a timely opportunity to reflect upon our journey so far.
Our first step was to identify and involve the key HEAR actors across the University from the start:
Teaching and Learning Enhancement, Registry, Academic Schools, Student Support, Information
Services and the Student Association. The first meetings of the development group were focussed
upon current institutional readiness and the online HEAR self-assessment framework proved
incredibly helpful, if a little depressing. We had a long way to go, particularly in terms of data
systems (process, storage) and developing a range of HEAR-related policies in general but
particularly for sections 4 (information on the programme and results obtained) and 6.1 (additional
information). Recognising where we were and the need to move quickly, we were not shy in seeking
support and guidance from others who were further ahead. This involved attending sector
workshops, desk-based research, meeting with colleagues from a nearby institution (University of
St Andrews) who were already issuing the HEAR and applying to take part in CRA’s HEAR
Academy which has been really excellent and is highly recommended.
Tip 1: Identify key HEAR actors in the institution and engage them as a collective at the outset.
Tip 2: Don’t be shy- a huge amount of work on the HEAR has already been undertaken in the
sector and colleagues are generally very open to share their expertise and challenges.
We have settled on Tribal/ Gradintel for our HEAR system solution and that side of development
has been progressing steadily and fairly smoothly. Information on Programmes of study for section
4.3 has also been fairly straightforward although it did require Programme Leaders to rewrite text
specifically for the HEAR (approximately 75 words) and we are now revising our Programme
Specifications template so that in the future there will be a HEAR information section which can
then be transposed.
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