HEA Writing an HE Strategy

Producing an HE strategy –

A guide for governors, senior/executive staff and

HE managers in FE Colleges

NOTE: all examples are used with permission and taken from actual documentation used currently or previously by participating FE or HE contributors. They are intended for guidance only, and should be contextualised to meet your own specifications accordingly.

Produced for the Higher Education Academy HE in FEProject Supporting Higher Education in Further Education Colleges

September 2006 ver.3b (print)

Contents

Introduction

Background

So why have an HE strategy?

What might an HE strategy look like?

An HE strategy usually includes:

Thinking about creating an HE strategy

Analysis of your programme (where we are now)

Creating and Writing the strategy

Strategic Aims (what do we want to achieve?)

The business plan (how do we get there?)

Example of review headings from an FEC strategy document

Example aims from an FEC strategy document

Stratagem– a plan or trick, especially to deceive an enemy (Collins Dictionary)

Strategy– the art or science of planning a war(Collins Dictionary)

Strategy (as a perspective)- a “mind-set” where everyone in an organisation shares a common vision of the purpose and direction of the organisation which……informs and guides decision-making and action (Minzberg et al, 1988)

Introduction

This brief guide aims to assist coordinators and managers of higher education in further education to support college Governors and senior managers in their thoughts for creating a strategy for the development and delivery of higher education provision. It is based on examples of good practice drawn from further education colleges who have significant HE provision.

This guide is not meant to be prescriptive, a text on strategic planning, nor a “how to write” document. It does however, offer some practical suggestions and food-for-thought from experienced HE in FE Managers which could be used, for instance, as a basis for a presentation to Governors and senior managers.

Background

Most FE colleges have some HE provision, and the Government (via recent White Papers etc) are encouraging colleges, whatever their current commitment, to become more active, especially with vocationally-based HE programmes such as Foundation Degrees, and data from HEFCE suggest that around 12% of HE in England is provided by FECs, with about 30 of the 350 or so general FE colleges in England delivering about half of this (the “Mixed Economy Group”)

For some colleges, HE is a major source of income, its provision forms a significant aspect of their mission, and they may recruit locally, regionally, nationally, and even internationally

For others, provision may be relatively small, and targeted towards a specific local need, eg offering progression opportunities for students leaving Access into HE courses where access to a university campus is difficult because of geography, providing for a local industry, eg logistics, or offering professional development/teacher training provision for existing or new college staff

So why have an HE strategy?

Where colleges are already involved with or are planning to start or grow HE-based activity, a well thought-out and robust strategy for HE is equally as important as that for other provision, in order to ensure that the needs of the market can be met effectively and efficiently, with the minimum of risk to the financial stability of the college

As laid out in its Handbook forIntegrated Quality and Enhancement Review, the Quality Assurance Agency for Higher Education (QAA), in its approach to institutional audit, will focus particularly on how quality assurance of higher education provision in colleges is managed, and as part of this, would expect each college to have a strategy for its HE provision.

Furthermore, the existence (or lack of)an HE strategy is one of those aspects of HE in FE which is regularly identified as an area for improved practice by external reviewers and examiners.

In practical terms, college management and governors will need to be able to understand the value and place of a Higher Education programme within the institution. Some colleges rely heavily on the financial contribution HE makes, whilst others value it as a way of enhancing and broadening the curriculum and providing extra participation opportunities for FE students who would not normally be attracted to HEI offerings.

Approaches to strategic planning vary in many ways, often related to the size of the programme and the aspirations of management. What is common is that an HE programme with a clearly thought-out strategy, based upon a sound vision, an accurate review and assessment of current performance, and the creation of achievable, realistic business/operational plans is more likely to create a positive impact on the college, its community and all persons involved.

What might an HE strategy look like?

Regardless of the size of a college and its provision, there are a number of basic elements that should be considered and included in an HE strategy, which should offer to all stakeholders a good oversight of where the college is now, and where it wants to be in the future, and why

An HE strategy usually includes:

Sections on:

• What’s running now? What is the content of the current portfolio, how successful has each component been in attracting and retaining students, and what in the way of financial benefit has it brought to the college?

• What are the trends? in applications, student numbers and progression. Are these signs of strengths or weakness and the need for change?

• What’s already planned for the future – and why? Does it match the vision and mission of the college, will the planned growth meet the needs of (local) employers, as well as the aspirations of students, will it bring financial benefit to the college, and will the resources needed to deliver growth be available?

• What might be considered for future growth and development – and why?

•How much is potential growth and development based on “market needs” – ie is it demand rather than supply-led?

•What’s taken place in terms of market research? How much dialogue has taken place with HEFCE, partner HEIs, and others about the funding possibilities?

•How much consideration has there been about resource implications (capital, staffing, other costs)?

(see later section on Creating and Writing a Strategy)
Thinking about creating an HE strategy

The following may need to be done:

• Go through a business planning process, to include market research, financial and operational considerations (in particular staffing and physical resources), and a (financial) risk assessment.

• Undertake internal consultations with Governors and relevant college staff .

• Establish/develop relationships with key external agencies eg HEIs, partner colleges, employers, etc

and you may wish to consider the following questions as part of your review:

• How is the current HE provisionreviewed, using quality indicators such as recruitment, retention, and achievement,together with consequent financial considerations, of each component of the existing HE programme? The use of a range of financial and marketing tools could be helpful here to assess the “value” of each component to the college.

• Is the curriculum developmentstrategy based upon analysis of future trends and developments or has development been ad-hoc and reactive to suit internal needs i.e. progression and staff/facility resources?

• How does the college identify a need for more, or new sorts ofHE provisioneg in discussion with employers, sector skills councils,Regional Development Agencies, HEFCE Regional aspirations etc?This will help to ascertain what sort and mode of provision is likely to grow, remain stable, or decline in popularity, to meet the needs of (local) industries and the community at large.

• How does meeting the need fit with the college’s vision and mission, ie does any proposed new provision fit with the college’s existing overall approach to education and training?

• What steps have been taken to analyse the risks for growing anddeveloping HE provision, in terms of finance, the college’s reputation, and its relationship with external organisations including (partner) HEIs and funders? Have issues about (local) competition, and partnership working, been explored (and resolved)?

• Are relevant college staff aware of Government (and thereby HEFCE and LSC) priorities, targets, and funding arrangements, in respect of HE provision in FE colleges? These will certainly influence the direction that the college wishes to take in terms of its future provision, and so formulating a sound financial case for involvement in providing (more or different) HE

• Are relevant college staff aware of other external influences on the provision of HE, especially where conforming with these carries a significant cost, eg the QAA institutional quality audit? Such (hidden) costs need to be taken into consideration when making the financial case for HE provision

• Will the college be able to identify a partner HEI to work with, for validation and quality assurance arrangements?

• How can partnership arrangements e.g. through LLN’s be used to enhance curriculum provision and staff development?

• Does the college feel able to attract students to new or growing provision? The college may wish to review its marketing and IAG strategies, to ensure that existing students on level 3 programmes, and (local) employers, are fully aware of the unique selling points of local HE provision, as well as keeping websites, prospectuses etc fully up-to-date

• What will the college do to ensure that it can attract additionalstaff, and ensuring that facilities (teaching and support), pay and conditions of service for staff, staff development opportunities, and so onwill be in place in order to create or enhance a genuine HE experience for students and staff?

• What arrangements will the college make and what resources applied so that quality systems are inplace and working to ensure continuous improvement?

• Are administrative arrangements and support systems for HE programmes robust?Is the number of administrative staff sufficient, and are they trained to cope with the differing demands of HE students, and the complexities of external HE agencies? For example, Student Loans, UCAS, HEFCE, QAA, LEA’s

• Is the college making sufficient headway in enhancing the “HE Experience” for its students and staff? What opportunities are there to review the physical environment, curriculum and teaching, learning and assessment strategies to generate a real ethos of Higher Education within the HE cohort?

Analysis of your programme (where we are now)

A strategy document and subsequent business plan might usefully include, or be based upon, the following points for ANALYSIS :

• Summation of CURRENTvalues and aspirations for the college relating to HE and where it sits in the overall Corporate plan for the college. It might also include listing the current aims of the programme – (useful to know before QAA reviews).

• Analysis of the nature of the current HE environment and conditions that could lead to future strategic direction, including:

• Regional /national trends in education and policies
• Value and effectiveness of current partnerships
• Nature of competition - public and private

• Analysis ofcurrent performance:

• Programme portfolio - range and appeal – availability of modes of attendance
• Financial contribution or performance of individual programmes
• Trends for applications, numbers, progression
• Quality performance by programme(internal and external audits)
• Student evaluations
• Teaching and Learning strategies – nature and currency of teaching methodologies
• Staffing resources and capability- teaching and non-teaching andincluding technician support
• Currency of staff skills
• Learning resources and facilities, accessibility.
• Support systems for learning and IAG
• Marketing processes and information for prospective students
• Level of support and the priority senior management attach to HE in the college.

• Identify significant achievements and distinctive strengths of the Programme- upon which to build confidence and opportunities for growth.

• Evaluate yourStrengths, Weakness, Opportunities and Threats

Analysis of the areas in the sections above should present an opportunity to identify key items for development in the business plan. (see below).

Creating and Writing the strategy

A strategic plan is usually the culmination of much discussion and agreement with colleagues and partners. A strategy and its subsequent operational plans is only likelyto work if the key stakeholders have some ownership or feel their views have been included in the overall submission.

Above all, plans should be REALISTIC, FEASIBLE and ACHIEVABLE

Strategic Aims (what do we want to achieve?)

Set out the context for the plan in the short and long terms. Explain the overall educational and business development aspirations. Make clearanticipated opportunities, benefits and risks to the organisation and its stakeholders. Outline the position and image that the college wants to establish for itself in the HE community.

Set out the aims of the plan and how they fit with the overall corporate direction. (SeeExample of aims)

An executive summary is always useful

The business plan (how do we get there?)

Based upon your previous(SWOT) analysis, set out your Business Plan to meet your strategic aspirations – It should consist of (at least) 3 elements:

Operational, Financial and Marketing/Publicity

Summarise the aims and the time scale for the plan

• The Operations Plan

describing the activities which will be undertaken to remedy weaknesses and improve operations. This will include targets and plans for resources, staff development, systems improvement, etc as appropriate.

It may be appropriate to include bids for resources here.

• The Financial Plan

will set out anticipated income and comparative running costs for the programme. Direct funding or indirect/franchised income, financial performance targets, plans for capital cost , marketing,etc.

• The Marketing Plan

Describing plans for attracting new students. How it differentiates from the FE marketing;defining markets, and using the most effective means to get its message across to students and sponsors.

Review your plans – are they Realistic, Feasible and Achievable?

Example of review headings from an FEC strategy document

One large “mixed-economy” college has an extensive 20-page document (including appendices), which contains the following headings:

• Context – which includes reference to the “fit” of HE provision as part of the college’s mission
• Current status – in terms of the curriculum and student numbers, current and planned, with some historic data.
• Strategic influences and implications – including local, regional and national pointers from Government, the LSC and HEFCE, the Regional Development Agency, and the local city’s economic and educational plans
• International students – which includes a clear statement about the intensity of competition from other UK-based providers of HE
• Areas of weakness – including recruitment in some curriculum areas, progression from FE into HE, complexity of validation arrangements with a range of HE partners, competition, need for further capital investment, etc
• Quality assurance arrangements – including the need for continuous review and improvement, related to the QAA Code of Practice
• Risks – the risk assessment focuses particularly on the financial implications for the college

Example aims from an FEC strategy document

An example of the key aims from one small college’s strategy (a two-page document plus recruitment targets and financial information) are:

• To extend provision at levels 4 and 5 and widen access to higher education programmes in the area, to ensure equal opportunities for local students to learn locally

• To improve/develop information, advice, and guidance services for students and employers to ensure maximum awareness of HE-based progression opportunities, including work-based study and assessment

• To work with employers and partner HEIs and colleges to develop an HE-based curriculum which offers a broad range of curriculum pathways

• To work with local agencies and partners, including the local Lifelong Learning Network, and Aimhigher, to develop progression pathways on a regional basis.

• To enhance students’ learning opportunities by embracing new learning technologies and managed learning environments, ensuring that facilities for vocationally-based learning matches those available for more academic-based courses

• To work in partnership with HEIs and colleges to ensure the college’s provision is accredited and quality-assured, in order to enhance students’ opportunities for success and for further progression

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