Slides from the ABS, Annual General Meeting 2010

1. Addressing climate change
A role for Universities
(and Business Schools)
www.theccc.org.uk
Professor Julia King CBE FREng
Committee on Climate Change
Vice-Chancellor, Aston University Birmingham
Association of Business Schools 18th
October 2010

2. The CCC was established December 1st
2008
2
The Committee on Climate
Change (CCC) is an independent
body established under the
Climate Change Act to advise the
UK Government on setting carbon
budgets, and to report to
Parliament on the progress made
in reducing greenhouse gas
emissions
The Committee on Climate
Change (CCC) is an independent
body established under the
Climate Change Act to advise the
UK Government on setting carbon
budgets, and to report to
Parliament on the progress made
in reducing greenhouse gas
emissions
Lord Turner
Sam Fankhauser
Michael Grubb
Sir Brian Hoskins
Julia King
David Kennedy
Lord Krebs
Lord May
Jim Skea

3. 3
The work of the CCC

4. 4
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities

5. 5
Required global emissions reduction
Required global emissions
reduction of 50%
• 20-24Gt CO2e in 2050
• 8-10Gt CO2e in 2100
Required global emissions
reduction of 50%
• 20-24Gt CO2e in 2050
• 8-10Gt CO2e in 2100
Why the urgency?
• Advances in science
• Actual emissions higher
than forecast
Why the urgency?
• Advances in science
• Actual emissions higher
than forecast
Assessment of damage
Decision rule
• keep temperature
change close to 2°C
• and probability of 4°C
increase at very low
level: less than 1%
Assessment of damage
Decision rule
• keep temperature
change close to 2°C
• and probability of 4°C
increase at very low
level: less than 1%
Global trajectories
considered
• Early or later peak
(2015 vs. 2030)
• 3%/4% annual
emissions reduction
Global trajectories
considered
• Early or later peak
(2015 vs. 2030)
• 3%/4% annual
emissions reduction

6. 6
Appropriate UK contribution
50% global reduction50% global reduction
Burden share
• Alternative methodologies: contract and
converge, intensity convergence, triptych etc
• Equal per capita emissions:
̶ 20-24Gt CO2e total at global level in 2050
̶ implies 2.1-2.6t CO2e per capita
Burden share
• Alternative methodologies: contract and
converge, intensity convergence, triptych etc
• Equal per capita emissions:
̶ 20-24Gt CO2e total at global level in 2050
̶ implies 2.1-2.6t CO2e per capita
All GHGsAll GHGs
Aviation and
shipping included
Aviation and
shipping included
2.1-2.6t CO2e per
capita gives a UK
reduction of at least
80% in 2050

7. 7
2.1 – 2.4 tonnes of CO2 per annum
● A return flight to Los Angeles for one person currently
accounts for
2.5 tonnes
● An average new car today in the UK (160g/km), driven
15,000km per year, emits
2.4 tonnes per annum

8. 8
178
135
97
109
94
42
2007 emissions
International aviation
& international shipping*
UK non-CO2 GHGs
Other CO2
Industrial CO2 (heat &
industrial processes)
Residential, public &
commercial heat
Domestic transport
Electricity generation
* bunker fuels basis 2050 objective
159 Mt CO2e
679 Mt CO2e
76% cut
(= 80% vs. 1990)
The UK challenge: 80% reduction by 2050

9. 9
The Carbon Budgets: ‘Interim’ legislated in May 2009,
move to ‘Intended’ budget to be reviewed in 2010
Interim: 34% cut in
GHGs by 2020, relative
to 1990 [20% on 2007
levels]
Global deal
Intended: 42% cut in
GHGs by 2020 relative
to 1990 – to be reviewed
following Copenhagen
[29% on 2007 levels]
Intended: 42% cut in
GHGs by 2020 relative
to 1990 – to be reviewed
following Copenhagen
[29% on 2007 levels]
0
500
1000
1500
2000
2500
3000
3500
2003-2007 2008-12 2013-17 2018-22
MtCO2e
Interim budget
Intendedbudget

10. 10
400
450
500
550
600
650
700
750
800
850
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
MtCO2e
UK GHG emissions 1990-2007
Other GHGs
CO2
In 2007, GHG emissions were 18% lower than in1990
Non-CO2 GHGs 49%
below 1990 levels
Non-CO2 GHGs 49%
below 1990 levels
CO2 8% below 1990
levels
CO2 8% below 1990
levels
CO2
Total GHGs 18% lowerTotal GHGs 18% lower

11. 11
2009 CCC Report: meeting budgets requires a
step change relative to recent progress
CO2 emissions fell 0.5%
annually 2003-07
CO2 emissions fell 0.5%
annually 2003-07
Cuts of 2-3% p.a. are
required through first
three budgets
Cuts of 2-3% p.a. are
required through first
three budgets
A major shift in the
pace of reduction is
therefore required
across all sectors
A major shift in the
pace of reduction is
therefore required
across all sectors
300
350
400
450
500
550
600
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
MtCO2
Total CO2 emissions
Historic Extrapolation Required path

12. 12
Route to the required reductions
Reducing power sector emissions:
Renewables (wind, marine, biomass, solar), nuclear, CCS
Reducing power sector emissions:
Renewables (wind, marine, biomass, solar), nuclear, CCS
Reducing heat emissions:
• Electric heat (e.g. heat pumps,
storage heating)
Reducing heat emissions:
• Electric heat (e.g. heat pumps,
storage heating)
Reducing transport emissions:
• Electric/plug-in hybrids
Reducing transport emissions:
• Electric/plug-in hybrids
Application of
power to transport
and heat

13. 13
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities

14. Emissions fell 8.6% in 2009
CO2 9.7% Non-CO2 1.9%
CO2 Non-CO2GHG

15. CO2 emissions fell in all sectors,
particularly power and industry
(% change in 2009)

16. 16
2009 CCC Report: meeting budgets requires a
step change relative to recent progress
CO2 emissions fell 0.5%
annually 2003-07
CO2 emissions fell 0.5%
annually 2003-07
Cuts of 2-3% p.a. are
required through first
three budgets
Cuts of 2-3% p.a. are
required through first
three budgets
A major shift in the
pace of reduction is
therefore required
across all sectors
A major shift in the
pace of reduction is
therefore required
across all sectors
300
350
400
450
500
550
600
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
MtCO2
Total CO2 emissions
Historic Extrapolation Required path

17. 2010: possible to meet the Intended
budget through domestic effort alone
If impact of recession persists
and measures in Committee’s
Extended Ambition scenario are
implemented, emissions will be
below Intended budget
If impact of recession persists
and measures in Committee’s
Extended Ambition scenario are
implemented, emissions will be
below Intended budget
We will consider possible move
to Intended budget in context of
advice on 4th
carbon budget
(2023-2027)
We will consider possible move
to Intended budget in context of
advice on 4th
carbon budget
(2023-2027)

18. 18
178
135
97
109
94
42
2007 emissions
International aviation
& international shipping*
UK non-CO2 GHGs
Other CO2
Industrial CO2 (heat &
industrial processes)
Residential, public &
commercial heat
Domestic transport
Electricity generation
* bunker fuels basis 2050 objective
159 Mt CO2e
679 Mt CO2e
76% cut
(= 80% vs. 1990)
The UK challenge: 80% reduction by 2050
Power
Transport
Heat and
efficiency
Agriculture

19. 19
Power is central to wider economy decarbonisation
0
100
200
300
400
500
600
0
100
200
300
400
500
600
2010 2015 2020 2025 2030 2035 2040 2045 2050
Totalelectricitygeneration(TWh)
Carbon-intensityofelectricity
(gCO2/kWh)
Carbon-intensity Total generation
Therefore we need to
decarbonise electricity
generation significantly
by 2030
Therefore we need to
decarbonise electricity
generation significantly
by 2030
The electrification of
other sectors will see
demand increase in
2020s and 2030s
The electrification of
other sectors will see
demand increase in
2020s and 2030s

20. 20
By 2020 we need to deliver significant
investment in low-carbon generation
CCC indicative
scenario by 2020
23 GW new wind
Up to 4 new coal
and gas CCS
demonstrators
Up to 2 new
nuclear plants, a
third by 2022
CCC indicative
scenario by 2020
23 GW new wind
Up to 4 new coal
and gas CCS
demonstrators
Up to 2 new
nuclear plants, a
third by 2022 -
10
20
30
40
50
60
70
80
90
100
2008 2020
GW
Capacity - todayand 2020
Oil
Gas
Coal
Coal CCS
Renewables
Nuclear

21. 21
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities

22. 22
UK Energy RD&D
Source: IEA
UK is failing to exploit the
opportunities offered by a
low-carbon economy

23. 23
● Introduction: 2050 target and carbon budgets
● Progress in reducing emissions
● Key areas for new policies
● Power, Energy use in buildings, Transport
● Future work of the Committee
● The impact of UK Universities
Sectoral CO2 emissions scenario for 80% reduction
Markal modelling based on CCC assumptions

24. Develop and Deploy
● Technologies not yet competitive with high-carbon alternatives
● UK has relevant capabilities
● UK well placed to accelerate development

25. Deploy
● UK appears to lack an advantage
● Unlikely to influence direction of development
● may develop some components
● can participate in international collaborations

26. Research & Develop
●Technologies further from market
● Unclear which country has, or will have, an advantage
● Potential for UK to lead/continue to lead some research areas

27. 27
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities

28. 28
Residential sector emissions:
current approach
The main policy instrument is the Carbon Emissions Reduction Target (CERT)
which puts an obligation of energy suppliers to deliver carbon savings
The main policy instrument is the Carbon Emissions Reduction Target (CERT)
which puts an obligation of energy suppliers to deliver carbon savings
In 2008 CERT delivered:
• 153 million compact fluorescent lightbulbs (6 per household)
• 690,000 loft insulation measures
• 550,000 cavity wall insulation measures
• 8,600 solid wall insulation measures
In 2008 CERT delivered:
• 153 million compact fluorescent lightbulbs (6 per household)
• 690,000 loft insulation measures
• 550,000 cavity wall insulation measures
• 8,600 solid wall insulation measures

29. 29
A major shift in ambition is needed
Insulation
measures
Total needed to
achieve carbon
budgets (from 2008)
Delivered
under CERT
in 08/09
Installations
needed per year
to achieve
carbon budgets
Lofts 10 million (by 2015) 0.7 million 1.3 million
Cavity walls 7.5 million (by 2015) 0.5 million 1 million
Solid walls 2.3 million (by 2022) 8600 165,000

30. 30
CCC recommended approach
Three pillar approach:
• Whole house approach: one stop shop covering all cost effective
measures
• Neighbourhood approach: national government leadership, (e.g.
strategy, legislation); area-based delivery with key role for local
government and energy companies. Need to regulate private rented
sector
• Financing: pay as you save with some grants/subsidies to encourage
uptake amongst fuel poor and more generally
Three pillar approach:
• Whole house approach: one stop shop covering all cost effective
measures
• Neighbourhood approach: national government leadership, (e.g.
strategy, legislation); area-based delivery with key role for local
government and energy companies. Need to regulate private rented
sector
• Financing: pay as you save with some grants/subsidies to encourage
uptake amongst fuel poor and more generally

31. Key areas for policy strengthening
Encouraging a move to more carbon-efficient cars, including electric carsEncouraging a move to more carbon-efficient cars, including electric cars
Delivery mechanisms and incentives to improve energy efficiency of buildingsDelivery mechanisms and incentives to improve energy efficiency of buildings
New policies for the agriculture sectorNew policies for the agriculture sector
Incentives for investment in low carbon powerIncentives for investment in low carbon power
Electricity market reform
Carbon price floor
Emissions Performance Standard
Electricity market reform
Carbon price floor
Emissions Performance Standard
Simpler and more focussed research and innovation policy and fundingSimpler and more focussed research and innovation policy and funding

32. 32
● Introduction: 2050 target and carbon budgets
● June 2010: Ensuring a Low Carbon Recovery
● Building a Low Carbon Economy: the innovation challenge
● Evidence-based policy
● A key role for Universities

33. 33
A key role for Universities…
Evidence-based policyEvidence-based policy
AdvocacyAdvocacy
Targetted research and business supportTargetted research and business support
Graduates to deliver the low carbon economyGraduates to deliver the low carbon economy
Best practice in buildings and estatesBest practice in buildings and estates
Green innovation and entrepreneurshipGreen innovation and entrepreneurship

34. 34
● Scale of change over next 40 years – a career
● Low carbon finance: carbon prices, carbon tax, investment in a carbon and resource
constrained world, border taxes
● Travel, communications…
● The value of water – if water cost $1 a litre: the $180 coffee, $1000 T-shirt?
● New green industries, low carbon product strategy: electric cars, eco-buildings…
● Design for re-use
● Just in time? Low carbon logistics…
● New international partnerships, new supply chains
● New security threats
● New strategic resources and technologies…energy storage, Li, …
Graduates for a resource constrained world

35. 35
Universities are playing a key role…
Evidence-based policy: 7 out of 9 CCC members;
CSAs…
Evidence-based policy: 7 out of 9 CCC members;
CSAs…
Advocacy: Low Carbon Business Ambassador…Advocacy: Low Carbon Business Ambassador…
Targetted research and business support: CCS,
biofuels, energy storage, behaviour change,
Targetted research and business support: CCS,
biofuels, energy storage, behaviour change,
Graduates to deliver the low carbon economy:
sustainability; nuclear engineers; energy efficient
construction, green finance, low carbon leadership…
Graduates to deliver the low carbon economy:
sustainability; nuclear engineers; energy efficient
construction, green finance, low carbon leadership…
Best practice in buildings and estates: 10 in 10;
Salix fund; CHP developments, CRC...
Best practice in buildings and estates: 10 in 10;
Salix fund; CHP developments, CRC...
Green innovation and entrepreneurship: support to
SMEs, spinouts: Ceres Power, Solaveil…
Green innovation and entrepreneurship: support to
SMEs, spinouts: Ceres Power, Solaveil…

36. What do VCs want from Business
Schools?

37. 37
● Brand and prestige
● Income: premium product range, high margins – a significant
contributor to University costs
● Links with business and international collaborations
● Interdisciplinary enhancements: management and health, management in
engineering…
● Preparing graduates for management and leadership in a low
carbon/resource constrained world
● Innovation and entrepreneurship
● Strong input to university management and leadership
● Leadership on the low carbon agenda: sustainability, corporate social
responsibility, implications of low carbon finance
What do VCs want from Business Schools?

38. Friday, January 30, 2015 38
Bang Go the Quangos:
Responding to Concern, Cuts and
Competition
The continuing journey from business club via
academy to responsive higher education
and skills development
?

39. 39
• To provide an overview of the development of
university based business education and research
over the last 65 years
• To outline some of the pressures facing universities
and business schools in Great Britain
• To consider some of the possible responses to
these
pressures and challenges
Aims

40. Overview
1. Business education and research in the UK over the last 65 years
- Expansion
- Changing institutional types
- Standardisation
- Dignification
- Internationalisation
2. Current financial position
3. Pressures facing British business schools
– Concern
– Cuts
– Competition
– Changing demography
– Changing technology
4. Summary

41. Business education and research
in the UK over the last 65 years
From business club to academy.

42. Expansion
Business and Management Student Numbers (1994/95 to 2006/07)
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
1994/95
1995/96
1996/97
1997/98
1998/99
1999/00
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
Year
Number
Foundation
Undergraduate
Postgraduate
Doctoral
1 in 7 undergraduates, 1 in 5 postgraduate taught and 1 in 20
Doctoral students are in Business and Management.

43. Changing Institutional Types
Henley Bradford Cranfield
London Business School
Ashridge
Lancaster University
Management School
Strathclyde Graduate
School of Business
Manchester Polytechnic Nottingham Polytechnic Sheffield Polytechnic
Manchester Business
School
Middlesex
Polytechnic
1950s
1960 to 70s
1970s to 80s

44. Friday, January 30, 2015 Principal Lecturer Presentation 44
Warwick Imperial Said Judge
Roffey Park Templeton College University of
Buckingham
1980s to 1990s
1990s to 2000+
Changing Institutional Types

45. Standardisation
• CNAA Crick Report (1964)
• RSE (86 & 89) RAE (92, 96, 01 & 08) and REF (2013 or 14
possibly)
• AMBA Accreditation (1980s)
• AACSB Mission related assessment standards (1991)
• Times, Financial Times, Telegraph and Guardian league
tables (1990s)
• ESRC Recognised Training Status (1993)
• Teaching Quality Assessment (1994)
• EFMD EQUIS Accreditation (1998)
• QAA Subject Benchmark Statements (2000 and 2007)
• EFMD EPAS Accreditation (2006)
Business education and research has been standardised and
made more auditable over the last forty five years.

46. Dignification
Business and Management
S No %
Russell Group 1992 13 502.3 (24.7)
2001 17 670.7 (26.3)
2008 19 1,179 (35.3)
Other Pre-92 1992 25 832.9 (40.9)
2001 33 1,112.3 (43.5)
2008 33 1,448 (43.4)
New Universities 1992 43 701.2 (34.4)
2001 41 771.6 (30.2)
2008 38 711.0 (21.3)
The volume and concentration of business and management
studies research in Russell Group institutions has
increased over the last 16 years.

47. Internationalisation
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
China India Malaysia USA Hong Kong Pakistan Nigeria Taiw an Japan Thailand
2005
2010
2015
International students by country of origin
(actual 2005 and as forecast for 2015 in 2008).
Business and management headcount
60,000 non-EU undergraduates
40,000 non-EU postgraduates

48. Friday, January 30, 2015 Principal Lecturer Presentation 48
Current financial position
Turnover - 20 selected HEIs (‘000s) (2007-2009)

49. Friday, January 30, 2015 Principal Lecturer Presentation 49
Current financial position
Surplus - 20 selected HEIs (2007-2009)

50. Friday, January 30, 2015 Principal Lecturer Presentation 50
Current financial position
Debt as percent of turnover
- 20 selected HEIs (2007-2009)

51. Business education and research
in the UK over the next 5 years
Concern, cuts and competition.
?

52. Concern
Public concern about what is taught in business schools.

53. Concern
Quangos and other public institutions that will lose funding and may go

54. Cuts

55. ANNUAL COST TOTAL COST ADDITIONAL LIFETIME
EARNINGS
GOING TO UNIVERSITY
Proposed fee £6,000 £18,000
Living expenses £6,000 £18,000
Earnings forgone £10,000 £30,000
Totals £22,000 £66,000 £120,000
COMPARATORS
School pupil £6,250 £18,750 £0
Benefit payments £6,250 £18,750 £0
Job on minimum wage £10,000 £10,000 £0
Prison place £40,000 £120,000 -£50,000
State University in France €400 €1,600 ?
Grande Ecole in France €5,000-10,000 €15,000-€30,000 ?
State University in Germany €1,000 €3,000 ?
University in Spain €300-1,000 €900-3,000 ?
Cuts
UK to become one of the highest priced sites for HE in the world

56. Cuts
Restrictions on tier 1 work permits and tier 4 student visas

57. Competition
Then there is growing competition from private sector,
for profit and not for profit institutions and FE colleges
Rayat

58. Old model New model
Academics Teach 8 to 12 hours, Teach 18 to 22 hours
research 12 to 8 hours per week
per week.
Buildings Bought and built to house Endowed, leased or
activity in iconic space rented. Focus on ROCE
E-learning Variable and blended Comprehensive and supports
asynchronous study
Location Campus based City centric, good transport
connections and links
Overheads High 50% to 60% Low 20% to 30%
Pension Underfunded final Employee funded
salary scheme defined contribution
scheme
Price £7-10,000 per student £6,000 per student
Reputation Broad base REF related Narrow core FT and
Times related
Support 3 x 8 and 2 x 4 for 200 days 7 x 12 for 360 days
Competition
The new business models are challenging for established providers

59. Projected UK Population, aged 18-20,
2006-2020
Changing demography
The student population in the future is changing as well

60. Changing demography
Average age and highest qualification level in
the UK, like mainland Europe, is increasing.

61. Changing planet
And sustainability is the new triple bottom line
- people, planet and profit.

62. Changing technology
And as if that wasn’t enough, there is mobile learning,
research and working to contend with.

63. Friday, January 30, 2015 Presentation to Pakistanii Visitors Delegation 63Demonstrate contribution, cooperate or compete to improve cost
effectiveness and change the curriculum
So what is to be done?

64. • Demonstrate contribution – circa £8bn per annum
• Cooperate to save costs
- Focus on specific types of customer/student
- Benchmark activities
- Adopt leaner forms of working
- Consider shared services for estate, finance, human resources,
information technology, library and marketing.
- Rationalise and merge research and teaching activities in regional
and national confederations.
• Change the curriculum and research agenda to address
- Economic, social and environmental contribution
- Changing demography
- Changing technology
- Competition from lower cost providers
So what is to be done?

65. • The UK is a major HE provider – the second most popular
location for overseas students.
• Business education began as country club affair in the post
WWII period.
• Since 1960s there has been growth in a model of business
education based on academic US business schools and mass
teaching institutions.
• The US model in the UK is increasingly challenged by
– Concern about contribution
– Cuts in public spending
– Restrictions on immigration
– Competition from overseas and lower cost private providers
– Changing demography
– Changing planet
– Changing technology
Summary

66. • Several institutions are already in a difficult financial
position as a consequence of chasing rankings.
• New competitors have different business models which
operate at lower levels of unit cost.
• The demise of several quangos will reduce regulated
standardisation.
• Success will be achieved by those who identify and focus
effectively on specific student customer groups and offer
them something of high value at a sustainable price and
cost.
Summary

67. OverviewOverview
operating in different dimensions
super will power, alchemy
hypnotism, time travel
super multitasking
‘stab proof’ skin, able to see the future, through walls
invisibility, invincibility
diplomatic passport, legal immunity
Powers Deans Would LikePowers Deans Would Like

68. OverviewOverview
frustration, stress, uncertainty, autonomy, positioning, ‘money, morale
and movement’
income generation, quality, accreditations worthwhile?
faculty recruitment, employee relations, staff resistance to e-learning
financial targets, models, T v. R, transnational education
pricing, student recruitment, visa rules, consumerism, changing
student profile, learning experience, value proposition
‘get real’ for 2012
communicating and engaging with staff to influence changes
ChallengesChallenges

69. OverviewOverview
understand cost base, cut costs, deconstruct value chain, outsourcing,
opportunities for growth, scenario planning, lobbying.
radically review curriculum, innovating modes of delivery, work based
learning courses, new teaching technologies, ‘universities without
staff or buildings.’
teaching only contracts, voluntary severance notices, renegotiating legal
and psychological contracts.
valuing teaching more, reviewing workload models, redefining academic
careers and incentives.
greater collaboration across the faculty and the university, with overseas
partners, social networking with alumni
greater engagement with stakeholders, making the school more
distinctive with accreditations, professional recognition and rankings,
ensuring greater preparedness to change and differentiate the value
proposition.
Implementation NowImplementation Now

70. NeedsNeeds
lobby government and vice-chancellors more effectively
better access to the top table within universities
benchmarking, sharing data, mutual self-help
advice on fund raising
highlight the achievements of business schools
influence government policy directly

71. ABS 2010 Annual Conference
The Bologna Effect:
Developments in European
Higher Education
Dr Christian Yeomans
UK Higher Education International and
Europe Unit
www.europeunit.ac.uk www.international.ac.uk

72. Session overview
• UK HE International and Europe Unit
• Setting the scene – higher education
on centre stage in Europe
• The Bologna Process
• EU Education and Research
• Europe Unit Survey (2009
• Opportunities and challenges for the
UK HE sector 2010 onwards
2

73. UK HE Europe Unit
• Universities UK
• HE Funding Councils for England,
Scotland and Wales and DELNI
• GuildHE
• Quality Assurance Agency
4

74. Anniversary conference,
March 2010
 Ministerial anniversary conference,
11-12 March 2010
 David Lammy MP, Prof Colin Riordan,
(UK HE sector)
Anthony McClaran,
QAA;
Aaron Porter, NUS;
Separate Scottish
delegation
4

75. Key Bologna Process reforms
• Bachelor – Master – Doctoral cycles
(UK already uses this structure)
• Overarching Framework for Qualifications
of the EHEA (2005)
(UK HE qualifications frameworks self-certified)
• European Standards and Guidelines for
Quality Assurance in the EHEA
(Quality Assurance Agency – QAA)
5

76. Key Bologna Process reforms
• European Credit Transfer System (ECTS)
(Experience of using credit – NUCCATS, SCQF)
• Diploma Supplement
(New challenge – development of HEAR)
5

77. Bologna Process 2009-2012:
Leuven Communiqué
 Student mobility: in 2020, 20% of students graduating
in the European Higher Education Area should have had
a study or training period abroad
 Lifelong Learning: Ministers formally acknowledged
learning outcomes as the basis for recognition of formal
and informal learning.
 ‘Multidimensional transparency tools’: BFUG to
monitor development of classifications/typologies and
rankings of HEIs
 Expanding Bologna’s remit: to include additional policy
areas
 International dimension enhanced in 2009
6

78. EU 2020 Strategy - 1
• Replaces the Lisbon Agenda
• Main aims - universities are central to:
• exiting Europe from the economic crisis; and
• future international positioning
• Initiatives and consultations launched
this year will have long term impacts for
EU funding programmes
7

79. EU 2020 Strategy - 2
 Through the Strategy, the Commission
identifies three key drivers for growth:
1. smart growth - fostering knowledge,
innovation, education and digital society
2. sustainable growth - making production more
resource efficient while increasing
competitiveness… and
3. inclusive growth - raising participation in the
labour market and in education and training.
8

80. Research agenda in the EU
• Framework Programmes for Research and
Development (FP7: 2007-2013)
• UK sector policy position on the future of
European research:
• Strong support for the European Research
Council
• research excellence and capacity-building
• Sustainability of funding
• full-economic costing
Available at www.europeunit.ac.uk – in either,
English, German, French or Polish
9

81. Europe Unit Survey - 2009
To assess UK HEIs engagement in European
initiatives
- Diploma Supplement;
- Use of ECTS;
- Masters degrees;
- Mobility
- Institutional strategies and
responsibility for Bologna; and
Joint degrees.
22

82. Looking ahead in the UK –
priorities for the future
 Diploma Supplement
 European Credit Transfer and
Accumulation System
 2011 conference: ‘You , the EHEA
and the wider world’ 1 February
 Sustained engagement in the
Bologna Process
 European Research agenda

83. European Higher Education Area
- Opportunities for UK HE sector
• Greater student mobility
- joint degrees, credit points, qualifications
frameworks
• Recognition of qualifications
- for study and employment
• Attractiveness of European and UK
HE worldwide
• Influence on future of European HE
10

84. European Higher Education Area -
Challenges for UK HE sector
• Perception of UK qualifications in
the EHEA
- Need for visible ‘Bologna-compatibility’
- UK qualifications ‘lightweight’ in terms
of workload?
• Competition for EU and international
students
- Teaching through English
- Lower tuition fees
- More of a ‘Bologna’ degree?
11

85. Competition for international
students
Joint report with UK
HE International Unit
•France
•Germany
•Netherlands
•Poland
•Spain
•Switzerland
•Sweden
•United Kingdom
20
Available: www.europeunit.ac.uk

86. The UK HE Europe Unit
• For further information visit:
www.europeunit.ac.uk
• Or email:
christian.yeomans@europeunit.ac.uk
11

87. ALWAYS LEARNING
How can technology be an engine of
growth in the future of business
education?
RICHARD STAGG
PUBLISHING DIRECTOR
HIGHER & PROFESSIONAL
EDUCATION

89. “Five years from now on the web
for free you’ll be able to find
the best lectures in the world.
It will be better than any
single university.”
Bill Gates
Will technology be an
engine of growth or
disruption for business
schools?

90. PAST, PRESENT & FUTURE :
THE PEARSON PERSPECTIVE

91. PEARSON PAST, PRESENT & FUTURE :
THE WORLD’S LEADING EDUCATION COMPANY
2.6
2.3
2.0
1.7
1.4
1.2
0.9
0.9
0.9
0.5
0.4
0.4
0.3
Pearson 5.8
3.3
Education revenues, $bn
2008 data

92. PEARSON: SOME CLUES TO OUR FUTURE
Education | International | Technology

93. NEXT?
WHAT’S CHANGING
CUSTOMER DEMAND
BUSINESS EDUCATION
LEARNING TECHNOLOGIES

94. WHAT NEXT?
changing business customer expectations
“Learning is what
most people will
do for a living in
the 21st Century”
S.J Perelman
But how?
• More demand for learning
the more you know the faster you go
• More life-long learning
from classroom to boardroom
• More integrated, applied learning
from know what to know how
from case-based to practice-based
• More focussed on outcomes
learners as consumers
vocational choices

95. WHAT NEXT?
changing business customer expectations
“Let go of the cult of
rational analysis.
Soft skills are
actually the
currency of the
realm in these
times”
Financial Times, Business
Education.April 2010
• More soft-skills (with the hard analysis)
communication, coaching, collaboration,
creativity, character
• More fast and flexible learning
from place-based to everywhere
more step on and off points
shorter programmes, quick results
• More personalised learning
the learner takes control

96. WHAT NEXT?
changing business schools
• The challenge of growth
changing funding and fees landscapes
new competitors and alternatives
• Globalization (and looking East)
competing for international customers,
developing international curricula
competing or cooperating with global partners
• Building “soft” skills & context into courses
without losing the hard analysis
• Building flexible portfolios of programmes
- multiple levels, durations and locations

97. WHAT NEXT?
changing business schools
“There are
challenges …
but technology is
the key
facilitator”
Gabriel Hawawani, INSEAD
The Future of Business
Schools, JMD
• Teaching the next generation of student consumers
engaging them with stimulating learning
managing high expectations & diverse abilities
• Effective use of valuable faculty and resources
more efficient, more creative
• Extending reach – over time and space
growing beyond the core campus
serving new networks of lifelong learners
• Building reputation and brand
crafting a distinct learning experience

98. WHAT NEXT?
learning technologies are changing too
• MOBILE LEARNING
• SOCIAL NETWORKS:
SOCIAL LEARNING
• GAMING &VIRTUAL
WORLDS
• ANYTIME,ANYWHERE
LEARNING

99. WHAT NOW?
“The anecdotal evidence is very
strong that, in the US, the
smartest students don’t go to
lectures. There are just better
ways, better models, better
pedagogues.”
Don Tapscott
How technology can be
an engine of growth for
business schools

100. WHAT’S EFFECTIVE HERE?
IMPROVING BUSINESS EDUCATION
CONTENT
+ + +TECHNOLOGY SERVICESASSESSMENT
Online, all the time: personalised learning
and data-driven assessment

101. THE MYLAB STORY
“We couldn’t keep track of student
progress by setting home-work,
as marking 800 pieces of work is
simply too time-consuming .
There was no practical way of
giving feedback that would
actually benefit the students.”
“We have a significant number of
international students, for whom
English is not their first language
and they do struggle with keeping
up in lectures.”
a snapshot of technology in
action for business
education

102. MYLABS FOR THE LEARNER
Personalised study | Practice | Feedback

103. MYLABS FOR THE LEARNER
Engagement | Experience | Application

104. MYLABS FOR THE INSTRUCTOR
Teaching effectiveness | Assignment | Assessment

105. THE MYLAB STORY
IS IT WORKING?
“MyAccountingLab’s instant feedback holds the interest of a newer generation of
learners.As a learning tool, it not only indicates right or wrong but also shows
students why they didn’t get it right the first time and how to do it right”
“With so many students, an online resource that marks the assignments and gives
feedback was invaluable.”
“Some students are slower, and some are faster.With MAL neither group impedes
the class as a whole.They all get exactly what they need at their own pace.”
“Distance learning students don’t have the same access to me. MAL offers them
access to the resources and the ability to walk through a problem [Help Me
Solve This] immediately, at any hour.”
“MyEconLab gives professors more time to spend doing what we want to
do: teach”

106. MYLABS FOR THE BUSINESS SCHOOL
AN ENGINE FOR GROWTH?
• Higher student performance : lower drop-out rates
• Improved student experience and satisfaction
(key on assessment & feedback)
• Improved assimilation of international students into courses
• Faculty freed to teach and create higher-value learning experiences
• Better management of space and operating costs
• Increased reach; on and beyond campus
BUTTO BE REALLY EFFECTIVE …

107. THE MYLAB STORY
WHAT WE’RE LEARNING
. . . IT’S NOT ABOUT A PRODUCT
FOR THE EDUCATOR:
It’s all about behaviour.
What teaching and management challenges do you see?
FOR PEARSON:
It’s all about service and support
We’re learning where we can help

108. AND SO,A
PEARSON STRATEGY
• Using technology to personalize learning
• Using testing to help as well as measure learning
• Taking a more active role in teaching practice
• Being the world’s English teacher

109. PEARSON’S FUTURE IN BUSINESS EDUCATION?
“The driver of change has been the
management of educational
process, with testing and
assessment at its heart.
Pearson Education’s deals to act
as preferred supplier to a
number of UK schools marks
the point at which the vision
to deliver connected
content, management and
services is finally becoming
reality”
Outsell Insights 2010
• WE CAN HELPWITH…
• CURRICULUM CONTENT
• CUSTOM CONTENT
• QUALIFICATIONS
• LEARNING MANAGEMENT
• FORMATIVE ASSESSMENT
• HIGH-STAKES ASSESSMENT
• DISTANCE or FLEXIBLE LEARNING
• TEACHING with TECHNOLOGY
• PROFESSIONAL DEVELOPMENT
• DEEPER PARTNERSHIPS?

110. ALWAYS LEARNING
ANY QUESTIONS?
richard.stagg@pearson.com
RICHARD STAGG
PUBLISHING DIRECTOR
HIGHER & PROFESSIONAL
EDUCATION

111. Learning from our students…Learning from our students…
Clive Robertson
Steve Probert

112. AgendaAgenda
1. Surveys and League Tables: Indicators of quality?
2. NSS: what the results tell us
3. PTES: what the results tell us
4. Student Focus Group
5. Discussion
6. Action

113. “Statistically risible exercise in neoliberal populism”
An outsourced non-academic exercise, the outcomes
of which reflect annual student response rate on
“satisfaction” and institutional incentives and
inducements to respond.
Academics from University of Brighton, letter to THES 30.09.2010

114. “Part of the reason that we have put some effort into different
forms of assessment and feedback (discussed at length in
course management meetings) was to address specific
weaknesses which had been picked up in the NSS. Among
other things, we are much more rigorous than we were in the
past about calibrating marks for essay assignments, and giving
clear guidelines on what (say) 60% or 70% might mean. We’ve
also looked at ways of giving generic feedback to a group, on a
piece of coursework, sometimes even before we are ready to
release the final marks and individual feedback”
BMAF Key Contact September 2010

115. • “Our institution has made changes - especially to
encourage high completion rates of NSS (through
forms that look a bit like bribery). I suspect that on the
whole this encourages the non-complainers - so
scores increase - which is I guess why we do so!”
• “Clearly the NSS results create an agenda - as they
are used in performance reporting, as key
management metrics and in public debate. We react
to "poor scores" - though our degrees all get good /
better than average scores so the only thing we have
had to react to is "feedback" - which is nationwide I
believe one of the worst scores.”
BMAF Key Contacts September 2010

116. “Whether or not "reactions" are rational / economic or
in any sense to the real benefit of students' education
is a mute point. Feedback is a point in issue here as
though scores are low (relatively) we KNOW that
many students don't use the feedback we give. For
example if they get a grade on-line they often never
pick up the detailed comments sheets. So what does
the University suggest - that we provide audio
recorded feedback to all students - is this sensible /
economic etc? Doubtful as that will probably ignored
to - but it might help our scores!”
“It seems students were very upset by not getting a
"grade" - and that was all they really wanted to look
at - not to LEARN from feedback!”
• BMAF Key Contacts September 2010

117. What best predict a good-quality university education
are measures of “educational process” including:
class size, teaching staff, the effort students make,
and the quality and quantity of feedback
Prof Graham Gibbs
“Dimensions of Quality” HEA September 2010

118. • Data on university funding, research performance, reputation and
student entry grades – often used by newspaper league tables – are
poor indicators of quality but do serve to enhance reptation.
• Information about graduate earnings and employment tell applicants
little about the quality of education they can expect.
• NSS collects students’ views on feedback - but broader judgements
about whether teaching is “good” are “open to all kinds of subjective
variation in the interpretation of what “good” means.
Prof Graham Gibbs
“Dimensions of Quality”, HEA September 2010

119. • There is a potential gap between reputation and the quality of
the academic experience
• Many students will choose “reputation” …personal networks,
social recognition, employment premium
• Others choose where they are confident they will be taught
conscientiously, imaginatively and effectively
• We shouldn’t chase the fool’s gold of rankings based on the
latter. .. but continue to enhance the quality of teaching across all
institutions
Prof Sir David Watson, reported in THES

120. Analysis of 2009 NSS dataAnalysis of 2009 NSS data
Business and Administrative
Studies

121. Mean results for the main categories

122. Mean overall satisfaction of UK students

123. Teaching experience of UK students

124. Assessment and Feedback Experience of UK students

125. Academic Support Experience of UK students

126. The main areas of concern for UK students:
Teaching,
Assessment and Feedback
Academic Support

127. Results of International Students
responses to Business Degrees

128. Categorisation of International Students

129. Breakdown of results by International students
Teaching

130. Breakdown of results by International students
Assessment and Feedback

131. Breakdown of results by International students
Academic Support

132. Breakdown of results by International students
Organisation and Management

133. Breakdown of results by International students
Learning Resources

134. Breakdown of results by International students
Personal Development

135. International Students:
Analysis by category

136. International Student Experience
Teaching

137. International Student Experience
Assessment and Feedback

138. International Student Experience
Academic Support

139. International Student Experience
Organisation and Management

140. International Student Experience
Learning Resources

141. International Student Experience
Personal Development

142. International Student Experience
Overall Satisfaction

143. Postgraduate Taught Experience SurveyPostgraduate Taught Experience Survey
2010 saw the second full administration of PTES with
responses from a total of 32,638 students from 76 UK
higher education institutions (HEIs) (compared with
14,421 students from 30 HEIs in 2009).
The demographic profile of 2010 respondents is
broadly similar to that of 2009 respondents and of the
taught postgraduate population overall, evidenced by
HESA statistics
http://www.heacademy.ac.uk/resources/detail/ourwork/postgraduate/ptes_2010_final_report

144. The questions were structured in ten main sections:
Section A. Motivations
Section B. Quality of teaching and learning
Section C. Assessment and feedback
Section D. Dissertation
Section E. Organisation and management
Section F. Learning resources
Section G. Skills and personal development
Section H. Career and professional development
Section I. Overall satisfaction
Section J. Further comments

145. On the whole, taught postgraduate students were very positive about their
experiences:
For example, 85% [84%] agreed that their overall experience had met or
exceeded their expectations. This is a similar proportion to final-year
undergraduates and postgraduate research students, evidenced by the
2009 NSS and PRES results respectively.
Taught postgraduates said that their experiences met or exceeded their
expectations most strongly in terms of skills and personal development
(90% [89%] agreed), career and professional development (88% [86%]),
learning resources (87% [86%]) and quality of learning and teaching
(83% [82%]), and least strongly in terms of organisation and management
of the programme (76% [76%]) and assessment and feedback (75%
[74%]).

146. The top two motivational factors for taking a taught postgraduate
programme were considered to be to improve employment
prospects and to progress in their current career
path.
The most common reasons for studying on a taught postgraduate
programme at their particular institution were the location and the
reputation of the institution (each 39%),closely followed by the
institution’s reputation in the chosen subject area. Location of
institution has risen by 3% and from second ranking in 2009 to joint
first.

147. Taught postgraduate students rated the quality of their
teaching and learning and staff very highly, being most
positive (more than 80% agreement) about the
intellectual stimulation gained on the course; about staff
enthusiasm about what they were teaching, and about
Staff being good at explaining things.
But…a number of teaching and learning items were
rated lower in results for 2010 than in the previous year.

148. Students’ views on teaching and learning, and staff 2009, 2010Students’ views on teaching and learning, and staff 2009, 2010
• The course is intellectually stimulating 84% 83%
• Staff are enthusiastic about what they are teaching 83% 83%
• Staff are good at explaining things 83% 80%
• The teaching and learning methods are effective for this type of
• Programme 81% 79%
• Staff made the subject interesting 77% 76%
• I am happy with the teaching support I received from staff on my
• Course 71% 71%
• There is sufficient contact time (face to face and/or
virtual/online) between staff and students to support effective
learning 67% 68%

149. Students’ views on assessment and feedback, 2009, 2010Students’ views on assessment and feedback, 2009, 2010
• Assessment arrangements and marking have been fair 74%
72%
• The criteria used in marking have been made clear in advance
74% 71%
• I have received detailed comments (written or oral) on my work
68% 66%
• Feedback on my work has helped me clarify things I did not
understand 58% 58%
• Feedback on my work has been prompt 57% 57%
• I received feedback in time to allow me to improve my next
assignment 57% 56%

150. The three most common disciplines of respondents
were business and administrative studies (23.3%),
education (11.3%) and social studies (10.3%). These
hardly vary from the 2009 results.
The rest were widely distributed between many other
disciplines

151. Profile of respondents, by discipline, 2008, 2009, 2010Profile of respondents, by discipline, 2008, 2009, 2010
Overall, the 2010 PTES sample of respondents is broadly representative of the postgraduateOverall, the 2010 PTES sample of respondents is broadly representative of the postgraduate
taught student population across the UK and so findings paint a picturetaught student population across the UK and so findings paint a picture
that broadly reflects the views of taught postgraduate students across the UK.that broadly reflects the views of taught postgraduate students across the UK.
• Business and administrative studies 28.2% 23.2% 23.3%
• Social studies 9.2% 10.7% 10.3%
• Education 8.9% 12.0% 11.3%
• Subjects allied to medicine 8.2% 6.0% 7.7%
• Engineering and technology 8.0% 7.7% 6.9%
• Computer science 5.4% 3.0% 3.0%
• Biological sciences 4.9% 6.8% 7.3%
• Creative arts and design 4.7% 4.0% 4.7%
• Law 4.1% 5.4% 4.4%
• Architecture, building and planning 3.5% 2.7% 2.1%
• Languages 3.1% 4.2% 3.4%
• Historical and philosophical studies 3.0% 3.8% 3.3%
• Mass communications and documentation 2.6% 2.4% 3.3%
• Medicine and dentistry 2.3% 3.0% 3.2%
• Physical sciences 2.2% 2.0% 2.6%
• Mathematical sciences 0.8% 1.0% 0.8%
• Agriculture and related subjects 0.6% 0.3% 0.3%
• Combined 0.2% 1.6% 1.8%
• Veterinary science 0.1% 0.2% 0.3%

152. Just under two-thirds (63%, compared with 59% in
2009) of the students were self-funded, less than a fifth
(16%, compared with 20% for 2009) were funded by
their employer, and one in twelve (8%) in both 2009 and
2010) were funded by their institution, for example
through a bursary or scholarship.

153. Just under half (49%, compared with 55% in 2009) were
in paid employment at the time of the survey.
Of those who were in paid employment, two-thirds
(63%, compared with 69% in 2009) worked more than
30 hours in a typical week during term time, and one in
eight (12%, compared with 9% in 2009) worked up to
ten hours a week.

154. Summary of multiple regression analysisSummary of multiple regression analysis
Scales Beta Significant? Rank 2010 Rank 2009
• Teaching and learning 0.330 Yes (.000) 1 1
• Skills and personal development 0.176 Yes (.000) 2 2
• Career and professional development 0.133 Yes
(.000) 3 4
• Organisation and management 0.132 Yes (.000) 4 3
• Assessment and feedback 0.078 Yes (.000) 5 5
• Learning resources -0.061 Yes (.000) 6 7
• Dissertation 0.000 No (.957) 7 6

155. Student Focus Group, Oxford, October 2010Student Focus Group, Oxford, October 2010
11 students from 6 universities
Undergraduates, postgraduates, full time, part time, EU/UK and
International
1. Graduates with impact: Do you feel well prepared for developing a
successful career? How can universities make sure you are well prepared?
2. Better Teaching: How can we improve the learning experiences and
opportunities offered to our students?
3. Flexibility in Learning: What approaches to learning and assessment do
you prefer and why?

156. Graduates with ImpactGraduates with Impact
• Work experience
• Extra-curricular learning opportunities
• Working links with alumni
• On-going employer contributions to course
• Pro-active careers advice
• Working in multi-cultural groups
• Student engagement
• Independent learning
But, PDP not valued

157. We asked students what they thought the attributes ofWe asked students what they thought the attributes of
graduates should be.graduates should be.
• Reliability
• Honesty
• Ethical behaviour
• Confidence and self esteem
• Tenacity
• Respect for others
• Humility
• Reflective practice
• Appetite for learning, and learning skills
• Innovation and creativity
• Communication and interpersonal skills
• Technical skills
• Political awareness
• Pro-activity
• Passion
• Humour

158. Employers say:Employers say:
*Personal communication skills; using numbers, words
and technology; team-working, customer care…..
Also a “positive approach”, being ready to participate,
make suggestions and accept new ideas and
constructive criticism…
**Honesty and trustworthiness, commitment,
adaptability and accountability…
*Report from UK Commission for Employment which compares 20 published definitions and
found no agreement
** Recruitment company Reed surveyed 800 employers

159. Better teachingBetter teaching
• Less group work, unless explicitly to develop team-working skills
• Manage disruptive influences
• Smaller groups
• Less Powerpoint
• Legible handwriting
• Examples of successful assignments, so students know what is expected
• Regular “homework” and class tests
• Interactivity in lectures, less didactic
• Good staff/student relations
• Staff pro-active in encouraging learning
• Peer review
• “Challenge” meetings, Dragons’ Den, Debates
• Variety of teaching methods
• Relate theory to practice
• Opportunities to engage with employers and the work place
• Constructive feedback dialogue
• Contemporary issues in business
• Rewards for good teaching…

160. Flexible learningFlexible learning
• Social networking sites, texting, mobile phone apps, UTube –
not just VLE
• On-line lectures and podcasts
• Involve students in decisions on assignments and deadlines
• Student engagement with curriculum development
• Use “real life” contemporary case studies
• Simulations and role play
• Work-based learning
• Extra-curricular learning
• Independent learning