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https://www.qaa.ac.uk/docs/qaa/quality-code/contact-hours-guidance.pdf?sfvrsn=cc45f981_8
by the Higher Education Funding Council for England (HEFCE) supported these findings2. This new guidance has been produced as a result of these developments (for more information see Appendix 1). It is intended to act as a guide to higher education institutions, to support them in communicating information about contact hours to prospective and
https://www.gov.uk/government/organisations/higher-education-funding-council-for-england
The Higher Education Funding Council for England (HEFCE) distributed public money for teaching and research to universities and colleges. It closed on 1 April 2018.
https://blogs.shu.ac.uk/quality/files/2015/11/Contact-Hours-Policy.pdf
'Contact hours' have been a talisman for some time for politicians keen to castigate universities for not providing “value for money”. This has resulted in the Key Information Set and the grant letter to HEFCE from BIS published on 4th March 2016, makes reference to the inclusion of teaching intensity/contact hours in future metrics
https://www.officeforstudents.org.uk/media/1132/measuring-teaching-intensity-guidance-for-providers.pdf
[email protected]. 2 Key points 1. The teaching intensity metric is designed to measure the teaching time provided per ... perceptions of the adequacy of contact time is included as part of the metric. Quantitative information that students supply about the number of teaching hours they receive will not be included in the metric; only their ...
https://microsites.bournemouth.ac.uk/globalbuzz/2016/03/07/biss-grant-letter-to-hefce/
‘We would particularly value HEFCE’s advice to consider options around future data requirements and potential future metrics. In particular, we would be grateful if HEFCE could look into the two issues of (a) the contractual status of academic staff and (b) teaching intensity/weighted contact hours across different subjects.
https://www.heacademy.ac.uk/sites/default/files/resources/What_works_final_report.pdf
number of contact hours with tutors (Docherty, 2011). Indeed, the NUS/HSBC survey (NUS Connect, 2010) found that 65% (n=2,511) of students surveyed said they would have ‘even higher expectations of their experience at university’ as a result of a rise in fees. Further possible consequences of
https://www.officeforstudents.org.uk/media/1133/tef_subject_pilot_briefing_slides.pdf
• HEFCE will identify subjects by mapping JACS and LDCS to the HECoS hierarchy ... • data at course or module level on the contact hours provided, weighted by staff-student ratios • information about placements, field work and e-learning Note: part-time provision will be out of scope.
https://www.heacademy.ac.uk/contact-hours-metric-teaching-quality
Last reviewed: November 2016 HEA Position There is a consumerist attitude underlying student grievances, underpinned by legitimate concerns around levels of tuition fee debt and post-graduate competition for employment, which leads many to mistakenly equate ‘more contact hours with ‘better’ teaching and value for money.
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