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A Framework for Higher Education in Scotland: Higher Education Review Phase 2


A Framework for Higher Education in Scotland: Higher Education Review Phase 2

Annex A

Terms of Reference

To identify how the Scottish Executive Enterprise and Lifelong Learning Department's investment in the delivery of higher education can most effectively maximise the personal, social and economic benefits of teaching and research over the medium to long term, and support a culture of challenge, innovation and partnership in and beyond Higher Education Institutions.

The review should have particular regard to:

  • the framework for relations between the Executive, the Scottish Higher Education Funding Council and Higher Education Institutions - as well as other relevant bodies in the field of lifelong learning;
  • SHEFC's performance and how that should be developed.


  • the contribution of higher education to the Scottish Executive's objectives for economic, social, cultural and personal development - with specific attention to changing demands for knowledge and skills; and the need to extend the opportunity to benefit from higher education to those groups who have been relatively excluded;
  • the need to constantly seek opportunities to develop and improve performance in teaching and research, to stimulate the transmission of knowledge to the wider community, and to be responsive to change;
  • the contribution which well managed and well motivated staff make to the provision of higher education; and
  • the need to make best use of the resources already being made available to the sector.

Annex B

Higher Education Institutions in Scotland funded by the Scottish Higher Education Funding Council

University of Aberdeen
University of Abertay Dundee
Bell College
University of Dundee
Edinburgh College of Art
University of Edinburgh
Glasgow Caledonian University
Glasgow School of Art
University of Glasgow
Heriot-Watt University
Napier University
The Open University in Scotland
University of Paisley
Queen Margaret University College
Robert Gordon University
Royal Scottish Academy of Music & Drama
University of St Andrews
University of Stirling
University of Strathclyde
UHI Millennium Institute

Annex C

Review of Higher Education in Scotland: the review process

The review of higher education in Scotland was launched October 2001 by the Minister for Enterprise, Transport and Lifelong Learning. The key themes of the review have been teaching and learning, research and knowledge transfer and management and governance.

Two public consultation papers issued, in October 2001 and April 2002. There were 62 responses received to the first paper and 83 to the second. Responses are available at: www.scotland.gov/who/elld/hereview.asp

The October paper focused on the performance of the Scottish Higher Education Funding Council. The resulting report on SHEFC is available at www.scotland.gov/who/elld/hereview.asp

The April paper, Shaping our Future, considered the external pressures for change, including demographic, economic and international pressures, and questioned what the priorities for Scotland should be for the next 5-10 years.

Work was also undertaken with a panel of experts. Five full day meetings of the Higher Education Review Advisory Panel were held during 2002, with each focusing on a key theme. A final half day meeting was held to agree the content of the Panel's report to the Minister.


  • 5 March - Governance and Management
  • 27 March - Teaching and Learning
  • 24 April - Research and Knowledge Transfer
  • 29 May - International Markets
  • 25 July - Governance and Government/HEI Relationships
  • 24 September - Panel's Report to the Minister

Each of the full day meetings also involved contributions from a variety of key stakeholders. The Panel's recommendations are listed at Annex D. The full report of the Advisory Panel can be found at www.scotland.gov.uk/who/elld/hereview.asp

In addition:

  • Officials met individually with all HE Principals, and with the Principals of those FE colleges which provide significant amounts of HE.
  • The Minister hosted discussions with HE Principals, FE Principals and individuals active in commercialisation.
  • Two workshops were held with school teachers involved with widening access.
  • A seminar on commercialisation was held in May 2002 followed up with meetings with HE commercialisation officers.

The Review also drew on evidence provided to and reports of the Enterprise and Lifelong Learning Committee in relation to higher education and lifelong learning more broadly.

Scottish Higher Education Review Advisory Panel Members

Mr George Borthwick CBE, Chair of Scottish Business in the Community and Former President of Ethicon Europe

Professor Vicki Bruce OBE, Vice Principal Research and Head of College (Humanities and Social Sciences), University of Edinburgh

Professor Duncan Maclennan CBE, Expert advisor to the review

Mr Roger McClure, Chief Executive, Scottish Funding Councils

Mr Ian Ritchie, Coppertop and Scottish Institute for Enterprise

Professor Peter Scott, Vice-Chancellor, Kingston University

Dr John Taylor OBE, Director General of Research Councils, Office of Science and Technology

Professor Mike Thorne, Vice-Chancellor, University of East London

Mr Charlie Woods, Senior Director of Knowledge Management, Scottish Enterprise

Ed Weeple, Head of Lifelong Learning Group, Scottish Executive (Chair)

Lucy Hunter, Head of Higher Education and Science Division, Scottish Executive

Representatives from the following organisations met with the Advisory Panel

  • National Union of Students, Scotland
  • Association of University Teachers (Scotland)
  • The Educational Institute of Scotland, University Lecturers' Association
  • The Committee of Chairs of University Courts
  • Universities Scotland
  • The Secretaries Group of Universities Scotland
  • Professor Michael Shattock
  • Scottish Education and Training (SE+T) (now EducationUKScotland)
  • Scottish Universities Research Policy Consortium
  • Quality Assurance Agency
  • Scottish Higher Education Funding Council
  • Scottish Science Advisory Committee

Annex D

Recommendations of the Higher Education Review Advisory Panel

External Drivers


System Drivers

(local and global)

1. The Panel strongly supports the process of dialogue now begun between the institutions and the Funding Council on working towards strategic coherence in the sector. The Panel believes that the sector can draw strength from diversity and that institutions should be encouraged to innovate and to develop their strengths and missions, but that diversity amongst institutions need not and should not be an obstacle to working towards achieving agreed national priorities. across the sector as a whole.

Strategic aims of SE, SHEFC and HEIs


skills needs

2. Institutions' capacity to anticipate, lead and respond effectively to external drivers for change will be critical to future success. The Funding Council should support institutions to develop that capacity. For example, the Panel particularly recognises the need to offer learners a greater degree of flexibility of provision in modes of delivery, use of IT including e-learning developments, short targeted courses and courses designed to meet the needs of employers and in-work learners, by offering continuous professional development and other lifelong learning opportunities.

Level of public funding

Funding mechanisms

(local and global)

3. For systems to be effective there must be an understanding of the motivations for behavioural change. Institutions should enhance the development and delivery of staff training and development particularly to increase leadership capacity at all levels. It may be sensible for institutions to collaborate more in this area.

Planning horizons and cycles/decision making

Demand for lifelong learning

4. The Executive and the Funding Council should investigate the sustainability of teaching infrastructure in the sector.

5. Institutions should, where there are clear reasons to do so such as scale, cost, quality enhancement, etc, collaborate and the Funding Council and institutions should consider the potential for this as a key issue within their strategic dialogue.

New technologies and pedagogical developments

Impacts of policies
(local, national and international

6. The Executive, Funding Council and institutions should work together to minimise any unintentional impacts of change that would adversely affect the operation of the sector.


(local and global)

7. The Executive, Funding Council and institutions must continue to work together to increase the proportion of learners accessing HE from under-represented groups. This will require all elements of the 'supply chain' to be understood and stimulated, in addition to input from providers in HE; e.g. pupils, parents, teachers, other potential learners and employers; and for the Executive to give careful consideration to setting appropriate targets.

Strategic aims of SE, SHEFC and HEIs

skills needs

8. Systems must encourage articulation between courses both between sectors and institutions, and HEIs and FECs should work together to identify and streamline routes between providers. Information must be provided on entry and exit points, transportable credits and qualifications, the accreditation of prior learning, fast tracking options and employment opportunities. To enhance the transparency of articulation routes, qualifications and routeways should be mapped onto the SCQF. The Funding Council should facilitate and support these developments.


Level of public funding

(local and global)

9. Institutions must have robust systems in place to ensure that courses are, and continue to be, relevant to the needs of learners and to the wider needs of the economy and society.

Funding mechanisms

Demand for lifelong learning

10. There is a need for more strategic branding and marketing of Scottish higher education in international markets - both in encouraging students to come here and in the provision of distance learning. The development of an international students' charter would highlight the distinctiveness of the Scottish sector and pledge a basic level of service and support students could expect when studying with a Scottish HEI which could provide a competitive edge when students make their choices. The sector should fully support the work of SE+T.

Planning horizons and cycles/decision making

New technologies and pedagogical developments

Impacts of policies
(local, national and international

11. The Scottish Executive and Funding Council should encourage institutions to promote the knowledge transfer and commercialisation of their research to realise its full potential for society and the economy.


Annex E

Papers received by the Higher Education Review Advisory Panel

Work commission from:

Professor M Shattock: Institutional Governance and Management; and The Roles of Chairs and Secretaries of Court

Osborne, M; Gallacher, J and Murphy, M: A Research Review of FE/HE Links

Papers received:

National Union of Students, Scotland: Submission to the Scottish Executive Review of Higher Education

National Union of Students, Scotland: Submission to the Enterprise and Lifelong Learning Committee of the Scottish Parliament Inquiry into Lifelong Learning

National Union of Students, Scotland: Submission to the Scottish Higher Education Funding Council; Strategic Issues in Higher Education

National Union of Students, Scotland: Funding for the Future; Funding Teaching in Higher Education

Association of University Teachers (Scotland): Initial Submission to the Strategic Review of Scottish higher education

Association of University Teachers (Scotland): Paper for review panel meeting of 5 March 2002

The Educational Institute of Scotland, University Lecturers' Association: Submission to the Scottish Executive Review of Higher Education

The Educational Institute of Scotland, University Lecturers' Association: Report compiled by Bathie, D; Burns, A & Burns, P. Department of Management and Marketing, University of Paisley: Electronic Technology in Higher Education May 2000

Committee of Chairmen of Scottish Higher Education Institutions: Review of Higher Education

Universities Scotland: Response to First Consultation Paper

Universities Scotland: Review of Scottish higher education: an overview

Secretaries of Scottish Higher Education Institutions: Scottish Higher Education Review: Response to the First Consultation Paper

Secretaries of Scottish Higher Education Institutions: additional submission to the Higher Education Review Panel

Brenda Morgan-Klein, Institute of Education, University of Stirling: Social Inclusion and Higher Education: Widening the Debate, (October 2000)

Andrew Hannan, Faculty of Arts & Education, University of Plymouth: Changing Higher Education: teaching learning and institutional cultures (October 2000)

Scottish Universities Research Policy Consortium: Strategic Decision-Making on Investment in Research Infrastructure - Project Overview (July 2002)

Scottish Higher Education Funding Council: RAE outcomes: trends over time

Scottish Executive: Background Paper on Participation (March 2002)

Scottish Executive: Background Paper on International Students (March 2002)

Scottish Executive: Science Expenditure in Scotland (April 2002)

Scottish Executive: Intellectual Property and Commercialisation (August 2001)

Scottish Executive: Scottish Science Advisory Committee (April 2002)

Scottish Enterprise/Scottish Higher Education Funding Council: Report on Research and Knowledge Transfer (March 2002)

Scottish Executive: Summary of the UK Higher Education Business Interaction Survey 1999-2000 (2001)

Scottish Executive: Report on the Commercialisation Seminar of 30 May (July 2002)

The Roberts Review: The Supply of People with Science, Technology, Engineering and Mathematical skills HM Treasury (April 2002)