HEFCE closed at the end of March 2018. The information on this website is historical and is no longer maintained.
The HEFCE domain - www.hefce.ac.uk - will continue to function until September 2018. At this point we will close the site entirely and all its information will only be available from the National Web Archive.
We welcome the report’s recognition that HEFCE has raised the profile and importance of teaching and learning within universities and colleges, and the identification of the National Student Survey as a key contributor to this.
The report shines a useful light on aspects of HEFCE’s teaching and learning enhancement role, but deliberately does not attempt a comprehensive overview. This necessarily limits its scale and scope. We will consider it alongside other evaluations on this topic.
The report highlights the desirability of a more strategic approach to enhancement, and we agree with this. In developing this approach, we will continue to work to support autonomous institutions and agencies, rather than work directly with university teaching staff. As a public body, we will respond to inevitable and legitimate changes to government policy priorities as well as balancing the views of universities and colleges alongside the very best academic and professional input on new enhancement directions.
We agree with the report’s emphasis on the importance of evaluation and on ensuring coherence between different initiatives. We are also committed, where appropriate, to developing multi-agency and multi-level approaches, as in the case of the Changing the Learning Landscape programme highlighted in the report.
Our university and college teaching is much-admired internationally. HEFCE wants to play a key role in further enhancing teaching quality and stimulating innovation in a changing higher education and technology context. We will reflect carefully on the report as we develop our enhancement activities during the coming year.
Read the Higher Education Academy report: 'The role of HEFCE in teaching and learning enhancement: a review of evaluative evidence'