HEFCE is supporting projects from a broad range of higher education institutions and further education colleges across England. These projects have successfully bid for up to £50,000 each from the Catalyst Fund to develop innovations in learning and teaching for either undergraduate or postgraduate taught provision.
The projects will develop and evaluate small-scale, experimental innovations with specific cohorts of learners. Projects will run for a period of 18 months.
Active student engagement is a key aspect of the projects’ approach. The projects address a wide variety of themes including learning analytics, interdisciplinary learning, academic and employability skills, peer-assisted learning, assessment and student co-creation of learning resources.
A total of 139 bids were assessed, with advice from the Higher Education Academy, Jisc, and a student representative, to ensure that the selected projects would fully engage students in the innovation as leaders and co-creators, as well as demonstrating a clear and robust approach to project management, methodology and evaluation.
HEFCE will work with the projects to support their networking, evaluation and dissemination, so that the innovations and lessons learnt are shared with other providers across the whole higher education sector.
HEFCE’s Chief Executive, Madeleine Atkins, said:
‘We were delighted by the level of interest from universities and colleges in developing new ways of working and are pleased to be funding such an exciting range of learning and teaching innovations. We look forward to working with the project organisations to share the lessons across the sector’.
1. The projects have been funded by HEFCE’s Catalyst Fund, which aims to drive innovation in the higher education sector, enhance excellence and efficiency in higher education, and support innovative solutions. The projects reported here are funded under Call A of the ‘Innovations in learning and teaching, and addressing barriers to student success’ strand of the fund, detailed in HEFCE Circular letter 20/2016.