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HE needs a better understanding of the context within which HE is delivered in FE institutions Similarly, FE needs to understand the context within which HE institutions operate Identification of the role of the LTSN in progressing ways of academic understandingn*  .    Project Aims   To establish the scale and scope of HE provision in FE colleges in England within the subject areas of Hospitality, Leisure, Sport and Tourism To formalise the process of establishing a two-way dialogue between the LTSN and its HE subject communities and the staff of FEIs involved in the delivery of a substantial HE portfolio in HLS&T To identify the needs of FE staff and identify and disseminate examples of good practice in peer assessed priority areas of learning and teaching for HE in FELn n nb  0  ;   Q Process Appointment of a post-doctoral Senior Research Associate Desk Research to attempt to establish the scale and scope of provision In-depth Interviews with a sample of FE Colleges in England Future Survey to quantify and add breadth to the qualitative process Dnn R Desk Research: Results To date, an indicative dataset has been established by combining a number of sources of data, which provides an estimate of HE provision in FE colleges in England Hospitality 82 FE providers Leisure 118 FE providers Sport 65 FE providers Tourism 100 FE providersnmn *   S   T In-depth Interviews: Results XProvision the level and extent of provision varied between FEIs courses ranged from being independent or franchised to  true partnerships funding and the relationship with the designated HEI appeared to be a key element within this many FEIs were fairly new to HE provision within the subject areas@ n#n "b:  }  .  : U TResources generally, small student cohorts were reported. Only 1 FEI had a critical mass of students. small numbers of full-time staff appear to be involved in the management and delivery of HE programmes. Rarely are such staff  exclusive to HE teaching FEIs appeared to be highly dependent on the use of part-time lecturers to address specialist areas different arrangements around accessing learning resources at HE partner institutions resources, such as books, videos and IT software were found to be difficult to fund, especially for small cohortsL n!n  F@    ' V Learning & Teaching the incorporation of work-based learning varied between FEIs, from those that followed  standard IWE programmes to those utilising student experiences in the (paid) workplace to acknowledge prior work experience field trips and industrial visits are seen as important but funding, teaching cover and childcare costs are issues key influence of  casual lecturing staff in some cases, awarding bodies at HE level are deemed to have less influence to those at FE level Lnn bK  %      [ 8 all FEIs had experience of peer assessment, which was felt to be a great strength well established internal verification procedures are in place to deal with quality issues, although plagiarism and EO were felt to be areas that required input from HEIs setting appropriate HE assessment criteria is problematic >n8n6b    /  < W Recruitment, Retention & Progression retention was not reported to be such an issue - the problem is recruitment, due to competition from local HEIs and a lack of money to recruit nationally and internationally generally, students were felt to be well prepared for progression into a HE environment, although it did beg the question  What are the students being prepared for? Educational progression or employment? linked to top-up programme - motive of HEI? only a few FEIs had considered foundation degrees in the 4 subjects, which they feel they are better placed than universities to deliver L%n3n$0b  2     } \+FEI Staff Perceptions of HE delivered in FE,,+  ) HE delivered in FEI - strengths: flexible delivery peer observation pastoral care support and guidance skill providers specialist industry knowledgeN!ntn t*    HE delivered in FEI - weaknesses: resourcing low image status in HE market place gaining a critical mass lack of time, money, expertise for appropriate research academic standard of lecturers lack of a  HE cultureT"nn F      Y f What can HE learn from FEIs? more support and awareness of HE in FE establish basis for collaboration by recognition of strengths access to subject expertise during course design Role of LTSN22 those that knew of it thought it was for HE staff only, therefore not relevant to them! Changing the mindset of those in HE about those in FE, and vice versa(nnnn    b       Z%Key Messages: Understanding HE in FE ,&$ & 6Substantial and dynamic HE provision in FEIs in the 4 subject areas FE context is different to HE context demand driven financial imperative e.g.: decisions on direct funding as opposed to university franchise top-slicing small groups, individual tutoring, non-traditional students casualisation of lecturing LknnD&F'     ]  Possible future actions for the HE/FE project & LTSN22 share findings with the 2 other subject networks involved in HE/FE projects facilitate better understanding of the 2 contexts through regional seminars to bring the 2  tribes together provide e-learning resources on HE processes and practices for part-time hourly-paid staff issues to be addressed in conjunction with professional bodies and subject associations the practice of HEIs in validating franchises in subjects not present in HEI portfolio negotiations with FEI management on staff hours and recognition for HE workt8nlnn6(k~0  |  4    7 _  Final Consideration: Is this situation unique to Hospitality, Leisure, Sport & Tourism or is it identifiable within other subject communities where HE course are delivered in FE environments?Rnn( /8"#a ` `Y/}շy}T܉>` }A`ev%` 3.@QfO` z/>JŔ{vfi` z|/` 30`ZƺU}w^` ǵ/^?5ҥɨƅq` ?;fg)}ݑ?w>?" dd@(?" dd@   P " F@ d` n?" dd@   @@``PR    @ ` ` p>> \\== \(  WT   "  Nod "Z @   Hr "~ @   3 ru? @?" @ 3\ P  "P*\   "%b yC C  # "kd\ yC C    "yC C     3 0e0e  ?BC DE0Frַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||  3o=PF/Q\husSI7%Gv T"=X]"!# i:\y- Q3u],I#}cE'#_ ;[! wO b} >    i 4  y [U =& .`5  %5DI]zsD  7[ yQaLIFW]gw 9 a s B   v _ = 7 GS_~hEebMOA5+Q'8GVb/qaAq1Z 'QC#bo|MxurPt-]F]9(s!O5'3?]iu}q{`yHjA]:P@;G-NWk  +JbyIeWsT'sg[Zkg=t -crgik=CwdWJ<3y*M&!g )3o@                                                                                         `S"EC C    3 0e0e  ?BaCDEFַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||^*(]_a<)tU3c F q @+Ji~TwpzN?RtZ0Ad(Y Y/DYBj+\ |%-AeizmmVE4 >cpn}3y j[A}qhe"gkro'ypJ.Cv#4-EI`cd}hYL?&~cH!oCNXK=kwonmDi"Nx@Zt'U)H+;9pt@                                                      `S"yx 2   N?ַ?"`     3 0e0e  ?B C DEpF2ַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E|| Z-UZo-'< ZKiN=- @         `S"# -    3 0e0e  ?BCTDE|F6ַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||d> qW=;-1]'5K!aU~l.lFTM<TP;&d@          `S"p 9   3 0e0e  ?BC.DEpF2ַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||w"B*'2 7BM`lx6cht`L.('t; @         `S"l    3 0e0e  ?BCDEpF2ַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||=-3S bo|(=zRejE%E%+sG^M=@         `S"s52  3 0e0e  ?BCDEpF2ַ@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||N6% ~`B ,^x,U 2[rztbPf)N@         `S". $n  0A?"ZGn  0A?"Gn  0A?"0Pn  0A?"@n  0A?"n  0A?"`n  0A?"n  0A?"& \ PZ  "PZn  0A?"n  0A?"@gn  0A?"0n  0A?"Zwn  0A?" jn   0A?"n ! 0A?"Zn " 0A?"p0 * n # 0A?":W n $ 0A?" :G n % 0A?"  n & 0A?"pp*'n ' 0A?"P g n ( 0A?" : n ) 0A?"p * n * 0A?"P :n + 0A?" n , 0A?":n - 0A?"@p'. . 3 0e0e  ?BCDELF.F5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||t5=zp`~8*vVt@     ` *H!*5H*^IS"  / 3 z0e0e  ?BCDE,F62@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E|| nD@`S" l 0  .BC DE$Fnv2 @II&sj"*}L8-;I5=dGQZwOj(_Tr7, | | B  "  Q  p & 6VvYo^q8V&s48@                        `"> 1  0e0e  ?BiC`DEF>[A@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||%%}e )_0_7MfMMQ_Hmaz`UJ Y"49Fi^kS @            `kimonopat1S" 2  0e0e  ?B@Cl DEtF6[A@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||*=BzsjF Kxn#%@@ %l   h& ,~V+ *=@         `kimonopat1S"I y  3  0e0e  ?B=CDE\F.@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||E?e~x%@}M='=zwA`D%E?@       `S"M4x 4 c :BkC@DEDF&F.6@)1B[_zkqD..@     ` *H!*5H*^I"@D 5  BkC@DEDF&2@.6@)1B[_zkqD..@     `"IAD 6 C ?F? *H!*5H*^I"[ @ B 7  0e0e  ?BCzDEFF2@5%8c8c     ?1d0u0@Ty2 NP'p<'pA)BCD|E||++e_E^mULG1BayY9 *AXe u .ATnZ1)t?)XerxqyFzke $@              `S"Ts 8 s ZX?G_d? 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Oh+'0Q px    $,Slide 1Griffith UniversityKimonoh David Gaddi83iMicrosoft PowerPointP@h2@@Q@x@J@rGPg  P('& &&#TNPP 2OMi & TNPP &&TNPP     'A x(xʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___www<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<ʯ_B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B_______B______?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)r!Pictures".Current User>SummaryInformation(RPowerPoint Document(=DocumentSummaryInformation8Microsoft Word Documentb/ 0DArialNew Rol[b\bbv 0b( 0"DTimes New Roman\bbv 0b( 0 ` .  @n?" dd@  @@`` XP`>> **//21 5 ,,>> >>,, >> 6U   '(  .2468   ?2$w8'\b'6b$jUbƉ!u]"'2$ٓ`/tCpJu) 0AA@823g42d2dv 0bpppp@  <4BdBdb 0bbg4%d%dv 0bp p2<4!d!d` 0b\buʚ;2Nʚ;<4ddddb{ 0bb 0___PPT10 ppx ___PPT9Z R ^nTAdެ\'I+SMPNG  IHDRL4PLTEc{1sB{)ZR9{!kcRJ1cZRB{1{!sRkBBZ9{)1kcsk{{J{RsJkck9{s{{{sskcZkcZRRJ{{sssskkccccZZRRRRJJRZJR{ SbKGDH cmPPJCmp0712HsYIDAT(SQR0YH;&K)q,k :sn{dby뻺/ YNLY^Ё/)L| ]5Dt#: #cYl5Br?5TKkr&"+>hʻʙLix{vζ5t!WšQ3Dήwkz*9,-`tL,j6IPʇ북v]I&#=ѫܻ>i{F9*ʇ?[yMAMg'\t8WY|`CǓϗU=` P&_<.ccT)?t7^7:8px9Xa;9IENDB`~ntﱔpm ]1="PNG  IHDRL4PLTE{ckJZ1R!JksRkBc9R!JB{ZkBc1Z)Z!RRJJcsJc1Z!J{RsBk9Rkc)ZZsBs9k1kcZR{Js9c!Zccs1kZJs)RB{9s!c{1skJB{)ZR9{!kcJ1cZBsR bKGDH cmPPJCmp0712HsyIDAT(S     "#n0E &@Q@-mw7T6TŌm(Ya^̜{ gO]Hv ) eá% Aj.AuOlSx,L_dR ީ;|9ec^ڴB2NbTU8pX#*deQ7IraFx[қm\)G\QyG oHZ,\] ضmc>u kۊvs,AaEeARJ.Fl6Rys$ 2}̘DOsMf5'$bB%[uG]IKU׊ XEAVY#>]]:$Ln,%b{XY>4KIENDB` ^nT|$0ֻ$<EhPNG  IHDRL4PLTE~~~~~~~}}}}}||||{{{{{~{}zzyyyyyyxyxxxxwwwwwwvvvvvvvvv|uuuuu{uzttttsrsssxrrrrrrryqqqwqxqwpqpppwpwoooonnnmnqmmmqmtlllllsltkkkkknkkjjjjiiiihhhhhkggggfffmeeemddddcdcccgckbbaaaaaaai``____^^^^]]]]]a]f\\\c\e[[[[ZZZ^ZZZcZdYYYcXXWWWWWWVVUUUUUUUUTTTTTXT^SSSWSSSWRRR\R\QQQQPPPPOOOONNMMMNMMMVLLLMLLLKLPLWKKKKJJJKJJIIIII~THHHHGGGGDIB~GB|LB{NB{LA{N@{J@zL?{J?{I?zI>zH>yKTaȚFiD ^7ˁ33iuugspF !5 |JXi! +}v)oͭ,G/e+j~l#T)!f.J4Z@,N} FbHBQ\2gRRr0LSb :xPYUF68 d?VW 0$ 3>M\PIENDB`?  %O =3Hospitality, Leisure, Sport & Tourism: Higher Education Delivered in Further Education Colleges in England Dr Claire Haven Professor David Botterill Welsh School of Hospitality, Tourism & Leisure Management University of Wales Institute, Cardiff Dj .   b  ^Context& ..   HE needs a better understanding of the context within which HE is delivered in FE institutions Similarly, FE needs to understand the context within which HE institutions operate Identification of the role of the LTSN in progressing ways of academic understandingn*  .    Project Aims   To establish the scale and scope of HE provision in FE colleges in England within the subject areas of Hospitality, Leisure, Sport and Tourism To formalise the process of establishing a two-way dialogue between the LTSN and its HE subject communities and the staff of FEIs involved in the delivery of a substantial HE portfolio in HLS&T To identify the needs of FE staff and identify and disseminate examples of good practice in peer assessed priority areas of learning and teaching for HE in FELn n nb  0  ;   Q Process Appointment of a post-doctoral Senior Research Associate Desk Research to attempt to establish the scale and scope of provision In-depth Interviews with a sample of FE Colleges in England Future Survey to quantify and add breadth to the qualitative process Dnn R Desk Research: Results To date, an indicative dataset has been established by combining a number of sources of data, which provides an estimate of HE provision in FE colleges in England Hospitality 82 FE providers Leisure 118 FE providers Sport 65 FE providers Tourism 100 FE providersnmn *   S   T In-depth Interviews: Results XProvision the level and extent of provision varied between FEIs courses ranged from being independent or franchised to  true partnerships funding and the relationship with the designated HEI appeared to be a key element within this many FEIs were fairly new to HE provision within the subject areas> n#n "b:  }  .  : U TResources generally, small student cohorts were reported. Only 1 FEI had a critical mass of students. small numbers of full-time staff appear to be involved in the management and delivery of HE programmes. Rarely are such staff  exclusive to HE teaching FEIs appeared to be highly dependent on the use of part-time lecturers to address specialist areas different arrangements around accessing learning resources at HE partner institutions resources, such as books, videos and IT software were found to be difficult to fund, especially for small cohortsL n!n  F@    ' V Learning & Teaching the incorporation of work-based learning varied between FEIs, from those that followed  standard IWE programmes to those utilising student experiences in the (paid) workplace to acknowledge prior work experience field trips and industrial visits are seen as important but funding, teaching cover and childcare costs are issues key influence of  casual lecturing staff in some cases, awarding bodies at HE level are deemed to have less influence to those at FE level JnnbK  %      [ 8 all FEIs had experience of peer assessment, which was felt to be a great strength well established internal verification procedures are in place to deal with quality issues, although plagiarism and EO were felt to be areas that required input from HEIs setting appropriate HE assessment criteria is problematic >n8n6b    /  < W Recruitment, Retention & Progression retention was not reported to be such an issue - the problem is recruitment, due to competition from local HEIs and a lack of money to recruit nationally and internationally generally, students were felt to be well prepared for progression into a HE environment, although it did beg the question  What are the students being prepared for? Educational progression or employment? linked to top-up programme - motive of HEI? only a few FEIs had considered foundation degrees in the 4 subjects, which they feel they are better placed than universities to deliver L%n3n$0b  2     } \+FEI Staff Perceptions of HE delivered in FE,,+  ) HE delivered in FEI - strengths: flexible delivery peer observation pastoral care support and guidance skill providers specialist industry knowledgeN!ntn t*    HE delivered in FEI - weaknesses: resourcing low image status in HE market place gaining a critical mass lack of time, money, expertise for appropriate research academic standard of lecturers lack of a  HE cultureT"nn F      Y f What can HE learn from FEIs? more support and awareness of HE in FE establish basis for collaboration by recognition of strengths access to subject expertise during course design Role of LTSN22 those that knew of it thought it was for HE staff only, therefore not relevant to them! Changing the mindset of those in HE about those in FE, and vice versa(nnnn    b       Z%Key Messages: Understanding HE in FE ,&$ & 6Substantial and dynamic HE provision in FEIs in the 4 subject areas FE context is different to HE context demand driven financial imperative e.g.: decisions on direct funding as opposed to university franchise top-slicing small groups, individual tutoring, non-traditional students casualisation of lecturing LknnD&F'     ]  Possible future actions for the HE/FE project & LTSN22 share findings with the 2 other subject networks involved in HE/FE projects facilitate better understanding of the 2 contexts through regional seminars to bring the 2  tribes together provide e-learning resources on HE processes and practices for part-time hourly-paid staff issues to be addressed in conjunction with professional bodies and subject associations the practice of HEIs in validating franchises in subjects not present in HEI portfolio negotiations with FEI management on staff hours and recognition for HE workr8nlnn6(k~0  |  4    7 _  Final Consideration: Is this situation unique to Hospitality, Leisure, Sport & Tourism or is it identifiable within other subject communities where HE courses are delivered in FE environments?Rnn(  /8"# 2 F>`( Z   S : <$ 0  H  0޽h ? 3.@QfOr6C_c C_  ՜.+,0     On-screen ShowGriffith University=\ ArialTimes New RomanKimonoMicrosoft Word DocumentHospitality, Leisure, Sport & Tourism: Higher Education Delivered in Further Education Colleges in England Dr Claire Haven Professor David Botterill Welsh School of Hospitality, Tourism & Leisure Management University of Wales Institute, Cardiff Context.. Project AimsProcessDesk Research: ResultsPowerPoint PresentationIn-depth Interviews: ResultsPowerPoint PresentationPowerPoint PresentationPowerPoint PresentationPowerPoint Presentation,FEI Staff Perceptions of HE delivered in FEPowerPoint Presentation&Key Messages: Understanding HE in FE PowerPoint PresentationPowerPoint Presentation  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles"_ David GaddDavid Gadd