Resources

This page contains Position Papers that have been published by the HLST Network.

Assessment Standards in HLST Position Paper (Buckley Group) (87kb .doc) 
This position paper is the outcome of an Assessment Standards workshop, facilitated by Dr Chris Rust of the ASKe CETL and Senior Fellow of the HE Academy, which took place at Oxford Brookes University in November 2010. The workshop discuss the characteristics of final year (level six) assignments assessed at the threshold of first class work in HLST programmes. More Information on the Workshop.

Second Assessment Standards (Buckley Group) Workshop Position Paper(41kb .pdf)
This position paper is the outcome of the Buckley Group Assessment Standards workshop held at Oxford Brookes University on July 1st 2010. The workshop built on the process and outcomes of the first workshop and this time focused on threshold standards and involved a number of tutors marking work at around a marginal pass standard.

Third Assessment Standards Workshop Position Paper (92kb .pdf)
This position paper is the outcome of the workshop which took place at Oxford Brookes University on 5th April 2011. During the workshop delegates considered the differences between dissertations awarded a 2.1 grade and those awarded a 2.2 grade. They also discussed these differences with a group of students who had recently completed dissertations. 

Research Excellence Framework Position Paper (89kb .pdf)
This position paper, written by HLST Associate Director Prof David Botterill, is the outcome of a review into the responces of the Subject Associations in the HLST subjects grouping to the consultation on the Research Excellence Framework(REF). It considers the possible impact of the REF on research in hospitality, leisure, sport and tourism, the teaching/research nexus, and the "visibility" of research in our subject areas.

14-19 Diploma: Implications for HE Position Paper (81kb .doc)
This position paper was produced to publicise the outcomes of the 14-19 Diploma Think Tank event which took place at Oxford Brookes University on 28 April 2010. The purpose of this event was to provide a forum for identifying and discussing key issues and questions facing higher education from the development of the new 14-19 Diplomas. The initiative to offer a new qualification at level three has implications for higher education in relation to curricula, learning and teaching methods and progression. 22 invited delegates attended the event and comprised academics from a range of UK universities together with representatives of several Sector Skills Councils and UCAS.

Lifelong Learning Networks Position Paper (210kb .pdf)
Lifelong Learning Networks (LLNs), established regionally across England and funded by HEFCE, were established to develop and promote developmental opportunities for vocational learners as their careers develop. They involved partnerships between Further Education Colleges, Universities and other relevant agencies. HLST asked Jan Wise, who has first hand experience of working in an LLN, to review the work undertaken by LLNs which relates to the HLST subject grouping and related subjects. Her report reflects a range of interesting activity, a number of important achievements, but questions the long term impact of LLN work now that funding has ceased.

HEFCE has also published a Summative Evaluation of the Lifelong Learning Network programme by SQW that identifies sustainability as a critical issue when considering the longer-term impact of the LLN programme.

Academic Integrity Position Paper (76kb .pdf)
This position paper is the outcome of a workshop on academic integrity which took place at Oxford Brookes University in September 2010. The workshop was organised and run by HLST Network and Erica Morris, Senior Advisor from the HE Academy/JISC Academic Integrity Service who has been working closely with the HLST Subject Network over the last twelve months.

Student plagiarism has become a significant issue in recent years, receiving attention in reports relating to quality and standards in higher education (Department for Business, Innovation and Skills, 2009; HEFCE, 2009) and many institutions have developed policy in this area and introduced a range of prasctices and procedures. This position paper provides the background to recent developments and the particular interest of Erica and the Subject Network in perceptions of how policy is being interpreted and implemented. It highlights particular problems discussed by participants at the workshop, and outlines possible solutions to these that were offered. The paper concludes by emphasising two key emerging and related themes: the importance of staff engagement and development; and the need to work to achieve consistency in managing academic misconduct cases by following established procedures.
Finally, the outcomes of workshop are considered including establishing a HLST Network group with a particular interest in academic integrity issues, so that good practice can be continued to be discussed and shared.

The Delivery of Open Educational Resources Through a Specific Subject-cloud (1.47mb .pdf) 
Developments in technology which can enhance learning and engage learners continue apace. From the more static architecture of the early Virtual Learning Environment (VLE) to the adoption of approaches which harness the range of personal technology interfaces and engagements which characterise life in the second decade of the 21st century (sometimes referred to as the "personal learning environment" or PLE), every new device and technological innovation can offer new and exciting ways to engage with learners and support their learning. These developments are complemented by, and make poosible, the rapidly growing movement to release Open Educational Resources, resources which are freely available for use and for re-purposing to support learning and teaching.

We asked Peter Jarrett to look at current technological developments and the kinds of learning experiences and opportunities which are likely to evolve. He sees technology providing the link between learners, education and employers within a specific subject context, in a "subject-specific cloud".

The position paper can be downloaded in Word Format (.1.3mb .doc) and PDF Format (1.47mb .pdf).

Analysis of Trends in the HLST Subjects: A Position Paper (1.2mb .pdf)
It is some time since the HLST Subject Centre had commissioned some work on trends in student numbers across the HLST subjects and so earlier in 2011 Andreas Walmsley of Leeds Metropolitan University (now St John's York University) was asked to undertake a similar analysis. This built on some earlier work he had carried out for the Association for Tourism in Higher Education (ATHE) and the Council for Hospitality Management Education (CHME) subject associations. His Position Paper draws on data from two key sources: UCAS (the Universities and Colleges Admissions Service) and HESA (the Higher Education Statistics) which provide data on applications and accepts and student enrolment. Andreas' analysis compares subjects and uses variables such as age, gender, ethnicity and mode of study in his analysis of trends between 2007 and 2010.

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