Beyond the metrics: identifying, evidencing and enhancing the less tangible assets of higher education

Alastair Robertson, Elizabeth Cleaver, Fiona Smart

Research output: Book/ReportCommissioned report

1 Citation (Scopus)

Abstract

This Collaborative Cluster project, jointly led by Abertay University, the University of West of England and Edinburgh Napier University, sought to provide a renewed understanding of contributory aspects to the success of higher education that are deemed important, yet are not easily measurable or quantifiable - our so-called 'intangible assets'. The aims of the project were as follows:
• Work with the sector to identify which 'intangibles' are considered key to the success of teaching quality, student success and a higher education more broadly.
• Develop tools and a process by which the value and impact of these 'intangibles' might be evidenced
• Based on the above, what are the potential implications for HE policy and practice at both national and sectoral levels of such intangible assets?

This report outlines background literature to intangible assets and their potential relevance to higher education; the methodology of the current study; a new conceptual model for mapping our intangible assets in HE; guidance on how institutions might undertake their own analysis of intangible assets in their particular context (for example, in preparation for quality reviews or enhancement purposes more generally); and analysis of priority intangible assets, as identified by the participants who took part in this study through a series of nine stakeholder workshops across the UK from October 2018-February 2019.
Original languageEnglish
PublisherQAA Scotland
Number of pages19
Publication statusPublished - 3 Sep 2019

Fingerprint

assets
education
stakeholder
methodology
Teaching
Values
student

Cite this

@book{25d43b4aebc6451eaf21f00f627f7161,
title = "Beyond the metrics: identifying, evidencing and enhancing the less tangible assets of higher education",
abstract = "This Collaborative Cluster project, jointly led by Abertay University, the University of West of England and Edinburgh Napier University, sought to provide a renewed understanding of contributory aspects to the success of higher education that are deemed important, yet are not easily measurable or quantifiable - our so-called 'intangible assets'. The aims of the project were as follows:• Work with the sector to identify which 'intangibles' are considered key to the success of teaching quality, student success and a higher education more broadly.• Develop tools and a process by which the value and impact of these 'intangibles' might be evidenced• Based on the above, what are the potential implications for HE policy and practice at both national and sectoral levels of such intangible assets?This report outlines background literature to intangible assets and their potential relevance to higher education; the methodology of the current study; a new conceptual model for mapping our intangible assets in HE; guidance on how institutions might undertake their own analysis of intangible assets in their particular context (for example, in preparation for quality reviews or enhancement purposes more generally); and analysis of priority intangible assets, as identified by the participants who took part in this study through a series of nine stakeholder workshops across the UK from October 2018-February 2019.",
author = "Alastair Robertson and Elizabeth Cleaver and Fiona Smart",
year = "2019",
month = "9",
day = "3",
language = "English",
publisher = "QAA Scotland",

}

Beyond the metrics : identifying, evidencing and enhancing the less tangible assets of higher education. / Robertson, Alastair; Cleaver, Elizabeth; Smart, Fiona.

QAA Scotland, 2019. 19 p.

Research output: Book/ReportCommissioned report

TY - BOOK

T1 - Beyond the metrics

T2 - identifying, evidencing and enhancing the less tangible assets of higher education

AU - Robertson, Alastair

AU - Cleaver, Elizabeth

AU - Smart, Fiona

PY - 2019/9/3

Y1 - 2019/9/3

N2 - This Collaborative Cluster project, jointly led by Abertay University, the University of West of England and Edinburgh Napier University, sought to provide a renewed understanding of contributory aspects to the success of higher education that are deemed important, yet are not easily measurable or quantifiable - our so-called 'intangible assets'. The aims of the project were as follows:• Work with the sector to identify which 'intangibles' are considered key to the success of teaching quality, student success and a higher education more broadly.• Develop tools and a process by which the value and impact of these 'intangibles' might be evidenced• Based on the above, what are the potential implications for HE policy and practice at both national and sectoral levels of such intangible assets?This report outlines background literature to intangible assets and their potential relevance to higher education; the methodology of the current study; a new conceptual model for mapping our intangible assets in HE; guidance on how institutions might undertake their own analysis of intangible assets in their particular context (for example, in preparation for quality reviews or enhancement purposes more generally); and analysis of priority intangible assets, as identified by the participants who took part in this study through a series of nine stakeholder workshops across the UK from October 2018-February 2019.

AB - This Collaborative Cluster project, jointly led by Abertay University, the University of West of England and Edinburgh Napier University, sought to provide a renewed understanding of contributory aspects to the success of higher education that are deemed important, yet are not easily measurable or quantifiable - our so-called 'intangible assets'. The aims of the project were as follows:• Work with the sector to identify which 'intangibles' are considered key to the success of teaching quality, student success and a higher education more broadly.• Develop tools and a process by which the value and impact of these 'intangibles' might be evidenced• Based on the above, what are the potential implications for HE policy and practice at both national and sectoral levels of such intangible assets?This report outlines background literature to intangible assets and their potential relevance to higher education; the methodology of the current study; a new conceptual model for mapping our intangible assets in HE; guidance on how institutions might undertake their own analysis of intangible assets in their particular context (for example, in preparation for quality reviews or enhancement purposes more generally); and analysis of priority intangible assets, as identified by the participants who took part in this study through a series of nine stakeholder workshops across the UK from October 2018-February 2019.

M3 - Commissioned report

BT - Beyond the metrics

PB - QAA Scotland

ER -