Metrics dominate the teaching excellence framework. Where does that leave more holistic judgements of a good learning environment?
“And those whom he predestined he also called; and those whom he called he also justified; and those whom he justified he also glorified.” (Romans 8:30). The teaching excellence framework touches on the fundamental question of predestination versus free will.
A full set of the metrics, calculated by the Higher Education Funding Council for England, requires three years of reportable, benchmarked data for each of the core measures―solid, immovable, unchangeable data. So are the gold, silver and bronze recipients determined already? Or does the opportunity for institutions to submit evidence, putting the metrics in context, allow them to shape their fate?