RAPPORT, Volume 2, Issue 1 RAPPORT Issue 1 version4FINALSO - Page 10

RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) students come with particular ‘baggage’ (e.g. multiple roles and responsibilities they have to juggle alongside their studies). Teaching excellence in such institutions involves facing challenges that require creativity and dedication on the part of the staff; the latter is not often captured in typical measures of teaching quality. For example, students who lack certain key skills (e.g. IT or writing skills) because they have been away from education for some time are accepted on four-year courses where they spend the first year (‘foundation year’) catching up or brushing up on their rusty academic skills, and most important, building up self-confidence. Some students may interrupt their studies and take longer to complete their degrees. Personal tutors and other academic staff need to listen to their problems and provide high quality advice to help these students make the decisions that are best for them. Diversity in HE, according to Gunn and Fisk (2013), is a consequence of the external pressures institutions are under to become a certain type of institution (e.g. research intensive comprehensive, research-intensive specialist, teaching oriented with pockets of research excellence, teaching oriented), as well as the presence of different disciplines and the increasing complexity and diversification of academic roles with different orientations to learning. The roles