What is student success and how can we measure it?
Date: 18th March 2026
Location: online
Please note this event is for Members only
The introduction of a higher education ‘market’ along with questions about the purpose and value of a degree has led to various attempts to quantify the benefits for students, society and economies. League tables, the National Student Survey, degree outcomes and the TEF are just some of the ways that higher education providers and their students are measured. This event will focus on how we might evaluate the academic, social and economic benefits to students, and the wider society, through approaches that support continuous organisational development to improve student outcomes and experience.
Educational Gain: Are we measuring what matters?
Professor Camille Kandiko-Howson, Imperial College London
In this presentation Camille will consider some of the current dilemmas and limitations in measuring student learning gain. She will then go on to explore an alternative approach based on findings from a QAA Collaborative Enhancement Project ‘Accounting for student success: Measuring educational gain’.
Extending the NERUPI framework to understand processes of transformation in higher education
Andy Pitchford Head of Centre for Education and Teaching Innovation (CETI)
Andy will offer a case study of the Teaching Excellence Framework process, and its aftermath, at the University of Westminster. He will explore the relationships between that acquisition of forms of capital, Education Gain and the taught curriculum, going on to consider how this process could be evaluated.
Camille Kandiko Howson
Professor Camille Kandiko Howson, Professor of Higher Education, Imperial College London
Camille Kandiko Howson is Professor of Education in the Centre for Higher Education Research and Scholarship (CHERS) at Imperial College London. She is an international expert in higher education research with a focus on student engagement; student outcomes and learning gain; equality and social justice; and quality, performance and accountability.
She works to support high quality and high impact pedagogical research and collaborate with colleagues to conduct disciplinary-based educational research. Camille’s current research focuses on international and comparative higher education; the curriculum; using learning analytics to support the student experience; academic motivation, prestige and gender; student engagement, identity and belonging; and intersectionality in research design.
Andy Pitchford
Dr Andy Pitchford, Head of Centre for Education and Teaching Innovation (CETI), University of Westminster
Andy is the Head of the Centre for Education and Teaching Innovation. He arrived at Westminster in early 2021 after a career as a leader, teacher and researcher at the Universities of Bath and Gloucestershire. He is a National Teaching Fellow and has taught at all levels of higher education over the past 25 years. And also had a successful research career including a 4* Impact Case Study in the 2014 REF. Andy has a particular interest in transformative and authentic learning, and enjoys building partnerships that create distinctive and challenging student experiences.
Andy has taught at all levels, from Foundation through to PhD, in universities with quite different histories and cultures. He built his teaching reputation in the fields of sports management, sports development and leisure and tourism, but also taught on sociology, management, education, engineering and community studies programmes. Andy promotes student enterprise and community engagement in his teaching, and is committed to partnership working with students and other stakeholders.
Andy continues to research in the fields of education, pedagogy and community sport. In the early 2000s he was part of a team of researchers who investigated safeguarding in sport, and particularly in football, and this led to a series of publications including a book - Child Welfare in Football - that was published by Routledge in 2007. More recently, he's worked with colleagues on another Routledge text, The Handbook of Authentic Learning, which reflects his more recent interest in pedagogies that give students power and agency.
Booking Form - What is student success and how can we measure it?
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Benefits of membership:
Free attendance at expert workshops combining presentations on key issues for widening participation with practical sessions focussed on developing members’ own evaluation resources
Access to resources and tools from the members' only section of the NERUPI website including presentations from past events, member case studies and a range of academic articles
A Framework that supports you in meeting the evaluation 'self-assessment' requirements of UK regulators from strategic planning through programme and evaluation design and implementation to informing practice through learning and reflection
Engagement in working groups to develop members’ expertise and capacity in evaluation approaches and methods
A community of practice in WP evaluation and opportunities for collaborative projects
Participation in the annual NERUPI Convention providing opportunities for members to present their findings, develop the Framework and keep up to date with national developments.
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