The HE Experience of Learners on NQF BTEC Higher Nationals in FECs
Except in the few Further Education colleges that separate out the HE work from the FE work, the experience of the learners will most certainly be different from that of learners in HEIs.  This report suggests that although it is different, it is not necessarily worse.  A number of issues are discussed, including: the problems of staff loading, quality of staff, physical resources, ambience – and the suspicions sometimes raised about high pass rates, spoon feeding learners, lowering standards and not preparing learners adequately for work or further study. 

Perceptions of Plagiarism: A HE in FE Case Study
This JISC/HEA report outlines the results of a study considering the extent and nature of guidance on plagiarism available to staff and students, and the potential use of plagiarism detection software in the context of a FE college offering HE-accredited courses.

Introduction to Assessment.
This introduction to the Good Practice Guide for HE in FE relates to assessment for those who are providing guidance, delivering assessment strategies or being themsleves assessed. The content reflects current advice, trends, issues and innovations in assessment, and gives an indication of the range and diversity in assessment practices and materials. Written by EIAT's Gary Hargeaves for the HEA's HE in FE Teaching & Learning Group, this report contains references and examples, or links to sample materials as a reflection of what already exists and of work that is currently in development, including experimental practices.

Good Practice in the Assessment of NQF BTEC Higher Nationals.
This report, funded by the HEA's HE in FE Teaching and Learning Group, is based on an analysis of 104 Edexcel Examiner reports, visits to 5 Further Education Colleges, information from Edexcel’s Senior Subject Examiners and other comments made to the author (Rodney Ranzetta). The profiles give an insight into how well, for the programme in question, the college is handling its assessment, enabling the report to provide Case Studies illustrating good practice in assessment. A number of examples of good and bad practice from the reports on the other programmes have also been included.

Directory of HE in FE in England 2007.
This directory has been produced as part of the Higher Education Academy’s commitment to enhancing the learner experience, in part through supporting the continuous improvement of the management of higher education delivered in further education colleges. It sets out to provide a comprehensive directory of those organisations, networks and consortia which have an interest in the role that higher education delivered in
FE colleges has in meeting Government expectations and targets, especially those of meeting and raising higher level skills and widening participation.

Good Practice guide on producing a HE strategy.
This brief guide aims to assist coordinators and managers of higher education in further education to support college governors and senior managers in their thoughts for creating a strategy for the development and delivery of higher education provision. It is based on examples of good practice drawn from further education colleges who have significant HE provision.

Good Practice guide on understanding and running final exam boards.
This brief guide, produced by the HEA's HE in FE Management, Leadership and Quality Enhancement Group, aims to assist coordinators and managers of higher education in further education in developing a sound structure for managing (final) assessment and examination boards, based on examples of good practice drawn from a number of further education colleges who have significant HE provision. It is not prescriptive, but does offer some practical suggestions for organising and managing assessment boards, which are regularly identified as an area for improved practice by external reviewers and examiners.

A Higher Education Ethos.
A review published by the HEA's HE in FE Project Group of information and literature relating to the creation of an ethos of HE in the context of FE by looking at the ways in which it has emerged in policy documents, how the notion is contextualised and identifies some of it's key aspects.

Scholarlarly Activity in the Context of HE in FE
Within HE in FE, the current and growing interest in scholarly activity has been influenced by concerns to enhance learning and teaching, both at the national policy level, and within colleges. This document, published by the HEA's HE in FE Project Group, offers definitions of scholarly activity, indicates the kinds of activities that are presently associated with it. andl provides ways to consider how such activity can be developed and sustained.

Higher Education in Further Education Colleges in England Statistical bulletin (2005-06). During summer 2006 the Quality Assurance Agency for Higher Education (QAA) undertook a data collection exercise to explore the extent of higher education (HE) provision within further education (FE) colleges in England. The aim of this was to inform QAA's proposed integrated quality and enhancement review (IQER) activity, and also to provide data to inform a statistical bulletin describing the nature and extent of Higher Education Funding Council for England (HEFCE) funded HE within FE colleges. The information presented in this statistical bulletin is based on the information provided to QAA by the FE colleges.

HE in FE Partnership Guide
A guide for those colleges entering into partnership from the HEFCE project " A Comparative Stude of Leadership Governance and Management Issues of Three HE/FE Partnerships".

Supporting higher education in further education colleges
A guide for tutors and lecturers
This document is aimed at lecturers and tutors providing higher education courses in further education colleges. It contains good practice guidance, with examples from over 50 institutions, information requested by colleges, and suggestions.

Supporting higher education in further education colleges: Policy, practice and prospects
Issues for senior managers
This is one of two reports, drawing on research and wide consultation, that give guidance and examples of good practice to support the provision of higher education in further education colleges. This document, concerned with strategy, is aimed at senior managers.

High Level Committee Of Enquiry Into The State Of Adult Learning In Further Education Launched a Committee of Enquiry into the current state of Further Education in England which commenced work in January 2005. Led by NIACE, the focus of the Committee's work is to examine the effects of current funding strategies and the level of commitment to adult learning in Further Education. Further details are available on the NIACE website.

Progress Report -National Quality Improvement Body At the Association of Colleges conference on 16th November 2004, the Secretary of State announced his intention for the LSDA take on the role of the new National Quality Improvement Body for the Learning and Skills Sector, with full effect from April 2006.

Vocational Higher Education: Does it meet our Employer Needs? (2003) Brenda Little et al The main findings from research carried out by LSDA over a 6 month period between January and June 2003. The study set out to explore how well existing education and training provision at this level met employers' skills needs at higher technician and associate professional levels. It also sought to discover the views of students on how they think employers value qualifications, plus the views of careers advisers and course tutors in colleges and universities.

Non-prescribed Higher Education: Where Does it Fit? Summary Report (2003) This report summarises the main findings from the LSDA Research Report into how non-prescribed higher education fits into FE provision.

Vocational Higher Education - does it meet employers needs (Brenda Little et al)
The results from a 6 month study carried out by the Learning and Skills Development Agency (LSDA) identifying how well existing education and training provision of vocational higher education courses met employers' skills needs. It also sought to discover the views of students on how they think employers value qualifications and the views of career advisers and course tutors in colleges and universities.

'The Times They Are A-Changin': A discussion of the merits of Higher Education Institutions creating links with Further Education Partner Colleges, Neil Robinson, Bolton Institute of Higher Education.

Closer by degrees: the past, present and future of higher education in further education colleges
This publication (2002) helps to explain the many silences, confusions and ambiguities which have accompanied the policy history over the preceeding 15 years. Written for policy-makers, managers and practitioners seeking to understand the changing context for higher education in the colleges, this authoritative and critical study highlights the continuing power of sector interests in the shaping of contemporary policy and the pursuit of institutional advantage.