Perhaps the most damning criticisms of the Teaching Excellence Framework (TEF) are that it has been more discussed than used and offers more burden than benefit.
As we look to the much delayed launch of the fifth iteration – delayed by a global pandemic, an independent review, a ridiculously long period of government inaction, a consultation, and a reputedly very well used appeals process – it is still difficult to figure out who the TEF is actually for.
There are surveys that suggest that applicants like the idea of more information presented in an easy to use format (spoiler: surveys always say that applicants like the idea of more information presented in an easy to use format), but precious little evidence that applicants are actually using it. Indeed, for the last year or so, providers have been forbidden from talking about it.
There are no policy processes that depend on TEF results – the idea of a fee cap raise based on ratings feels like a ghost from another era. The Office for Students does have the opportunity to use a poor showing as an entry into the more punitive end of the regulatory framework, but as it can seemingly launch an investigation without even saying why this feels like a bit of a reach.
