This report was funded by the HE Academy. Drawing on a review of literature, research and scholarly activity, it examines the notion of a higher education ethos (or higher education culture).

Four aspects of HE ethos which differentiate it from further education are identified: learning and teaching; symbolic; physical, infrastructure; student engagement. Each area is illustrated with reference to current thinking and practices, in order to give a sense of the policy agenda and the areas that may benefit from research:
•Learning and teaching context: the concepts of deep and surface learning can be used to characterise the different ways students engage with learning. The term scholarly activity is expected to be widely used as the debate over quality and standards unfolds.
•Symbolic aspects: for example, the introduction of graduation ceremonies
•Physical aspects: some FECs may create separate HE centres, others may be more integrationist. The approach will be influenced by college history, communities and missions but the most influential factor will be the size of the FEC and the proportion of HE offered.
•Student engagement: this context is seriously neglected by policy makers and FECs. The need for non-traditional entrants to work to supplement their financial support means there is no easy solution to low levels of engagement in extra-curricular activity.

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