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Identifying and engaging our ‘hard to reach’ groups

Identifying and engaging our ‘hard to reach’ groups. Fiona Cobb AGCAS ON Course Data Working Group Chair. Workshop plan. Introducing AGCAS Data Insights Aims of the On Course data working group Defining ‘hard to reach’ groups Identifying our hard to reach groups (group activity)

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Identifying and engaging our ‘hard to reach’ groups

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  1. Identifying and engaging our ‘hard to reach’ groups Fiona Cobb AGCAS ON Course Data Working Group Chair

  2. Workshop plan • Introducing AGCAS Data Insights • Aims of the On Course data working group • Defining ‘hard to reach’ groups • Identifying our hard to reach groups (group activity) • Accessing our hard to reach groups (group activity) • What next?

  3. Data Insights Strategy Group The Data Insights Strategy Group has been established to respond to a growing need within our membership and the wider sector for more support, advocacy, information and high-quality input around the collection and interpretation of student and graduate data.https://www.agcas.org.uk/Data-Insights-Strategy-Group

  4. Data Insights [On Course Data] Group The purpose of the Data Insights [On-course Data] Group is to support and share best practice in the processing and interpretation of student data.  https://www.agcas.org.uk/Data-Insights-On-Course-Data-Group

  5. AGCAS Data Insights Overview Operational Strategic Government links Policy information Strategic direction Aims: Generate information for dissemination to members, head of service and wider press Work with operational groups to set direction of travel Advocate on data insight issues on behalf of AGCAS • Post-graduation data • On course data • Outcomes and publications Aims: • Generate information, best practice, and publications for dissemination to AGCAS members • Develop resources to better equip members to respond to agenda’s within their institutions

  6. AGCAS On Course Data Working Group Nine members Variety of data and technology related roles Mixed regional representation

  7. Principle aims of the working group Consider and explore the following areas, and feedback to the membership: • Define student characteristics • Explore impact measures • Careers Registration: entry data • PGR Data

  8. Group priorities • Identifying and accessing ‘hard to reach’ groups • Low tariff/non traditional routes into Higher Education • Commuter students – regional differences (OfS interest) • Impact of interventions • Student (career) motivations

  9. Identifying and accessing ‘hard to reach’ groups Questions to explore • Why are we trying to reach them? • How do we define ‘hard to reach’ groups? • Who are our hard to reach groups? • How can we interact with our hard to reach groups? • Does interaction lead to action?

  10. Defining ‘hard to reach’ groups Systematic literature review of ‘Hard to Reach’ Students and methods of inclusive engagement Shaw, C., Humphrey, O., Avtars, T., and Sims, S (2017) react, hefcehttp://www.studentengagement.ac.uk/newsite/images/Systematic-Literature-Review.pdf Lack of clarity around definitions of ‘hard to reach’ in HE contexts The term is used most commonly around students from low socio-economic classes, and Black and minority ethnic students (BAME) (21 cases in literature) Most frequently occurred in literature with no definition of what the term was referring to ‘Assumed’ understanding of what ‘hard to reach’ means Not synonymous with widening participation No specific focus on careers and employability engagement

  11. Careers focus 1: • Who are your hard to reach groups? • What sources do you use to identify your ‘hard to reach’ groups?

  12. Time to share

  13. Hard to reach in HE: what does the literature tell us? Young+ refers to people that could be considered to have multiple and intersecting disadvantages

  14. Engaging ‘hard to reach’ groups “most pieces that talked about engaging ‘hard to reach’ students did not suggest any clear method as to how they could be engaged” [P10]

  15. Methods for engaging hard to reach groups • MOOCs (De Freitas, Morgan and Gibson, 2015)Enhance Your Career and Employability Skills (Coursera) Brammar, and Winter • Brammar, L., & Winter, D. (2015). 'I've been astounded by some of the insights gleaned from this course': lessons learnt from the world's first careers and employability MOOC by both instructors and participants. Journal of the National Institute for Career Education and Counselling, 34(1), 22-31. • Online learning, digital platforms • Peer support • Effective use of data

  16. Careers focus 2 • Choose a hard to reach group from our previous activity • What potential solutions could you use to engage with this group? • What are the positives and pitfalls of the solutions?

  17. Time to share

  18. How will the working group take this forward? • Each group member using datasets to identify ‘hard to reach’ groups • Discuss workshop outputs at next meeting 13th September to feed into our work • Develop typology of ‘hard to reach groups’ • Suggest tools for identifying and engaging these groups to share with AGCAS community

  19. Thank you! • Slides will be shared via website in due course • Please get in touch via Fiona.cobb@careers.lon.ac.uk

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