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Measuring the Measures: Monitoring Access and Success

Measuring the Measures: Monitoring Access and Success. Trevor Sinclair (Access Partnership Lead Officer) Trevor.sinclair@beds.ac.uk Gabriella Gabriel (Access Partnership Support Officer) Gabi.babriel@beds.ac.uk University of Bedfordshire, England. Some context….

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Measuring the Measures: Monitoring Access and Success

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  1. Measuring the Measures: Monitoring Access and Success Trevor Sinclair (Access Partnership Lead Officer) Trevor.sinclair@beds.ac.uk Gabriella Gabriel (Access Partnership Support Officer) Gabi.babriel@beds.ac.uk University of Bedfordshire, England

  2. Some context… Education system in England • Education compulsory from ages 5-16 • Participation age now being raised to 18 • Different school structures in different counties • Schools moving out of local authority control (academies, free schools, University Tech Colleges) • Post-compulsory education in schools, colleges and universities – vocational qualifications (incl. advanced / higher apprenticeships), Foundation Degrees, Bachelor’s Degrees and beyond to postgraduate, research degrees etc.

  3. The National Picture:Age Participation (England)

  4. The National Picture:Widening Participation (England)

  5. Progression to Higher Education <1 in 5 from the most disadvantaged areas (WP) in England compared with 1 in 2 in the most advantaged areas 87% of private school students and 71% in state school sixth forms progress to HE Disadvantaged young people are up to 15 times less likely to attend the most selective universities (no significant change since mid-1990s) Dr. Anna Mountford-Zimdars, King’s College London

  6. The National Picture :Trends in Young Participation Source: HEFCE (2013), Trends in young participation in Higher Education

  7. Young Participation Rates: Trends by parliamentary constituency

  8. Change in Government Introduction of tuition fee charges (in excess of £6,000 p.a.) HEIs required to submit ‘Access Agreements’ to the Office for Fair Access (OFFA) Emphasis on HEIs to developing strategies to widen access and participation of non-traditional entrants Closure of the national Aimhigher initiative (July 2011)

  9. Access Agreements and OFFA Core Aims: Support and encourage the number and/or proportions of students in higher education from low income families and other under-represented groups Reduce barriers to higher education for students from these groups (invest in outreach and financial support) Support and encourage equality of opportunity through Information Advice & Guidance (IAG) on financial information to students, parents/carersand advisers http://www.offa.org.uk

  10. Data Collection for WP cohort • In its response to OFFA the University of Bedfordshire (UoB) Access Agreement outlines a significant investment into the development of an Access Partnership Programme(focus on the delivery of outreach activities in WP schools/colleges NS-SEC 4-7, POLAR3) • The Access Agreement sets out key targets for the UoB (see next slide) • Data is collected using the Higher Education Access Tracker (HEAT) e.g. postcode, institution, participant’s name, gender, date of birth, ethnicity and disability. • HEAT provides a progressive tracking system mapping the student life cycle from compulsory education to graduation and beyond (see APP diagram) Note:Ongoing issues exist around data sharing and data protection

  11. The local picture: our Access Agreement Note: There is also an ambition to improve the percentage of first-class and/or upper second-class degrees irrespective of background

  12. Sustained partnership approach acrossages, stages, sectors and institutions

  13. “A partial experience…” Bill Rammell(Vice Chancellor - University of Bedfordshire) conveyed the message that students would be better off not participating in HE rather than having a partial experience, warning of the potential damage caused to students dropping out of their university education (HEA, 2012)

  14. What Works? (Thomas, 2012)

  15. Difficulties, Challenges and Solutions Difficulties • Full engagement and buy-in across the university (silo mentality) • Data systems can be fragmented and disconnected from one another • Cooperation from schools/colleges and the University in terms of data collection and sharing of data Challenges • Creating a coherent and unified approach to access across the University and HE sector as a whole • Getting WP students to take up opportunities e.g. EMUS Solutions • Vice-Chancellor’s commitment to widening access (investment and resource) • Creation of posts to develop access work across the University e.g. Graduate Access Fellows, Associates and Faculty Internships • Appointment of an Evaluation & Monitoring Officer (Access Partnership) • Membership - Forum of Access and Continuing Education / National Education Opportunities Network (pivotal in galvanizing widening access practitioner)

  16. Access Partnership Structure

  17. Access at the University of Bedfordshire • Equality & Diversity Forum (Staff & Students) • Access Forum (Mature Learners) • Widening Participation Action Group • Peer Assisted Learning • Professional and Academic Development • Looked After Children - LAC (Buttle UK Quality Mark) • Black & Minority Ethnic - BME (National Mentoring Consortium) • Increased work with disabled students

  18. Access and BME students: Ethnic Minority Undergraduate Scheme Research and experience show that compared with their peers, Black and Asian undergraduates are more likely to be highly qualified (NMC, 2013).  However they; • are twice as likely to be unemployed • are half as likely to be offered employment in their final year • perform less well completing application forms and at interviews • have to make more applications before obtaining interviews The proportions of UG Home BME students at the UoB are as follows: • 47% - Of all UG Home Students • 40% - Of all (PG and UG) Home students • 32% - Of all (UG, PG and Home Overseas) students Note: Does not include students studying abroad and only include those registered for (2013/14).

  19. References Higher Education Academy (2012). ‘Setting this context within a wider context’, http://www.heacademy.ac.uk/events/detail/2012/seminars/themes/TW059_plymouth_uni National Mentoring Consortium (2013) http://www.uel.ac.uk/nmc/ Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: a summary of findings and recommendations from the What Works? Student Retention & Success programme. York: Higher Education Academy [Online]. Available at http://www.heacademy.ac.uk/assets/documents/what-works-student-retention/What_works_summary_report.pdf

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