The University of Leeds’ Access Agreement for 2015-16 FEES, STUDENT NUMBERS AND FEE INCOME 1. In 2015/16 the University intends to charge £9k per year for full-time Home/EU new entrants to undergraduate courses and full-time postgraduate courses for the initial training of teachers. 2. For all part-time students commencing in 2015/16 we will charge a course fee of £9k fee pro-rata to 1 the FTE studied with no part-time student charged more than £6750 per year. 3. Those Home/EU undergraduates starting from 2012 onwards who undertake a year studying abroad or an ERASMUS year (studying or working) will be charged 15% of the maximum tuition fee (£1,350) as will students undertaking a UK-based placement year in industry as part of their degree programme. 4. We will apply any annual inflationary increases to all fees in line with the amount set by the Government each year. 5. In 2015/16 our student numbers are projected to be 19,660 and our estimated higher fee income above the basic fee, £54M. ACCESS AND STUDENT SUCCESS MEASURES 6. In the light of the repurposing of the National Scholarship Programme (NSP) we have taken this opportunity to revise our student financial support package for 2015/16. These adjustments aim to a) manage overall student financial support expenditure to take account of the cessation of NSP funding and b) take steps towards redirecting resource from the student finance package to access, student retention and progression activity from 2016/17 onwards, providing additional flexibility to support the development of our strategic ambitions across this agenda. 7. Owing to increasing student numbers (and an increase in proportion of students with eligible residual household incomes) our overall financial commitment to our student finance package remains on forecast for 2017/18 (£15.7M compared with £15.3M set out in the 2014/15 Access Agreement forecast). In addition, we have responded promptly to the reduction in Student Opportunity Funding and have a) committed £400k per annum of fee income to the Access to Learning Fund (or equivalent) of which £150k will target OFFA countable students, and b) committed a further £120k of higher fee income to maintain support for our access measures at current levels. 8. Our forecast percentage of higher fee income committed to Access Agreement activity in 2017/18 has reduced from 32% to 30%. However we remain committed to spending over £17M on access and retention measures by 2017/18. The repurposing of a proportion of our student financial support to access/success/progression measures will be set out in our Access Agreement for 2016/17, when the arrangements around Student Opportunity (including Disabled Students Funding) will be clearer. Table 1 – Expenditure Summary
Higher fee income Leeds Financial Support NSP Outreach and Retention
2013/14 £46.2m £14.0m £1.5m £1.4m
2014/15 £50.1m £16.1m £670k £1.7m
2015/16 £53.3m £15.5m £0 £1.8m
Assessment of Access and Student Success Record 9. The table below outlines our progress against a range of measures since 2006/07:
1
Full-time equivalent – a part-time student studying 60 credits in a year, which is 50% of a typical full-time student’s activity, will be charged 50% of £9k, i.e. £4500.
Table 2 – Our Access Trajectory 2006/07 – 2013/14 Data 06/07 % of Young, full-time, first degree, home undergraduates - low SEC (HESA Table 1a) % of 1st year, full time, home undergraduates over 21 at point of entry, no experience of HE, from LPN (HESA Table 2a) % of 1st year home/EU entrants in receipt of DSA (HESA Table 7) Retention Rates for home/EU undergraduates (HESA Table 3a)
19.7
15.2
3.7
94.8
Data 07/08
19.3
16.8
3.7
95.5
Data 08/09
21.6
2
15.5
3.6
95.7
Data 09/10
18.8
16.5
- HESA Data (POLAR 3 tables) Data 10/11
20.0
13.7
3.8
95.6
4.0
95.8
Data 11/12
18.4
14.1
4.5
Data 12/13
20.2
Data 13/14
20.9
14.7
5.2
3.9
96.8
95.7
2.9
Retention of home/EU undergraduates – low SEC
89.3
90.0
92.2
92.1
91.8
94
93.2
Retention of home/EU undergraduates in receipt of WP scholarship
88.5
92.4
94.9
94.7
93.3
95.2
94.8
% of 1st year, full time, home/EU entrants from a BME background
11.0
10.4
9.8
10.9
12.7
12.1
14.3
13.6
% of 1st year, full time home/EU entrants from a BME background - low SEC
2.9
3.1
2.9
3.1
3.7
3.8
4.8
4.5
Numbers of 1st year, full time undergraduates from a care background
-
-
17
14
20
19
16
18
2
5.4
5.3
14.4
14.2
19.5
16.8
% part-time mature with no experience of HE and from LPN (HESA Table 2b)
4.8
Target 12/13
Target 13/14
20.0
16.8
3.9
95.8
- HESA Data (POLAR 2 tables) Target 14/15
20.5
16.9
4.0
95.9
Target 15/16
21.0
17
4.0
96
Target 17/18
Commentary
23.0
17.2
-
4% below HESA benchmark Peer Group Performance: Listing English Russell Group (ERG) in order of magnitude of low SEC th intake, Leeds is 8 . Failed to meet internal AA target. Increase of 0.6 percentage points over 2011/12 Met HESA benchmark (14.7%) Peer Group Performance: third in the ERG
4.0
-
Exceeded our 17/18 target of 4% 0.4 percentage points below HESA benchmark Peer Group Performance: mid-table of ERG
96
-
Exceeded our 12/13 AA target by more than 1%. Above HESA benchmark by 0.6% Peer Group Performance: mid-table of ERG
-
Above HESA benchmark by 5% Reduction of 3.7% on 2011/12. Area for increased focus as per Assessment Summary Peer Group Performance: fourth in the ERG
-
A change in question by UCAS artificially inflated this year’s figure
92.4
92.6
92.8
Exceeded AA target by 0.7 % for 2012/13
-
10.4
92.2
- Internal Data
93.2
-
On course to meet internal AA target for 2012/13 (92.2%)
10. Alongside the annual HEFCE and OFFA monitoring requirements, Table 2 illustrates how we measure our institutional progress i.e. through our HESA Performance Indicators, augmented in-year with our own management information data. This is enhanced through regular and robust evaluation of our widening participation schemes. 11. This methodology for reviewing our progress towards fair access and student success helps us to identify areas of strength upon which to build and gives us the opportunity to more rapidly refine our approach where there are areas for development. Through analysing our performance in this way, we have felt it appropriate to select a number of areas to use as key measures of success: i. ii.
iii.
iv.
Recruiting first year, full-time home/EU students (under 21) from a low socio-economic background (23% by 2017/18). Continuing to exceed our 2008/09 HESA benchmark for retention of 95.4% for first degree full-time home/EU students as well as improve the retention of full-time home/EU undergraduates from NS SEC 4-7 (96% and 93.2% respectively, by 2017/18). Meet and then exceed our 2009/10 HESA benchmark of 16.8% of mature entrants from low participation neighbourhoods (LPNs) with no previous HE experience (17.2% by 2017/18). Meeting and then exceeding our 2009/10 HESA benchmark of 3.9% participation of students who are in receipt of the Disabled Students Allowance (4% by 2017/18).
12. Low socio-economic background. We remain committed to assessing our success against ambitious measures. Our aim is that by 2017/18, 23% of our students will come from low socio-economic backgrounds. 13. During the 2012/13 academic year our HESA data indicated that we recruited 20.2% low SEC students. Our 2013/14 Access Agreement milestone for recruitment is 20% and our internal management data (20.9%) suggests that we remain on course to exceed this target. Since we have grown our outreach provision, improved our targeting and coordination and refined the activities we provide, we have seen an increase of 3.3% in the number of state school students progressing to Leeds. We have also seen an increase in low-income students: 37.2% for 2013/14, which is an increase of nearly 2% over 2012/13. We will be seeking to consolidate this upturn and to understand where and how we can improve our low SEC recruitment. We are working to accelerate our progress to help ensure we achieve our 23% (under 21) low SEC milestone by 2017/18. 14. Retention. Our retention rate consistently exceeds our 2008/09 HESA benchmark of 95.1% but we are committed to continuing to improve our performance. All of our students receive high quality academic and pastoral support and have a wide variety of opportunities available to them to ensure success, not simply in their studies but also into employability. 3
15. Our retention rate of 96.8% for all young and mature home/EU undergraduate students exceeds our 2017/18 milestone and compares favourably against our 2012/13 HESA benchmark of 96.2%. We intend to continue to improve our retention rates and from 2018/19 our targets will be raised to help ensure we continue to make progress. However, we are monitoring a potential reduction (through internal data) in overall retention for 2012/13 starters. 16. In addition, as Table 2 shows, we have identified (through internal data) that our retention rates for students from SECs 4-7 (starting in 2011) have not been as strong as the University average. Consequently we have supplemented our standard retention activities with highly targeted support for students from disadvantaged backgrounds (as detailed from Paragraph 61 onwards). 17. Mature Entrants. The participation level at Leeds for part-time students ‘with no previous HE and from LPNs (POLAR 3)’ is 10.4% of 2012/13 part-time entrants against a benchmark of 7.7% (HESA). We 4 are working in an environment that has seen a 40% reduction in part-time HE numbers in England since 2010/11 (UUK, 2013, The Power of Part-time, p.1.) and whilst we are pleased to have exceeded our benchmark we are very aware that this is a reduction on our 2011/12 figures (14.2%). 18. The participation of full-time mature entrants from LPNs for 2012/13 stands at 14.7%, exactly meeting our HESA benchmark but falling short of our Access Agreement milestone of 16.8%. It is a small improvement over our 2010/11 and 2011/12 figures, which is encouraging, but there is further work to do if we are to meet our AA commitment in this area. We will continue to set our aims high for this cohort of students but at this point it is unrealistic to increase our 2018/19 aims above 17.2%, therefore we will hold steady at this figure whilst we consolidate our recruitment numbers and 3 4
2011/12 entry students published HESA data and benchmarks
We note that this is mainly a drop in students studying qualifications other than a first degree; the drop in first degree entrants is 6%.
formulate additional measures to help address the low participation of mature students across the sector. We remain proud of our record for mature entrants from LPNs, especially in light of the national picture and are third amongst our competitors within the English Russell Group in terms of percentage of students recruited (2012/13). 19. Disabled Students. Over a number of years the University has monitored information on admissions and attainment by protected characteristic. For the first time in 2012/13 we have included indicative internal management data showing the percentage of full-time home undergraduates in receipt of the Disabled Student’s Allowance to support in-year progress monitoring. This has informed our priorities in terms of widening participation activity which, to date, have concentrated on disabled and mature students. Although we have exceeded our Access Agreement milestone for disabled students for 2012/13 we intend to refrain from raising our targets until there is more clarity regarding the shape of the announced changes to the Disabled Students Allowance. 20. Working from our rich, internally produced dataset, we can begin to analyse our performance with regard to those other protected characteristics for which data is available i.e. minority ethnic groups, gender, sexual orientation and gender identity. The University was one of only two universities cited as an example of good practice in a report published by the Equality and Human Rights Commission; this was an assessment of how well public authorities in England have met their legal requirement to publish equality information. This national recognition is welcomed however it is recognised that gaps in the data still exist. Work is ongoing to address these gaps. . Assessment Summary Our performance against our key targets is promising with a slight increase in the recruitment of fulltime mature entrants (14.1% to 14.7%). This figure still remains below our Access Agreement target, though it meets our HESA benchmark and is heartening given the recruitment picture across the sector. In light of the economic picture regarding the future of WP funding in HE, we are currently undertaking a wide consultation with relevant staff and with students to ascertain how best to achieve our strategic aims from 2015 onwards. Therefore this Access Agreement is intended to position us for delivering a more detailed plan as to how we will achieve our targets. 2015 will see us begin to taking steps towards an incremental rebalancing of our spend through retargeting part of our NSP match-funding to enhance our WP provision. Before we commit to specific investments into particular projects/initiatives, we will draw up a detailed plan which will be approved mid-2014. Through our assessment of our performance against our Access Agreement commitments and taking into account uncertainties in future funding streams, we have identified a broad strategic direction and we are in a position to highlight the areas we will be exploring:
o o o o
Mature student recruitment Part-time provision Retention Access to Learning Fund (ALF)
A vital element to this work will be gaining an understanding of the feasibility for growth in these areas. We intend to utilise internal and sector-wide research and expertise to understand how and where we can implement best practice. Measures to further encourage mature student provision will be a priority element of the review of our future financial investment and our early thinking will include reviewing the implementation of recommendations from of the ‘The power of part-time’ report by UUK, increasing local awareness of the opportunities available for mature and part-time students and exploring the scope for delivering the University’s part-time curriculum through piloting different delivery models. On reviewing our internal figures (across the institution and for low SEC students), we have resolved to further develop our low SEC retention activity and will be evaluating how best to embed our existing 16-19 outreach work. We are committed to ensuring that any rebalancing of spend should be undertaken with care, is evidence-based and is mindful of the falling 15-19 demographic. ALF is an important element of student support provision and we propose to commit £400k per annum to the Access to Learning Fund (or equivalent) of which £150k will target OFFA countable students. We will also be seeking a stable financial support structure that will remain valuable to our students, competitive within the sector and that will help us to continue to grow and to support the success of our WP cohort. We wish to ensure that changes to our funding package do not negatively impact on targets against which we are currently performing well.
21. Our strategic approach is firmly based upon the student lifecycle and balances innovative thinking with proven success. Through this approach we have a wide portfolio of activity targeting primary-age, post-16 students and adult learners as well as a support strategy in place for those who progress into study here at Leeds. This portfolio includes targeted interventions for specific disadvantaged groups not yet prepared for higher education. One example of this type of activity is our work with Care Leavers which is recognised through the Buttle Trust UK Award. 22. We are guided by the institutional-level assessment of our performance against our targets and benchmarks and recognise that an effective strategy requires review and monitoring. Our approach therefore has an in-built model of evaluation which determines annually the impact of our whole widening participation programme, as well as more in-depth studies of specific projects or initiatives.
Table 3 - Evaluation and Monitoring Timeline Timeframe
Monitoring and evaluation activity which informs our Strategy
March
In-year internal management data on a range of WP and Equality and Diversity indicators to support progress review at the Institutional, Faculty and School level, reported to senior staff to discuss through various committees and groups. Review of latest HESA data published to support assessment of institutional progress against our key statistical targets and facilitate comparison against peer group. Internal in–year monitoring report of progress against statistical and outreach targets. Highlighting for review, key risk and identifying preventative action. Launch annual Review of Leeds Financial Support Package
May
Report findings and recommendations of review into Leeds Financial Support and begin to plan approach for following year
June
Internal in–year monitoring report of progress against statistical and outreach targets. Highlighting for review, key risk and identifying preventative action.
August
Quantitative and qualitative evaluation data submitted from Faculty and central services to provide a pan-institutional picture of outreach in terms of breadth depth and impact.
November
Institutional Report produced identifying areas of good practice and areas for development.
December
Case Studies drawn up and published.
October to June
In depth evaluation of identified initiatives and projects
23. As illustrated above, we undertake a rigorous annual process of collecting, analysing and reporting internal management data. This activity facilitates the refinement of our strategic approach and the provision of an evidence base for the success of our access activity. 24. The Access Agreement helps drive positive change within the University; its formulation is borne out of cross institutional engagement. The process of consultation and development not only generates a higher profile for our fair access and WP activities, but provokes wide discussion and constructive input. By promoting wide engagement we seek to ensure that the principles of widening participation help to influence recruitment, teaching and student support. 25. We recognise that a bespoke approach is often best suited to the differing challenges faced by the range of students we work to recruit and support. We have established the Education Engagement Strategy (2010/11) and supporting framework and toolkit (2011/12) to advance our engagement with schools and young learners and the Adult Engagement Strategy (2011/12) for mature entrants. Both drive us towards meeting these two key targets. 26. The diagram below details a selection of WP activity covered by these strategies set out within the framework of the student lifecycle:
Diagram 1 - Access and Student Success
27. The initiatives outlined have been designed to provide a segmented but interconnected pathway to HE enabling students to ‘jump on’ at any point. Alternatively, prospective students can follow a progressive curriculum of activity integrated into and with the school curriculum where feasible or appropriate. Following the full sequence of activity can lead them from aspiration raising events, through to preparation for HE, fair access to Leeds and on course financial and pastoral support (i.e. 5 Thomas Transition to Reach for Excellence to Access to Leeds to scholarships and/or Leeds+ ). This can be illustrated through the diagram below which outlines how this process has worked for an 6 existing student at the University of Leeds. The diagram also illustrates how this student feeds back into the cycle of activity as a WP student champion working to raise the aspirations of other potential students.
5 6
Details of each of these initiatives can be found later in this document. A case study on this student can be found here
Diagram 2 – Student Progress: Participating in Access Activity to Delivering Access Activity
Collaborative Work 28. Leeds has long since viewed collaboration as one of the key factors for success. We have worked to grow our level of engagement across the sub-region and region. Existing collaborative work such as the Excellence Hub (Paragraph 36), Realising Opportunities (Paragraph 39) has been joined by more 7 recent collaborative developments such as HEART. 29. This has been made possible as a result of the experience gained and the relationships developed through our involvement in the West Yorkshire Lifelong Learning Network, the White Rose University Consortium, the Excellence Hub and through Aimhigher. Our collaborative provision spans aspiration raising outreach through to on-course support and employability development. 30. HEART’s mission remains to work in partnership to improve access to, and achievement in, Higher Education to enhance individual and economic development. 31. HEART targets looked after young people (LAYP) and care leavers working through the intermediaries (local authorities, social workers, foster carers and independent fostering agencies) to potentially engage all young people in care (approximately 3,500) within the region. 32. It also works closely with Leeds City Region business leaders who act as Higher Level Skills Ambassadors to inspire mature and part-time learning and links with the Local Enterprise Partnership to promote the awareness of these opportunities.
7
Higher Education Access Rewarding Transforming (HEART) partnership established by twelve HE providers in West Yorkshire (FE Colleges providing HE, and Universities).
33. HEART has recently commenced a process of longitudinal analysis on the quality of information provided by partners in respect of genuine part-time course offers with an aim to enhance the access to information for mature and part-time learners. 34. The University is committed to supporting the life chances of specific groups of young people who do not typically progress to HE. We are working with the Youth Service to develop and pilot a new after school provision programme for young people in public care. We are also working with the Virtual School Team at Leeds City Council and other HEIs, investigating the possibility of the development and delivery of a three day summer school for year 11 young people who are considering HE. Our provision is coordinated with HEART activities to ensure we work in concert to support this group without duplicating activity. 35. In terms of adult and part-time widening participation recruitment, partnership-working is fundamental. An External Liaison Officer post has been created within our Lifelong Learning Centre to enhance the adult work with regional FE colleges, employers and other relevant stakeholders. So far this year we have engaged with over 1000 adults who are studying in FE settings. We also seek to influence local pathway provision for adults by involvement on our local Community Learning Trust Board, for example. 36. Another collaborative programme is the Excellence Hub for Yorkshire and Humber which operates in partnership with the Universities of Hull, Sheffield and York, targeting high-achieving students from under-represented groups across the region. The Excellence Hub reached over 2,904 students during 2012/13 and has set a collaborative target of reaching 1,900 young people at key transition points (in Years 8/9 and Years 11/12). Interventions take the form of academic taster days at the four universities and information advice and guidance (IAG) conferences. We will invest (in steady state) £15k per year in the partnership. 37. At Leeds we offer training and development for teachers as part of PGCE and SCITT programme and offer additional support through Continuing Professional Development (CPD) around effective and innovative teaching in geography and geology, engineering and physics. We support schools offering further maths through partnership with the Further Maths Support Network. We offer dedicated CPD to teachers and IAG professionals from schools and colleges around progression across all disciplines and for the 2014/15 session we will offer CPD to around 100 teachers and IAG professionals in schools and colleges. 38. Additional support for teachers in West Yorkshire schools and colleges is to be offered in partnership with WYSTEM who are the regional contract holder for STEMNET activity. This partnership gives schools access to over 900 DBS checked and trained STEM-related volunteers in addition to supporting activity with other organisations (e.g. Society for Dyers and Colourists, Imagineering, Code Club, RAF etc.). Our relationship with WYSTEM gives us access to the science departments in all 127 West Yorkshire state secondary schools. We continue to support opportunities for STEM teacher networks by offering monthly, themed networking sessions at the University which are attended by between 20 and 40 teachers (each month). During the 14/15 session STEMNET will change the focus of their activity from all state schools to those with a higher proportion of pupils in receipt of Free School Meals. This change to the contract will allow us to concentrate our activity on supporting science departments whose need is greatest. 39. We continue to work in concert with 15 research-intensive HE institutions to deliver Realising Opportunities (RO), (a winner of the Times Higher Education WP Initiative of the Year award) designed to promote fair access and social mobility of students from under-represented groups. The 15 partners have committed future funds ensuring the ongoing delivery and development of RO to 2017. The University has increased the number of its partner schools in West Yorkshire to nine for 2013/14, and aims to have two further schools join the programme for the 2014/15 recruitment cycle, with the intention to broaden access to research intensive universities among our partner students. After discussions with the Central RO team and the University’s Reach for Excellence (RfE) scheme, the University contributed 62 partner students to the scheme from 93 applications. Students unsuccessful in their Realising Opportunities applications were, wherever possible, offered a place on Reach for Excellence. 40. The Partnership has set a joint target with regard to progression to research intensive universities (RIU). For 2012/13, 33% of students starting the RO Programme in Year 12 progressed to an RIU (thus exceeding our 32% target). The target for 2013/14 is 34%, rising to 36% in 2014/15 and 38% in 2015/16. Progress on this will be monitored. We will continue to contribute to the targets and recruitment numbers agreed by the central Realising Opportunities team, our RO partners and in collaboration with the University’s Reach for Excellence scheme.
41. Following a successful bid to HEFCE, we have recently commenced work on investigating postgraduate products for WP students as part of a consortium of universities (Manchester, Newcastle, Sheffield, Warwick and York). The Postgraduate Student Support Project will focus on postgraduate funding, Information Advice and Guidance (IAG) and academic provision. We seek to encourage enrolment from employment into PG study but also progression from WP undergraduates. 42. Collaborative work can assist not only with outreach but with student success, in addition to the employability activities that help compose the support infrastructures (outlined from Paragraph 61 onwards), Leeds University Business School (LUBS) established the Nurturing Talent Mentoring Scheme in 2012 with 70 mentors supporting it in its pilot year to 160 in 2013/14 to help bridge the gap between education and industry. The scheme helps students (and ensures WP students are paired with a mentor) to develop skills as well as build networks and connections with business professionals. The scheme has over 15 partners supporting the initiative; many are from large employers (e.g. Morrisons, Leeds City Council, IBM HSBC, Unilever, KPMG, PriceWaterhouseCooper) thus providing a valuable opportunity for our students and strengthening links between graduate employers and the University. Outreach, Raising Aspirations and Awareness 43. The University has established its core programme of outreach; it is designed to be coherent, embedded and sustainable. We link with schools and colleges from primary through to secondary and sixth form/further education colleges and with community organisations. In 2012/13, we:
Worked with over 54,000 young learners and adults Supported over 2,298 influencers (parents/carers, advisors, teachers) of young people. Increased investment in this area (see Table 1) and anticipate that we will have increased our engagement with target groups in 2013/14.
44. One outcome of our increased investment in outreach is our growth in educational engagement which has expanded to cover 1,200 schools and colleges nationally. Working to ensure that our initiatives support their strategic objectives and provides added value to school/college life we have activities aimed at KS2, 3, 4 and 5 throughout the year in all disciplines. 45. Our work with young people aged 13 or under (including within primary schools) will continue to raise aspirations and awareness of higher education. On reviewing our primary provision, it was agreed that there was scope to increase what was currently available and as a result we are working with 8 IntoUniversity to support young people from disadvantaged backgrounds in East Leeds, targeting 11 primary schools with more than 35% Free School Meals students. The scheme complements our WP approach very well in that IntoUniversity is designed to help learners understand the pathways that can help them to achieve their ambition; pathways such as the ones provided by Leeds. 46. Our Students into Schools programme typically places c300 undergraduate students on placement within schools and other educational environments. The programme operates a voluntary strand and also offers the opportunity to University of Leeds students to offer subject specific support to primary and secondary schools by participating is one of 17 accredited modules with a school placement. 47. The Students into Schools programme is critical in a number of ways:
It is often the first contact a young person will have with a student and the University of Leeds and is an established and valued aspect of our aspiration raising activity. It offers young people the opportunity to develop sustained relationships with a positive role model who is able to share their experience of their journey through education, offer support and challenge preconceptions about HE It helps raise the academic attainment of young people in schools It gives existing students considering a career in teaching in-depth, supported experience of the primary and secondary school environment to inform their subsequent decisions to study for a teaching qualification.
48. We continue to provide targeted interventions at key decision making points for pupils in schools and colleges as well as city wide festivals (in Science, Arts and Social Science) designed to inspire. One programme worth highlighting is the largest of our suite of festivals: the Leeds Festival of Science which, in 2014, stretched across 17th March to 4th April and allowed the University to provide over 4500 pupil and over 700 teacher interactions. Schools visited from across the north of England during the week of on-campus activity. In addition, several teams from across the University's STEM faculties 8
IntoUniversity works in partnership with universities to provide local learning centres for young people.
delivered two weeks of road shows to both primary and secondary schools across Yorkshire, the Humber and the North West regions. Activity was supported by over 100 STEM Ambassadors. 49. Popular events included in the festival were the Discovery Zone (medical, biological and zoological sciences), featuring nano robots, CT scanners and real hearts, Inside the Brain of a Zombie and an exhibition of pupils artwork about future energy. The Festival's parallel public programme was also hugely popular with weekend and evening activities including the Engineering Experience and IgNobel Show. 50. The Transforming Horizons (TH) Framework for adult WP outlines a three-stage trajectory (Connect, Aspire, Step Change) extending from sustained long-term collaborative work with disadvantaged groups to support for adult learners with their HE choices/applications. Key to the success of TH is partnerships with a range of providers/organisations, impartial IAG and engagement with our mature student Learning Champions, themselves from LPNs, in our work with adults from communities where HE is not the norm. In 2013/14 we delivered:
Connect: 687 participants. This marked the initial engagement with recent returners to learning within the region. Programme included aspiration-raising activities, non-formal learning. Delivered in collaboration with primary schools, family learning providers, early years centres and other community stakeholders.
Step Change: 443 underrepresented adults who received impartial pre-entry IAG, financial advice and ‘myth-busting’ help with HE applications. Provided intensive academic preparation for HE transition, delivered two new courses (one preand one post-application) to fill identified gaps in academic skills enabling students to give serious consideration to career choices.
51. We have created an innovative Research Skills Programme designed to support teachers with responsibility for coordinating and supervising students with research projects including the Extended Project Qualification (EPQ), Pre-U and International Baccalaureate extended essay. Delivered and part-developed by our own PhD students, the programme includes interactive support sessions delivered directly to school students on the use and evaluation of primary and secondary resources, critical reading, referencing and plagiarism, time management and essay planning. An additional, highly interactive programme has also been developed that sends students around the campus on a research treasure hunt, using research skills to undertake an investigation. This session uses many of the collections and archives available on campus. 52. The scheme also provides networking opportunities with academics and teachers supporting research projects. The sessions have proven extremely popular with schools and requests for EPQ support sessions have increased by 400% since the introduction of the programme in 2012. 53. We continue to offer support for Leeds’ staff involved in engagement with schools (including school governors) including monthly information and discussion sessions. We recognise the important role that staff across the University play in education engagement and this is reflected in the introduction of an annual outreach award celebrating contributions to this area. This activity also helps raise the profile of the Access Agreement across the Institution. 54. Our Primary and Secondary PGCE programmes including Schools Direct continue to target low SEC students and those from under-represented groups. Activities include arranging Drop In Days and Train to Teach events in specific subject areas in which our target group students are interested in applying for a career in teaching, These events are organised with participation of School Direct partners and provide specific information to candidates about how to join the teaching profession in these specialist or hard to recruit subjects. 55. Enhancing links between our primary PGCE programme and the University’s BA in Childhood Studies (BACS) has been successful in attracting low SEC graduates to progress onto a primary PGCE. The recruitment numbers for BACS have held steady and, following the re-launch of a revised and reinvigorated programme in 2014/15 led by a new Professor of international renown, we are confidently projecting increased levels of recruitment and anticipate growth in progression to Primary PGCE at Leeds (or other HEI) or teaching-related employment in future years as a result.
Talent spotting 56. Our talent spotting measures seek to provide sustained interventions which can help form a pathway for bright but disadvantaged students to progress to a research-intensive University. Thomas 9 Transition (TT) seeks to encourage progression from GCSE level to post-16 study. The project targets selected schools (with and without sixth-form provision) offering bright but disadvantaged students a structured programme of recurrent support during Year 11. Students receive information and advice about FE providers and courses available to them, as well as guidance to enable them to make an informed choice for post-16 study. 57. Reach for Excellence, our original, intensive two-year programme (years 12 and 13) of academic and study skills support which forged and sustained our relationships with selected local schools and colleges has grown to engage with over 1,300 students since its inception. In addition to working 10 directly with students through on-campus activities, school visits and a summer residential, RfE seeks to engage parents at an early stage to help improve student decision making. 11
58. In 2013/14 we refined our eligibility criteria and widened our geographical coverage. This approach allows us to provide an early IAG intervention for those not selected for the Medicine/Dentistry strand of RfE with the aim of preventing them from applying to the wrong course (specifically medicine and dentistry, which are typically oversubscribed) and guiding them to courses better suited to their needs and ambitions. It has also enabled us to more fully embed the Realising Opportunities students into the academic and skills activities typically a part of RfE provision. Fair Access 59. Eligibility criteria for Thomas Transition, Reach for Excellence, ROPS, Access to Leeds (A2L) and our WP scholarships remain strategically aligned, providing seamless progression through to graduation i.e. outreach to fair access to student success. Access to Leeds is one of the largest contextual admissions programmes in the country. All A2L applicants receive special consideration from admissions tutors; 1,836 applicants have registered as University of Leeds students through the scheme, since its inception in 2003. As with all of our initiatives, A2L is subject to regular monitoring and evaluation. This evaluation has led to a number of changes (see Paragraph 96) designed to make A2L more effective. 60. Young People in Public Care are contacted directly with information tailored to their circumstances. The information gives details of Access to Leeds and our undergraduate pre-entry application WP Scholarships, both of which target those who have been in the public care system. When applying for accommodation, students who can demonstrate that they are leaving public care will have their upfront security deposit waived and can request 365-day accommodation. Student Success and Preparation for Professions 61. In 2004 we centralised our scholarships provision to try to recruit and, crucially, retain WP students. Through annual evaluation we reached a similar conclusion to that of the recent interim report 12 13 published by OFFA : the impact of funding alone was not sufficient to retain students. By 2006 we had concluded that we needed to take a more individualistic approach recognising the complex interaction between the student, their personal circumstances and the institutional context. In the following year we adopted a multi-faceted methodology targeting: a. social integration through a series of events and dedicated peer support to build stronger social networks; b. institutional integration, through developing a supportive and welcoming relationship between staff and scholars;
9
This is the year 11 extension of RfE (Paragraph 57) To note: students who have been in public care form a priority recruitment group for Reach for Excellence and we currently support 11 young people from public care in cohorts 12/13 and 13/14. 11 The refinement to our eligibility criteria was introduced as recognition of the over-representation of medicine and dentistry applicants to RFE. Applicants now complete an additional statement outlining their reasons for applying to study medicine/dentistry courses. 12 An interim report: Do bursaries have an effect on retention rates? OFFA, March 2014. (http://www.offa.org.uk/wpcontent/uploads/2014/03/OFFA-2014-02.pdf) 13 Our retention rate for scholarship recipients was lower than the University average and lower than the retention rate for low SEC students at Leeds. 10
c.
financial provision, working to ensure that our students had the funding to allow them the freedom to concentrate on their studies and to take part in activities that enhanced their social and institutional integration.
62. Our internal monitoring data indicated that this scholar retention activity (known as the Scholar Support Network) proved highly effective. Retention rates have improved and remained consistently higher than our institutional retention rates for students from social classes 4-7. Chart 1: comparative retention rates for University as a whole, low SEC students and students in receipt of a WP scholarship 98 Retention Rates for home/EU undergraduates – all SEC
96 94 92
Retention Rates for home/EU undergraduates – low SEC
90 88
Retention rates for home/EU undergraduates in receipt of WP scholarship
86 84 2006/7
2007/8
2008/9
2009/10 2010/11 2011/12
63. This scheme has been evolving and growing over the past three years to scope the needs of a wider range of WP students and create tailored support activities. Recognising its broader remit we are rebadging the scheme as Leeds+. We believe that we have one of the most comprehensive targeted WP student support infrastructures in place across the country. 64. Vital to the provision is the ability to identify and support those students most at risk of withdrawing from study early (low SEC students); Leeds+ utilises our existing WP recruitment routes (which select students using criteria such as: household income, geographical deprivation, quality of school) including WP scholarships, Access to Leeds, Realising Opportunities and students progressing from Foundation years. The alignment of selection criteria for these schemes assists us in identifying low SEC students with a high degree of accuracy. 65. Leeds+ now works to help foster not only student retention but also progression into work and/or postgraduate (PG) study through aiding the development of employability skills and providing support for students interested in progressing to PG level. The scheme supports and signposts existing provision at Leeds (e.g. study skills workshops, careers guidance, Leeds for Life) and offers specific or enhanced activity (beneficial volunteering opportunities, the chance to deliver outreach work to prospective students, reflective skills development workshops, social events, transition to HE events). It is intended that the scheme will offer personal tutors an additional tool for providing support to WP 14 students. 66. Leeds+ also links with other existing student success programmes across the institution; for example, our Lifelong Learning Centre provides academic and pastoral support services for mature, part-time and foundation level students which are particularly relevant to these cohorts and are available at times that fit around other life commitments. These services, which enhance retention and achievement, cater for the complex and heterogeneous needs of adults throughout the student lifecycle. These two schemes are complementary and Leeds+ offers additional opportunities to these students where it is helpful. 67. The retention rate of our first-degree full-time mature entrants is 92.6% across our full range of provision and 83.9% for our part-time programmes. This compares favourably with the most recent HESA data for full-time mature students (withdrawal across all UK HEIs: 89.5%, University of Leeds benchmark: 90.6%) and is even stronger in relation to data for part-time students (withdrawal across all UK HEIs: 65.8%, University of Leeds benchmark: 70%). These figures reflect the additional 14
Leeds+ staff will also be inputting into the training of new personal tutors.
challenges that are often experienced by older widening participation learners in their personal, family and work circumstances. 68. When reviewing the employability of our mature learners, the DLHE (Destination of Leavers Survey of HE) data for the LLC’s graduates indicate high levels of employment (99% for 2011/12). Our annual survey of graduates (LLC Student Destinations Study 2012) demonstrates that graduates find that their studies have helped to increase their job satisfaction and/or enhanced their status at work. Our co-curricular employability support for these students offers a dedicated Virtual Learning Environment detailing work experience and job opportunities, career planning and transferable skills workshops as well as other personal and professional development opportunities organised to build social and cultural capital. 69. Leeds+ also offers on-course support to our students from public care. Once at the University, these students have access to a named person to assist them should they encounter any difficulties. This provision is intrinsic to the programme of activity we have implemented for care-experienced students from the point at which they first encounter the University through to registration at Leeds and ultimately graduation and employment. 70. Our Initial Teacher Training provision includes additional on-course support, through workshops, for student teachers recruited from minority groups who often experience a range of additional barriers which results in higher non-completion rates 15
71. We ensure that Leeds for Life and our Careers Centre are available to our students after they have graduated. We realise that our relationship with our students does not cease upon graduation. Adult Engagement 72. In recognition of the particular needs of part-time and mature students, the University has an established Lifelong Learning Centre to support and develop mature students with emphasis on those from under-represented or disadvantaged groups. The LLC delivers bespoke part-time programmes that target students from LPNs without a previous degree including foundation degrees with ‘top-up ‘ programme and it also supports part-time students who study on mainstream programmes. 73. As indicated in our assessment summary, Leeds is putting a particular emphasis on working towards our AA target of full-time mature entrants from low participation neighbourhoods with no previous experience of higher education (17.2%). In order to assist with increasing mature and part-time participation in this volatile climate, our LLC has created innovative outreach and adult learning approaches, strengthened its internal progression routes for programmes (such as Business Management and Islamic Studies), grown its foundation year and full-time degree provision, appointed an FE liaison post to support FE adult learners applying to HE, and increased its capacity to deliver IAG. Our part-time Foundation Degrees, linked top-up programmes and Diploma programme are designed for adults in work who are undertaking HE for career enhancement. 74. Adult Learning: To assist with meeting our recruitment targets the LLC has developed the following programmes:
Contemporary and Professional Studies (CAPS): This new interdisciplinary degree is being designed to extend our widening participation provision and be of particular interest to full and part-time mature learners. Part-time Undergraduate Awards: These part-time programmes are timetabled to be accessible for those who are combining study and work. They address professionally related learning (Business Management, Child and Family Studies, Learning and Teaching) or community interests (Islamic Studies). All programmes are part of coherent pathways towards Honours degrees.
75. We also provide extended degrees with integrated foundation years. The following programmes are designed for applicants from widening participation backgrounds who do not currently meet admissions criteria for direct entry to a degree and who can benefit from a foundation year which provides intensive support to enable development of academic skills and knowledge: 15
Interdisciplinary Science Earth and Environmental Sciences Business Studies
Leeds for Life is available up to 5 years after graduation and our Careers Centre is available to our graduates for life.
Arts and Humanities
There is also an established foundation programme in Social Sciences. 76. Widening participation students are explicitly prioritised in admissions to these programmes. Marketing has been targeted at those constituencies we are seeking to attract. Candidates are shortlisted against WP criteria. Once shortlisted, we have followed-up with careful selection processes designed to help us identify those with most potential and to ensure that applicants are well supported and fully informed about the options open to them. 77. The LLC delivers bespoke Part-Time Programmes that target students from LPNs without a previous degree; it also supports part-time students who study on mainstream programmes. Our Foundation Degrees, linked top-up programmes and Diploma programme are designed for adults in work who are undertaking HE for career enhancement. The Cert HE in Islamic Studies, from which students may progress to the second year of an honours degree, focuses on adults from local communities with a particular interest in this subject. STUDENT FINANCIAL SUPPORT Structure and Evaluation 78. Our Student Financial Support comprises our automatically awarded Leeds Financial Support and a complementary portfolio of WP Scholarships (to which students must apply prior to commencing their studies). 79. We evaluate our finance package year-on-year to ascertain impact of the award on recruitment and retention and to hone our promotional approach. We have taken the decision to delay the launch of the survey this year in response to the changes to the HE funding landscape. The survey will go ahead but as part of the consultation referred to in the Assessment Summary; and will be redesigned to more specifically influence the structure of the LFS from 2016 onwards. Leeds Financial Support 80. Leeds Financial Support (LFS) is structured in order to give students choice. LFS has been designed to be responsive to individual needs whilst also supporting the achievement of our targets. Our principles are to:
Ensure our financial support increases the effectiveness of our outreach and encourages students from disadvantaged backgrounds to consider, apply, register and succeed at Leeds Address the real costs of living whilst providing applicants with a choice of support to benefit their specific needs and individual circumstances and attitudes Provide financial support which is simple, easy to understand and clearly targeted at those for whom it will have a real impact.
81. We offer full and part-time students a choice of a fee discount, cash award or contribution towards 16 accommodation, giving them the opportunity to choose the support most appropriate to their individual circumstances. 82. As previously mentioned (Paragraph 6), we have adjusted our funding offer. This decision, whilst driven by the reduction in NSP, has been informed by our internal research and through direct input from staff and students through University committees. Findings from internal reviews at Leeds, for both foundation year (full and part-time) and standard year students have been consistent with that of sector-level research: the financial support package was not the key influence in their decision to choose Leeds. However, our own work does suggest that it remains a factor for a large minority of WP students. In order to ensure that immediate financial issues associated with study are not a barrier to access, the changes to our student funding for this year have, been designed to maintain the cash element as much as possible. 83. We have been working to ensure that we have created a financial support scheme that remains beneficial to our students, competitive in the sector and less subject to change in the future and we will be consulting further (with students and staff) with the intention of finalising our longer-term student finance structure from 2016/17 onwards.
16
We included payments directly to private landlords in direct response to mature student feedback.
Table 4 – Student Funding Package 2015/16 Household income £25k or below £25,001 - £30,000 £30,001 - £36,000 £36,001 - £42,600
Award Amount Year 0 (Foundation year only) £3,000 £1,500 £1,000 £500
Award Amount Year 1 and subsequent years £2,500 £1,500 £1,000 £500
84. Our NSP match funding obligations will continue at the 2014/15 level although a reduced proportion will be dedicated to financial support. 85. With respect to students from the devolved administrations, the arrangements for Scottish and Northern Irish students will match those for students from England. Welsh students will be ineligible for the Leeds Financial Support given the financial support arrangements put in place by the Welsh Assembly. Foundation Student Funding 86. In addition to LFS worth up to £3,000 for foundation year students only (outlined above in Table 4), students entering a full-time Foundation year in 2015/16 will be eligible for the following levels of fee discount: Table 5 – Foundation Year Fee Discount 2015/16 Household income £25k or below £25,001 - £42,600
Fee Discount Year 0 (Foundation year) £3,000 £1,500
87. For students entering the part-time Foundation Year a pro-rata discounted fee will be charged and prorata financial support provided. ITT student funding 88. PGCE students with a Residual Household Income (RHI) of £25,000 or less will receive a bursary of £500. When assessing RHI any TDA training bursary received by the student will be counted as income. MONITORING AND EVALUATION ACTIVITIES 89. Our monitoring and evaluation programme runs throughout the year (see Table 3) helping us measure our progress and target our activity effectively. We believe our programme of evaluation to be transparent and sector leading and it has been highlighted as an example of good practice by 17 HEFCE. We have implemented a robust structure of formal evaluation, employing an array of approaches to ensure that our activity is fit for purpose based on the measurable positive impact it makes on our WP agenda. 90. We have a three-tiered approach for estimating the impact of our WP work across all activities (for primary, secondary and adult learners): a. We use standard questionnaire templates designed to establish the effectiveness of aspiration and achievement raising activities and to facilitate the development of comparative data across the University. b. We gather case studies from participants of our WP work. c. We use annual and in-depth evaluation of key projects in order to share best practice across the institution and, where appropriate, the sector. 91. This methodology has been designed to ensure that we have a good degree of confidence in any conclusions we draw as a result of our monitoring and evaluation. Indeed, the number of responses to the standard questionnaires available for analysis this year was larger than it has ever been with over 5,300 responses analysed; we can therefore be pleased with the finding that in 2012/13, 90% of year 9-11 students saw university study as a realistic option.
17
Higher Education Outreach to Widen Participation Toolkits for Practitioners - Evaluation
92. Where appropriate we commission independent research studies of our projects, such as the independent evaluation of Reach for Excellence by the National Foundation for Educational Research, 18 and of STAR by the Centre for Evaluation and Monitoring at the University of Durham. 93. To support our evaluation and monitoring model we have invested in the development of an electronic evaluation tool. One of the capabilities it provides is the monitoring of progression over a longitudinal survey. During 14/15 we aim to evaluate the new tool by:
Monitoring impact of specific interventions throughout the Faculty of Biological Science Summer School. Monitoring impact of subject specific sessions as part of our Reach for Excellence programme. Mining past data collected from our Widening Access to Medical Sciences activity.
94. We have also begun collecting data in a new system that will allow longitudinal analysis of the impact of outreach amongst adult learner constituencies. This will allow us to track successful applications to Leeds, progression from Foundation Level and, over time, the learning outcomes of students from amongst these cohorts. The system also measures the breadth of individual interactions with adult learners prior to, and during, their applications to HE. We are endeavouring to take into account the fact that adult progression can be slow and non-linear; therefore the longitudinal dimension is crucial. 95. In terms of meeting our main 2017/18 Access Agreement target for entrants from low socio-economic groups (23%) we set out annually planned numbers at faculty level to assist the institution in meeting this performance indicator. 96. An example of how our monitoring and evaluation activities impact on our provision can be illustrated using the review of Access to Leeds, which was completed in 2012/13. The evaluation confirmed our belief that we should sharpen the focus of our targeting methodology. We have therefore begun to utilise Index of Multiple Deprivation (IMD) data to target LPNs. The review also recommended that A2L students be offered additional on-course support (A2L students were consequently given access to Leeds+; see Paragraph 61 onwards) and that the academic module associated with the scheme should be made more robust and geared more towards assisting students develop skills that will ease the transition to HE. 97. Our progress towards our targets is monitored annually through our own internal management data relating to first-year, full-time home/EU entrants. At the same time, data on student retention and completion (by socio-economic group), entrants 21 years old and over, and students leaving local authority care are monitored annually at university, faculty and academic school levels. 98. An audit of our processes for creating and monitoring our Access Agreement recommended minor changes. These have been agreed and implemented. We have also created a system whereby the responsibility for creation of the Access Agreement lies primarily within our Educational Engagement Service whereas reporting and monitoring our progress against our agreed AA targets has been moved to a separate team within the University (Strategy and Planning Office). 99. Within the University of Leeds the responsibility for managing fair access and widening participation lies with the Educational Engagement Service (predominantly focused on young people) and the Lifelong Learning Centre (predominantly focused on adult learners). Both report to the Pro-ViceChancellor for Student Education and through University committees, including the Education Engagement Implementation Group, Taught Student Financial Support Sub Group, Taught Student Recruitment Committee, Taught Student Education Board and ultimately to Senate. EQUALITY AND INCLUSION 100. When designing our access plans, the University worked to ensure that we adhered to the principles of equality and diversity as outlined in the Equality Act 2010. Two of our four key institutional targets for recruitment and support relate to people with protected characteristics (disabled and mature students) and equality considerations flow through all of our access activity. 101. Over the past 18 months we have undertaken extensive organisational activity to raise the profile of Equality and Inclusion. Through a series of consultation and involvement sessions, the University’s 19 first Equality and Inclusion (E&I) Strategy and Framework was developed, demonstrating how the University’s value of inclusiveness translates throughout every aspect University life. We have deliberately moved away from the concept of Equality and Diversity, to promoting a culture of Equality 18 19
The Sutton Trust Academic Routes project. http://www.equality.leeds.ac.uk/downloads/policies/9400_EI_Report_Final_160114.pdf
and Inclusion to reflect the personal steps we need to take to support our staff and students in order achieve their full potential. 102. Within the Equality and Inclusion Strategy we have identified an Equality Mission for Leeds: To be a beacon of excellence in the sector promoting a culture of inclusion, respect and equality of opportunity for all. To support this mission, the strategy highlights four priority areas to ensure we successfully embed equality into all aspects of University business. For example, Priority 4: ‘Ensure a world class student experience through inclusion and academic excellence’. This priority focuses on:
Providing fair and equal access to recruitment, attainment and progression opportunities to ensure an exceptional student experience for all.
Recognising the range of needs of our diverse student population and integrate these needs into the governance and practice of student education
103. The University annually gathers internal management data on admissions (applications, offers and acceptances) by protected characteristic and a Progressing and Inclusive Taught Student Education Steering Group (PITSESG) has been established under the auspices of the University’s Taught Student Education Board to carry out further analysis and establish appropriate targets and action plans to address any identified shortfalls. Allied to this, we are ensuring that we monitor gender, ethnicity and disability data for specific WP outreach and fair access schemes (Reach for Excellence, Access to Leeds, Scholarships, Realising Opportunities) so that we continue to build a connective relationship between institutional achievement and our targeted outreach. It is also expected that the PITSESG will progress and monitor the activity highlighted within Priority 4 of the Equality and Inclusion Strategy. 104. We support and recruit students with protected characteristics through a variety of approaches which help to demonstrate how our equality and inclusion agenda is embedded within our access work. Examples of operational activity include:
Our Lifelong Learning Centre which is dedicated to supporting and developing mature students with emphasis on those from under-represented or disadvantaged groups.
The University’s Disability Support and Assessment Unit, which encompasses in-house support workers, an accredited Access Centre and a Transcription Centre to encourage potential students to realise that a place at Leeds with needs-based support is achievable.
Our outreach and fair access work (focusing on schools with high levels of deprivation) provides sessions on student finance, admissions etc. 48% of the Year 12 and 13 cohorts for Reach for Excellence (combined) in 2012/13 are classified as BME.
Our Widening Participation Scholarships and Access to Leeds schemes typically recruit a 20 higher proportion of BME students than the University average (see Chart 2). In addition, these students are also eligible for Leeds+ activities which helps support Priority 4 of our E&I strategy.
Chart 2 – Comparison of proportions of BME students recruited to University, A2L and to WP Scholarship schemes 50 45 40 35 30 25 20 15 10 5 0
20
% of first year full time home/EU entrants from a BME background % of scholarship winners who are first year full time home/EU entrants from a BME background % of Access to Leeds entrants who are first year full time home/EU entrants from a BME background
We have noted the trend of a reduced percentage of BME A2L students. This is posited to be due to the introduction of automatic flagging for Access to Leeds in 2010. We are monitoring this trend; however, the proportion of BME students entering through A2L remains higher than the University’s average.
With the introduction of student loans which attract a real rate of repayable interest the Equality Policy Unit developed a finance web page dedicated specifically to potential Muslim 21 students who may have concerns regarding “Riba”. The page outlined the changes to the student finance arrangements as well as detailing a number of alternatives for those students who were affected.
The Equality Policy Unit has also developed policies to support students who are pregnant, 22 parents of very young children or carers. We believe that being or becoming responsible for a child or dependent adult should not, in itself, be a barrier to a student, or prospective student, starting, succeeding in, or completing a programme of study at the University. The University is committed to being as flexible as possible, whilst, at the same time, making sure that any accommodations made for the student do not compromise academic standards.
Our School of Education has a focus on encouraging men onto primary PGCE courses as well as improving the ratio of BME students studying a teaching course at Leeds. These initiatives focus on progression from undergraduate to postgraduate study and then graduate level employment and will also help to address the lack of appropriate role models for further generations of school pupils. We have been pleased with the positive direction of our recruitment: compared with 2012/13 entrants we have seen a 6% rise in the percentage of BME students in 2013/14 (to 13%) and a 1.8% rise in the number of male students (to 35.8%). We are very keen to continue to make progress in these areas.
We also work in partnership with schools to support our PGCE students who have mobility issues developing individual support plans, e.g. to enable them to engage in alternative activities to PE duties.
For the 14/15 session the University will be working in partnership with Natural England and Minsthorpe School on a pilot programme improving access to the National Nature Reserve at Skipwith Common for people with a disability. Around 25 Year 9 students at the school who are disabled or who have an interest in working with disabled people will work with Natural England and University staff to develop project management skills and competencies in raising funding and overseeing provision of improved access and facilities for people with a disability to the reserve.
We believe that these measures (as well as others) positively impact both on our institution’s equality and diversity and our WP agendas. 105. With a diversity of students comes a diversity of challenges but as an institution we are well placed to meet and overcome these. Our access and equality functions work closely at an operational and a strategic level. Operationally, access staff review activities/plans with the Equality Policy Unit. Examples include:
Reviewing Widening Participation Scholarships criteria to ensure they are not discriminatory.
Taking advice to ensure outreach activities such as Summer Schools are scheduled as sympathetically as possible, avoiding festivals such as Ramadan; but where this is not feasible following Equality Policy Unit guidance on supporting students who attend.
106. At a strategic level, Equality Policy Unit staff serve on committees and working groups responsible for inputting into the creation, reporting and monitoring of our Access Agreement. There is also clear senior leadership of widening participation which is aligned to the institutional vision.
PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS 107. We recognise that fee levels and the financial support system available in universities and nationally might be difficult to understand so we are committed to making our information as accessible as possible. Our student finance Webpages are approved and reviewed through committees which have student representation and our annual Money Guide includes input from the Leeds University Union and our student Money Ambassadors. 108. We will continue to provide:
21 22
Islamic Sharia law prohibits "Riba", which means the paying and receiving of interest for profit. http://www.equality.leeds.ac.uk/university-policies-2/
Enhanced financial information on our website covering our fees as well as the government and University financial support available for new and continuing students. Dedicated parent and advisor information via the web and through conferences and sessions at Open Days. A dedicated financial literacy programme for schools and colleges, which includes student finance information sessions specifically tailored for parents/carers. Integrated messages regarding finance in all communications with prospective students. A Money Guide outlining our fees and financial support (alongside government financial support) which will be regularly updated and used in outreach; during Open Days; and HE Fairs. Fees and student finance information will also be included in our prospectus. Individual financial literacy and budgeting support for students on our talent-spotting schemes Web based advice regarding the pros and cons of the different choice elements (fee waiver, 23 bursary, accommodation discount) of our Leeds Financial Support. Bespoke IAG tailored to the needs of mature and part-time learners
109. We will provide the relevant information to UCAS and SLC in a timely and accurate manner, to populate their course databases to inform applicants. CONSULTING WITH STUDENTS 110. We have long seen the benefits of consulting our students in the formation and delivery of WP activity and have historically engaged with them in decision making processes at all levels of the 24 institution. This activity ranges from student representatives helping to select winners of our Widening Participation Scholarships to formal (and informal) input into and monitoring of the Access Agreement through the relevant committees. See Annex 1 for the perspective of our Students’ Union. 111. During 2011 we formalised the University ‘Partnership’. Developed by students and staff, it describes our mutual expectations as members of the University community. Within the Partnership structures, student views have been sought both formally and informally in the development of the Access 25 Agreement. At a formal level, there is student representation throughout the committee structures that comment on, endorse and ultimately monitor the Access Agreement including the Education Engagement Implementation Group, Taught Student Recruitment Committee, Taught Student Financial Support Sub-Group and Senate. 112. The University and LUU have worked together to provide a simple and accessible database of volunteering activity. The Volunteering Hub promotes three key areas of our volunteering provision: ’Students into Schools’ programme; student-led volunteering projects; and quality assured volunteering brokered with the third sector. The Volunteering Hub also offers the opportunity for young people on our talent spotting programmes to get involved in different volunteering opportunities, giving them a broader view of university life pre-application. The Leeds for Life Foundation provides funding to support student-led volunteering projects both in the UK and overseas. 113. Our Educational Engagement Service employs students to help deliver activities on campus or in schools (often these students are those who progress to Leeds through WP routes). These student hosts are given debrief sessions with Careers Centre staff to assist them in identifying the skills they have developed through their work. This is also the case with our mature student Learning Champions who are involved in a range of activities with adults from local communities to encourage HE progression. By encouraging reflection in this way we continue to help enhance the development of skills in our student body. We offer a variety of roles and detail which skills a student host will develop within each of these roles allowing for students to target their skills development. Feedback from student hosts also help inform our training year-on-year. 114. Our Educational Engagement Service and LLC continue to work closely with LUU; incorporating a 26 series of questions within the Financial Literacy project evaluation questionnaires on behalf of the Union; this provides the Union with an opportunity to gather information from pre-entry students about the kind of advice they would like to receive once at University and the format this might take. The Educational Engagement Service then provides the Union with a copy of the project’s annual evaluation report, helping them to shape future activities, information, advice and guidance. 23
Drawn up in partnership with Leeds University Union. Since 2006. 25 These include the Taught Student Financial Support Sub Group (meets five times per year: September to July), Education Engagement Implementation Group (meets six times per year: September to July), Taught Student Recruitment Committee (meets three times per year: September to July), Senate (meets six times per year: October-July). 26 This project places University students in local schools and colleges to deliver a number of workshops on financial literacy as well as employability skills to year 12 and 13 students. 24
TARGETS AND MILESTONES
What we will do
Our milestones 2013/14
Progress Towards 2013/14 Milestone
Milestones 2015/16
Our Outcomes 2017/18
20%
20.9% 2013 entrants (internal data)
21
23%
95.8%
96.8% 2011 entrants (HESA data)
96
96%
Maintain 16.8%
14.7% 2012 entrants (HESA data)
17
17
3.9%
5.2% 2012 Entrants (HESA data)
4
4
23% of our first year, full-time home/EU students (under 21) will be from a low socio-economic background (HESA table 1a)
Continue to exceed our 2008/09 HESA benchmark for retention of 95.4% for all first degree full-time home/EU students (HESA table 3c) Continue to meet and then exceed our 2009/10 HESA benchmark of 16.8% of mature entrants with no previous HE and from low participation neighbourhoods (HESA table 2a) Meet and then exceed our 2009/10 HESA benchmark of 3.9% participation of students who are in receipt of the Disabled Students Allowance (HESA table 7)
Education Engagement Strategy/Adult Learners Strategy What we will do
What the outcomes will be 2017/18
Engage young people, their influencers, schools/colleges to raise aspirations and awareness of higher education by annually: Working with 41,000 young people 27 Engaging 2000 influencers (parents, teachers and advisors) of young people Placing 400 students as ambassadors in schools Delivering three large scale ‘Festivals’ e.g. The Leeds Festival of Science Offering a series of ‘Discover’ days across disciplines Providing an intensive partnership with 10 schools located in areas where progression to higher education is traditionally low (66% of pupils from disadvantaged backgrounds)
Of those we work with:
27
90% of young people in years 5-8 are aware of higher education 75% of young people in years 9-11 will see university study as a realistic option. 70% of young people in years 12-13 will consider the University of Leeds or other higher education institution Contribute to an increase in 5 A*-C GCSE pass rates of students in partner schools.
Target revised upwards since 2013/14 Access Agreement in light of the level of success against this measure (engaged 1,960 influencers).
Bespoke support for the City’s young disabled people or those from a care background.
Of those we work with:
Engaging with adults from low socio-economic groups to consider higher education we will deliver nonaccredited adult education in a range of curriculum areas in order to encourage progression to further FE study and to raise awareness of higher education as a longer-term option.
60% view higher education positively and see it as a viable option for them 80% have increased confidence through exposure to new and challenging experiences.
Annually, of those we work with:
500 adults will be engaged in non-accredited activities 300 will indicate an interest in progression to higher education.
Pathways to Leeds – Reach for Excellence, Access to Leeds, Foundation Years To support the ‘most able, least likely’ we will annually: Work with 800 young people in years 11, 12 and 13 supporting them to apply to a research-intensive university (Thomas Transition, Reach for Excellence and in subject specific talent programmes). Provide a guaranteed scholarship to 200 young people progressing to the University of Leeds.
Of those we work with: In year 11
50% progress to FE
In year 13
45% apply to a selective university 35% apply to the University of Leeds
Grow the numbers of students on our admissions pathways through: 1300 direct applications to Access to Leeds (A2L) Enhancing our Foundation Year offer.
We will achieve:
For adults who have achieved FE Level 3/HE Level 0 (or equivalent) we will provide activities to raise aspirations, support academic development and independent Matrix-accredited Information, Advice and Guidance (IAG).
We will achieve:
To increase the number of adults studying at (FE) level 2 (or equivalent) to progress to Leeds we will engage 400 adults in activities (including a summer school, HE tasters and 8 campus study days).
We will offer bespoke targeted retention measures to ensure the support and success of disadvantaged students, for example young people leaving public care and our scholars.
To achieve this we will:
520 A2L students per year at the University
200 successful applications to University of Leeds from Level 3 or HE Level 0 mature students from low socio-economic groups and/or under-represented BME groups. 250 adults directed to other HE provision. 240 actively seeking to progress to HE.
Extend support to scholars, A2L students and those who entered Leeds through foundation year course from pre-entry to graduation Maintain our high retention rate at circa 96% Maintain employability rates for students from low socio-economic backgrounds comparable with the whole cohort.
Annex 1 Access Agreement Student Union Shifting the agenda within the University Leeds University Union (LUU) is highly engaged with the student body at the University. The recent elections for the 6 student executives for 2014/15 had 10,250 students participating in the voting. LUU are currently going through the strategic review and planning their main objectives for the next four years. 3470 Students filled in the 25 minute survey which looked at the various different aspects of their life, so LUU can find out what their lives are like. There were also 2 focus groups of 4-5 students held and 13 students kept a journal called ‘a day in the life of’, this was followed up with a short telephone interview to build on the responses. The respondents were grouped by characteristic into 6 segments, from this the 9 promises of work we need to complete were created. One of the promises is sense of belonging, this aims to ensure that all students feel safe and content when at university, this aims to help with the retention rates of students too. The promises are currently being developed by students and staff and will be taken to the Better Union Forum where they will be voted on by a panel of 16 randomly selected students, if they pass the promises and the new strategic review will be implemented in the next academic year 14/15. LUU’s Equality and Diversity officer has been involved in every aspect of the creation of the University’s Equality and Inclusion framework. We started by holding focus groups with students (both random groups of students and focus groups specifically targeted at under-represented groups such as black students, student parents and LGBT students). Through this we managed to gather a wide range of student feedback on what they conceive the rights and responsibilities of both themselves and the University to be. The Equality and Diversity officer and other appropriate representatives from the Students’ Union were then involved in all meetings in which the framework and the actions were developed. LUU was then involved in the final decisions about the framework and the way it will be communicated to students and staff. The Equality and Diversity Officer was on the recruitment panel for the Chair of Student Health and Wellbeing, the Director of Student Admissions, the Director of Student Operations and the Director of Student Opportunities. The Officer was also on the recruitment panel for the Head of the Equality Policy Unit. This included feeding into the questions asked in interview and being part of the final decision making. LUU is currently in the process of setting up student forums for liberation groups. This idea came through the democratic processes within LUU. The groups would be made up of self-defining students who are women, disabled, LGBT and/or black. This will help with the under representation of these groups and will help with retention of students as they can campaign on issues that are affecting them. The groups will also offer a welfare aspect too, signposting students to the relevant services, this will help students who feel more comfortable talking to someone they can identify with. Each group will have a co-ordinator (who will be self-defining) and they will then report to the Equality and Diversity Officer. The activity of the group will be to campaign on issues they may be facing as some societies at LUU are politically neutral so this will ensure that all aspects are covered. Students are represented on every level of the University committee reporting structure. One member of the student executive sits on all of the decision making bodies that are held at the University of Leeds, this ensures that there is student representation at every level of the decision making process. This is testament to the Partnership agreement. The School of Healthcare teaches a high proportion of mature and part-time students. There has currently been a review of various courses in the school. There have been ongoing negotiations to ensure that these courses are still taught at the University of Leeds. Student representatives and LUU have worked in partnership with the University to ensure that the student satisfaction and communication has been the best it can be so that students can be represented in the decision making process. Retention LUU has been working with the scholarships team within the University’s Educational Engagement Service delivering workshops to scholars on money management. These workshops are designed
especially for scholarship holders to help them reflect on their money management in the current year and plan for the following year. So far we have run one test workshop. The workshop covered budgeting skills as well as money saving strategies. This kind of workshop is set to be developed with a broader ranged being offered in future years as part of the Leeds+ support that is on offer. LUU also launched a Scholarship society this year. This came from 4 dedicated scholars who have loved their experience and wanted to create a community for scholars through our society system. The Scholarship society receives support through our Student Activities department including tailored training and personal development. Society committee members are trained in managing their society budgets as well as other management skills like leadership. For the societies first event they chose to run a budgeting workshop. The Student Advice Centre ran this session for the society and 18 students attended. We have worked with the University to deliver training to front line Union staff and sabbatical officers on the application and process of claiming Disabled Students Allowance. The aim of training our staff and student sabbaticals in this area is to encourage more DSA applications and better support the recipients in the process. Recruitment The Student Advice Centre works with the Educational Engagement department in delivering information advice and guidance talks relating to Student Finance. This work often comes as part of raising aspiration work however this year this has also included some recruitment work. We visited Ralph Thorseby school to deliver an introduction to Student Finance. We promoted the benefits of early application, money saving strategies and worked on the basics of budgeting. The workshop received 100% positive feedback. We are looking at models of working to deliver more workshops like this in future. Raising Aspiration LUU works closely with Educational Engagement on schemes such as Access to Leeds and Reach for Excellence. For our Access to Leeds students we take part in the launch events. As part of these, students are invited on campus for a variety of events. LUU provides student Money Ambassadors as part of the student life panel event. Access to Leeds students are invited to ask questions about any part of student life. Usually questions are around the panel’s experience of life in Leeds and managing their money. Last year the Money Ambassadors spoke to 177 students this way on this scheme. The Student Advice Centre within LUU also supports the Reach for Excellence programme in the half term events. We have for the past 2 academic years provided a Student Finance IAG talk for the half term attendees. This has included how to apply for Student Finance, general eligibility, money management and budgeting advice. In 2013 this reached 27 students. LUU are also part of the Excellence Hub work that the University does. The hub involves 4 other Universities and a number of schools local to each university. LUU talks focused on managing money in University life. Sharing tips and experiences from Money Ambassadors to Excellence Hub attendees as well as covering budgeting basics. A number of LUU’s societies offer student-led volunteering opportunities in the community and local schools. Action is an umbrella society through which a variety of outreach projects are run. They run the Little London Crazy Club, which is a weekly after-school club which offers children at Little London the opportunity to go on trips and take part in a wide range of opportunities. They also take children from disadvantaged backgrounds aged 10-11 on a 5 day Residential to Silverdale near Morecambe. LUU has a number of student led outreach projects. For example ‘Sexpression’ which teaches in local schools to empower young people to make informed choices about their sexual and reproductive health. The Teddy Bear Hospital is a similar project which works with children between 5-7 years old and aims to promote healthy living. Other societies which are not necessarily set up to volunteer have started to offer extra-curricular activities for children in local schools. The women’s tennis society, for example, offer free after-school tennis lessons, and the LGBT society are planning to deliver workshops on being LGBT at University in the coming year.
Access agreement 2015-16 resource plan (submission 1st May 2014) (Table 7) Targets and milestones Institution name: University of Leeds Institution UKPRN: 10007795
Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body
Number
Description (500 characters maximum)
Please select target type from the drop-down menu
Is this a collaborative target?
Yearly milestones (numeric where possible, however you may use text) Baseline year Baseline data
Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2014-15
2015-16
2016-17
2017-18
2018-19
HESA T1a - NS-SEC classes 4-7 (Young, full-time, first degree entrants)
first year full time home/EU students (under 21) from NS SEC 4-7.
No
2009/10
18.8
20.5
21
22
23
Our latest HESA data published for 2009/10 is 18.8% against a corresponding revised HESA benchmark for this group of students of 23%. We consider that maintaining our intake of students from low socio-economic groups will be a challenge and going forward we will move incrementally towards meeting this HESA performance indicator.
HESA T2a - (Mature, full-time, first degree entrants)
mature entrants with no previous HE experience and from low participation neighbourhoods
No
2009/10
16.8
16.9
17
17.2
17.2
We intend to initially continue to meet our 2009/10 benchmark and then increase the proportion of students in this category. This measure has historically shown a lot of volatility both in terms of actual performance and benchmark.
HESA T3a - No longer in HE after 1 year (All, full-time, first degree entrants)
retention of all first degree full-time home/EU young and mature students
No
2008/9
95.7
95.9
96
96
96
HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants)
participation of students who are in receipt of the Disabled Students Allowance
No
2009/10
3.8
3.95
4
4
4
Other statistic - Completion/Non continuation (please give details in the next column)
Internal (Univeristy of Leeds own measure) continuation rates for full-time home/EU undergraduate students from NS SEC 4-7
No
2009/10
92.1
92.6
92.8
93
93.2
1
2 96.2
We will continue to exceed our 2008/09 HESA benchmark and steadily improve our already high retention rates.
3 We will increase the proportion of students in this category meeting and then exceeding our 2009/10 HESA benchmark.
4 93.4
We will continue to improve the continuation rates of students from NS SEC 4-7 as indicated by a University of Leeds internal measure.
5
Notes Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the number of beneficiaries reached by a particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.
Table 7b - Other milestones and targets.
Number
Description (500 characters maximum)
Please select target type from the drop-down menu
Is this a collaborative target?
Yearly milestones (numeric where possible, however you may use text) Baseline year Baseline data
Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2014-15
2015-16
2016-17
2017-18
2018-19
Operational targets
working with young people and their influencers to raise aspirations and achievement towards higher education and the University of Leeds
No
2009/10
40985
41000
41000
41000
41000
Following cessation of Aimhigher we will maintain our broad outreach programme to raise aspirations to higher education and the University of Leeds. However our additional investment and areas of growth will be directed towards targeted, long term interventions with identified individuals.
Outreach / WP activity (other - please give details in the next column)
place 400 students as ambassadors in schools and other educational settings
No
2009/10
433
400
400
400
400
With the cessation of Aimhigher Associates Scheme we will set our target at 400 students annually.
Strategic partnerships (eg formal relationships with schools/colleges/employers)
working in an intensive long term partnership with schools identified by less than 45% GCSE A*-C pass rate and by 66% of population from the lowest super output areas
No
2009/10
5
10
10
10
10
We will also continue to maintain relationships with over 300 schools and colleges.
Outreach / WP activity (other - please give details in the next column)
90% of young people we work with in years 5-8 are aware of higher education.
No
2009/10
75
84
87
90
90
From our Estimating Impact Model to assess the effect of our outreach activity (set out in our Strategic Assessment) we are able to determine the impact in terms of outcomes on a broad institutional scale. We intend to continue and develop this work.
Outreach / WP activity (other - please give details in the next column)
75% of young people we work with in years 9-11 will see university study as a realistic option.
No
2009/10
71
74
75
75
75
Outreach / WP activity (other - please give details in the next column)
70% of young people we work with in years 12-13 will consider the University of Leeds or other higher education institutions
No
2009/10
68%
70%
70%
70%
70%
Strategic partnerships (eg formal relationships with schools/colleges/employers)
Working in partnership across the City, we will provide bespoke support for young people in public care and those with a disability. Of these, 60% view higher education positively and see it as a possible option for them in the future.
No
2009/10
50
56
58
60
60
Strategic partnerships (eg formal relationships with schools/colleges/employers)
Of these young people we work with through the Projects, 80% have increased confidence through exposure to new and challenging experiences.
No
2009/10
70
76
78
80
80
Lifelong learning
We take a long term approach in engaging adults from low SEGs in LPN to explore the journey to higher education, starting with non formal adult education
No
2009/10
278
400
450
500
500
Non formal provision, predominantly community-based, will be utilised to engage with under-represented communities. These will be even more essential to adult outreach given the reduction in overall funding for adult education, which has a direct impact on the pre-Higher Education progression routes available.
Lifelong learning
Of those engaged, 300 will indicate an interest in higher education
No
2009/10
167
240
270
300
300
Our current tracking of adults who complete our non-accredited activity indicates that 60% express an interest in progressing to Higher Education, whether in the short or long term. By delivering clear messages about the benefits of HE and the financing of study, we intend to maintain this level of interest.
Lifelong learning
We work with adults who are studying at FE Level 2, engaging in progression activities e.g. summer schools, HE taster days and campus study days
No
2009/10
265
350
385
400
400
We will build on the successful 'Aspire:Beyond GCSE' project and our summer schools which were previously Aimhigher-funded to work with adults studying in the community at equivalent to encourage and support their progression. This will include working with a range of education providers.
Outreach / WP activity (other - please give details in the next column)
To support the 'most-able least-likely' to apply we will work intensively with young people in years 11, 12 and 13 to support them in applying to a research intensive University
No
2009/10
300
800
800
800
800
Building on a proven success rate, we aim to increase substantially our talent spotting schemes through additional outreach investment.
Outreach / WP activity (other - please give details in the next column)
Of those we work with through Thomas Transition in Year 11, 60% will progress to FE level study by 2016/17
No
2012/13
0
55%
55%
60%
60%
We will review thes targets on a regular basis as the picture of progression rates between year 11 and FE level becomes clearer
Outreach / WP activity (other - please give details in the next column)
Of those we work with through such talent spotting schemes, 45% will apply to a research intensive university and 35% will register at the University of Leeds
No
2009/10
45% and 35% 45% and 35% 45% and 35% 45% and 35% 45% and 35%
Contextual data
Expand the number of direct applications through Access to Leeds
No
2010/11
673
1300
1300
1300
1300
Contextual data
Expand the number of students registering through Access to Leeds
No
2010/11
176
390
442
520
520
Lifelong learning
For adults who have achieved FE level 3/HE Level 0 or equivalent we will seek to expand our successful applications to the University of Leeds
No
2009/10
165
180
190
200
200
Through our information, advice and guidance and outreach activity we have a track record of supporting successful applications from Widening Participation cohorts. We are currently optimistic that clear messages on fees and the benefits of a degree from the University of Leeds will lead to an increase in these numbers.
Lifelong learning
Expand the number of successful mature student applications to other HEIs, through collaborative outreach activity undertaken in LPNs regionally
No
2009/10
180
220
230
240
240
The University of Leeds may not be the appropriate destination for a proportion of the adults we work with and it is important that we are able to offer impartial information, advice and guidance on progression elsewhere.
Student support services
Support our scholars and vulnerable students through a series of bespoke targeted retention measures
No
2009/10
300
400
400
400
400
We will expand our scholar support mechanism to include care leavers and Access to Leeds
Outreach / WP activity (collaborative - please give details in the next column)
Through the Realising Opportunities collaboration with 11 other research intensive universities.
Yes
2009/10
30
75
Outreach / WP activity (collaborative - please give details in the next column)
Across the partnership of Excellence Hubs (a collaboration with the Universities of Sheffield, Hull and York) we will provide IAG decision making conferences for years 8/9, 11 and 12 students.
Yes
2010/11
0
1900
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15 16
17
18
Our work with young people in public care across the City is recognised nationally and brings together the Universities of Leeds, Leeds Social Services and the City Learning Centres. Building on this success we aim to establish a similar bespoke project for disabled youngsters in the City.
We will build on and expand our proved Access to Leeds Scheme.
19 The targets have been revised upwards by the RO universities. Targets listed represent the University's proportion of the collaborative target set by the Realising Opportunities partners.
20
21
Optional commentary on milestones. This box is character-limited to 1000 characters; however, we are happy for you to upload additional ‘supporting information’ as a separate Word/pdf document.
1900
1900
Excellence hub partners have agreed to continue the scheme post 2015. Partners have agreed to review activity and targets for the 16/17 Access Agreement submission.
