Widening Participation Strategy

Transcription

1 Widening Participation Strategy 1

2 1 Introduction The purpose of this document is to articulate a Widening Participation (WP) strategy that is aligned with GCU s 2015 vision, values and strategic goals. Participation in higher education (HE) should be readily available to those who have the ability and potential to benefit. Broadening the range of people in HE promotes greater social justice, economic inclusion and wellbeing, producing more just, effective and healthier societies. GCU is renowned in Scotland, the UK and internationally as a successful Widening Participation (WP) university. Nevertheless there remain several significant and current social, political and financial challenges to both widening participation in HE. This strategy is a response to those challenges. 2 Strategic Goal Our strategic goal is to be internationally renowned as a university that provides opportunities to access HE to those UK and international groups which are traditionally under-represented and to provide appropriate support as well as approaches to learning, teaching and assessment which facilitate successful engagement, progression and achievement. 3 Strategic Objectives Our strategic objectives are to: 1. raise awareness and aspirations of HE with under-represented target groups 2. enhance the diversity of GCU s student body by pro-actively recruiting students from under-represented UK and international target groups 3. work with strategic partners e.g. schools, colleges, to prepare students for the academic and social transition to university 4. provide flexible routes into and through HE with a sustainable infrastructure for articulation 5. integrate support for transition, engagement and progression within learning, teaching and assessment strategies 6. enhance student support processes to ensure higher rates of progression, retention, completion and employability 7. position GCU as a leader in WP work at home and overseas 8. embed WP firmly into the core activities of the university, ensuring collaborative, joined up evidence-based approaches and creating an efficient enabling structure to maintain and develop opportunities. 4 Strategic Approaches To achieve our objectives we will: 1. clearly define the target student groups that are under-represented and develop more sophisticated and longer-term monitoring and tracking of their progress. 2. underpin the implementation of the WP strategy with a quantitative and qualitative research-led evidence base 3. ensure more seamless transition into GCU through well defined Recognition of Prior Learning (RPL) and Credit Transfer policies and processes as well as articulation agreements which facilitate closer curriculum alignment and collaborative curriculum development and delivery. 4. develop effective approaches to, and models of, articulation working in close collaboration with college partners; the Scottish Funding Council and other key stakeholders 5. deliver appropriate transition and support models balancing targeted interventions pre- /post- entry with the need to develop student autonomy. 6. design flexible and inclusive learning opportunities e.g. part-time learning, blended learning, work-based learning, increasing opportunities for curriculum input from 2

3 employers, and recognition and accreditation of part-time work experience gained whilst studying 7. collaborate with partners e.g. Scottish Government, SFC, primary and secondary schools, Colleges, employers and other stakeholders to raise standards of achievement in target schools/colleges; to inspire and raise aspirations towards education and HE in particular; to develop information products, advice and guidance services for WP target groups, including student mentoring; to develop curriculum pathways between schools, colleges and HEIs; build communities of practice around effective transition practices which are both sustainable and transferable; to engage in effective knowledge transfer enabling the sharing of good practice and appropriate forms of research evidence. 8. engagement of staff in reviewing learning, teaching and assessment strategies in order to facilitate academic and social integration more effectively and ensure students develop the skills and level of engagement necessary for successful achievement. 9. provide financial and social support through expanding the scope of scholarships, bursaries, hardship funds and student advisory services consistent with the wider policy environment 10. develop GCU as a regional and national focus for WP activity through communicating GCU s vision as an inclusive, accessible university, showcasing WP research and best practice, and being a hub for WP communities of practice. 5 Strategic Outcomes Our strategic outcomes for 2015, from a baseline of 2009/10, are: to maintain a top 3 position in Scotland for the recruitment of under-represented groups to ensure that the progression, retention, completion and non-continuation rates of under-represented groups aligns with those for corresponding students in the same year to strengthen and formalise the pathways between partner colleges and schools to double the amount of funding spent on scholarships. 6 Background Context 6.1 In Glasgow and the West of Scotland, the numbers of HE entrants from the most economically and socially deprived areas is low. People who live in deprived areas are more likely to participate in colleges than universities while people in more affluent areas are more likely to participate in universities than colleges. 6.2 Students from deprived areas and with lower prior attainment or mature students are the most likely groups not to continue their studies. Many direct entry students are reluctant to progress to honours. 6.3 Men are under-represented in the undergraduate population. Although the percentage gap between men and women participating in colleges and universities narrowed in 2008/09, women are still more likely than men to participate at FE and HE level Across the HE sector the growth of an increasingly heterogeneous student population, (including heterogeneity within the different learner groups, in terms of prior educational experience, personal and work circumstances, patterns of student engagement, attitudes to learning and motivation levels, and within disciplines) requires a variety of approaches to learning, teaching and assessment and a flexible and inclusive system of support. 6.5 Students are increasingly likely to enter and exit HE at different points, or return at a later stage, depending on their life and work goals and commitments. Flexible entry (RPL & Credit Transfer), flexible delivery (WBL, PT, blended learning, workplace delivery) and collaborative delivery with partner colleges can support and facilitate re-engagement and re- 1 SFC Learning for All update, March (2010) 3

4 start with education. Collaboration and partnership working with colleges helps support this process. This will be underpinned by the use of the SCQF as a developmental tool to support enhanced flexibility and multiple entry and exit routes from programmes. 6.6 SFC has funded 5 regional articulation hubs, since 2007/8. These hubs are five year initiatives. to strengthen and formalize existing articulation routes; develop new articulation routes/delivery models; improve the transition and progression of direct entrants, and interinstitutional communities of practice. 6.7 While across the HE sector commitment to WP remains strong, there remain significant current social, political and financial challenges to widening participation in HE e.g. stringent fiscal policies, high unemployment, the funding of HE the impact of demographic trends on future student recruitment, UKBA regulations. 7 Widening Participation at GCU 7.1 In 2009/10 at GCU of new Scottish-domiciled FTUG entrants:g Total 37% of students were from disadvantaged backgrounds cf Scot avg 28%, UK 32% 2 Non continuation was 10.5% (Edinburgh Napier 16.4%, UWS 21.4%) 26% articulated from FE Colleges 74% of all FT UG L2/L3 entrants had an HNC or HND as their highest qualification 3 46% of our students are first in family 35% were over 21 96% were from state schools 6.5% declared a disability. 7.2 The GCU approach to WP is to develop an institutional culture that embraces diversity as a positive force and does not require participants to change before they can benefit from HE. The focus is on facilitating access and supporting successful completion of programmes and beyond. It is demanding of changes to the curriculum, pedagogy and flexible provision 4. The support required for students commences prior to the decision to enter HE and includes aspiration raising, information provision about programmes/he routes, pre-entry guidance and preparation for the university experience. It continues post-entry through processes of proactive student support and learning, teaching and assessment strategies which enhance academic and social engagement with the university. 7.3 GCU is the lead institution in the SFC funded regional articulation hub: the Greater Glasgow Articulation Partnership (GGAP) There are several strands of activity including an HN Tracking Study, to provide data on the aspirations and destinations of HN students, the formation of College University Subject Partnerships (CUSPs) across the partner institutions to ensure that partnership activities can be maintained and nurtured as core practices in the longer term among subject specialists involved in articulation and transition. 7.4 GCU has developed a Lifelong Learning Articulation Framework (LLAF) as part of GGAP which will strengthen our college partnerships and formalise all our articulation routes through programme level progression accords or articulation agreements. These accords and agreements explicitly address issues of curriculum alignment and transition support and facilitate communication between university and college partners to provide a coherent infrastructure that underpins the college to university transition of articulating students. 2 (HESA, ) 3 includes those who are SFC eligible 4 Thomas, L (2005) 'Higher Education WP Policy in England: Transforming Higher Education or Reinforcing Elitism?' Ad-Lib, Journal for Continuing Liberal Adult Education Shaw, Brain, Bridger, Foreman, Reid (2007) 'Embedding WP and promoting student diversity' Higher Education Academy. 4

5 7.5 Institutional level activities including Moving Forward, the Student Experience Project (SEP), Summer School, the Caledonian Club, Peer Assisted Supported Study (PASS) mentoring scheme, the Effective Learning Service and the role of School-based Academic Development Tutors have all been mapped to the WP Strategic Objectives. Most of these activity areas are subject to the continuation of SFC funding and close monitoring and evaluation. Academic schools have school-based WP activities and have identified key issues which need to be addressed in order to move to a more transformative approach to WP. CRLL has expanded its role to provide academic, strategic leadership for WP within GCU. 7.6 Academic Development Tutors provide proactive school-based student support as well as supporting strategic developments in schools to address issues of transition and progression. 7.7 The new academic year structure from 2010/11 provides a clear context for reviewing and enhancing the first year experience and is facilitating the development of a longitudinal approach to induction and transition support for all learners. 7.8 Other relevant projects that are proceeding include a review of the nature and purpose of the first year as a developmental year, new approaches to managing assessment and feedback, and the use of a variety of qualifications to gain entry to Level The University s Academic Policy Committee and Equality and Diversity Committee receives reports on WP performance. 5

6 Operational Plan Target student groups in terms of recruitment and retention: college students; students from low participation schools; people in employment; parttime students; mature students ; international students; students from looked after/care backgrounds; refugees and asylum seekers Strategic Objective Proposed Action Central and/or School Action 1 Raise awareness and aspirations of HE with under represented target groups Explore deeper university engagement with pupils and their families in low participation schools to increase attainment and aspirations for HE as well as developing a sense of belonging with GCU. Caledonian Club in partnership with schools and central departments 2 Enhance the diversity of GCU s student body by proactively recruiting students from under-represented target groups Continuing engagement with Routes for All West Forum project and broader West Forum schools programme ie FocusWest Continue partnership with SWAPWest Continue pre-entry information, advice and guidance to college students through GGAP programme of work; schools and college liaison activities undertaken by SRAS and academic schools Explore development of community-based access programmes eg LSS/Gorbals initiative Supporting recognition of skills and qualifications and participation of refugees and migrant workers Raise awareness of scholarships and bursaries scheme Agree GCU targets for recruitment of target groups e.g. College students; students from schools with HE participation rates of less than 20% (FocusWest and Cal Club schools) Review of admissions policy in terms of consideration of contextual data in relation to eg participation in Focus Routes for All /CRLL/West Forum GCU Schools with guaranteed places for SWAP students; CRLL and Learner Support GGAP/CRLL; SRAS; Academic Schools GCU schools in partnership with colleges/community organizations, Cal. Club CRLL in partnership with SRAS and academic schools Registry/M&C /WP website EB, Policy & Planning, SRAS, CRLL, academic schools SRAS 6

7 Strategic Objective Proposed Action Central and/or School Action West TopUp Programmes/Caledonian Club; GGAP college partner 3 Work with strategic partners eg schools and colleges in preparing students for the academic and social transition to university 4 Provide flexible routes into and through HE with sustainable infrastructure for articulation 5 Integrate support for transition, engagement and progression within learning, teaching and assessment strategies Monitor recruitment; admissions; progression and completion rates of students from low participation schools (Focus West/Cal Club) and College students, reporting to EB and APC Continue and strengthen collaborative pre-entry preparation work undertaken through GGAP/CRLL ; Learner Support; academic schools; Caledonian Club; Develop a Secondary Schools Engagement Strategy GGAP programme of work to develop and strengthen articulation routes; formalise systems for articulation in order to develop sustainable infrastructure; implementation of Lifelong Learning Articulation Framework (LLAF) to build stable strategic and operational partnerships with colleges; College University Subject Partnerships (CUSPs) and enhance transition support through CAP; College on Campus ; partnership projects and LLAF Review and enhance direct entrant induction and support (central and school-based), pre and post entry, to provide effective bridge into university environment and ensure same level of support as provided for international students through Int;l Student Support Service and through School international induction activities. Agreement of GCU articulation policy to safeguard places for articulating students and strengthen and formalise articulation routes Continuation of GCU College Communication and Liaison Group to enhance joined up approaches across the university in terms of recruitment (home and international college students); admissions; articulation arrangements; policy and planning Raise awareness of scholarships and bursaries scheme Continue to develop pedagogy and curricula which embrace diversity; enhance student engagement and embed the development of graduate attributes/employability skills from the first year. (GCU Transition and Progression Academic Schools; SRAS; Policy and Planning; academic schools GGAP/CRLL; Learner Support; academic schools; Caledonian Club CRLL/GGAP team in partnership with colleges and academic schools and Learner Support CRLL/GGAP team in partnership with Learner Support and academic schools CRLL/GGAP, PVC L&T, QO, Policy & Planning; SRAS CRLL/GGAP in partnership with Recruitment; Admissions; Policy and Planning ; academic schools GCU website Academic schools in partnership with MF, GGAP,CA and Learner Support 7

8 Strategic Objective Proposed Action Central and/or School Action Framework) 6 Enhance student support processes to ensure higher rates of progression, retention and employability Review nature and purpose of Level 1 e.g. recast as a preparatory year with a focus on student engagement, equipping students with the skills required to successfully undertake subsequent stages of their programme (developing the independent learner); enabling students to make informed choices before transition into second year, including options for changing courses/subjects (linked to proposal above to increase Level 2 entry for students with SCQF L7 qualifications). Work with schools and colleges in review of first year- link to Curriculum for Excellence Review employability strategies to ensure integration of graduate attributes Collation and application of research at central and school levels to enhance the student experience, including data gathering and analysis and tracking in order to understand patterns of progression and achievement to develop effective approaches Sharing and showcasing innovative approaches through MF minicops and CPD events; WP workshops; GGAP college-university partnership networks and forums; CA CPD events, Scholarship scheme; ADT network, School CPD events and networks. Development of long, thin induction for first year, including pre-entry support; transition support for new entrants at Levels 2 and 3; transition support at Level 4; aspiration raising to encourage progression to L4 Review of Summer School provision Operation by the Effective Learning Service of positive programmes that focus on retention and progression in terms of face to face, one to one support, workshop programmes (both generic and embedded in programmes); class based and online teaching. Academic Schools in partnership with CRLL (MF, GGAP, SEP) CA, Caledonian Club, Learner Support and Library Services led by PVC Learning and Teaching Schools, Cal Acad CRLL (SEP; GGAP; MF); Learner support (Summer School; ELS; PASS;) Policy and Planning and Academic Schools; OD (E&D) CRLL (MF, GGAP); Academic Schools; Learner Support (eg ELS), Cal Academy; OD GCU Schools, Central dep CRLL-led ELS-Learner Support Implementation and evaluation of Moving Forward partnership agreements with Schools and Learner Support Academic Schools/Learner Support 8

9 Strategic Objective Proposed Action Central and/or School Action and development projects undertaken by academic schools and mini-cops ; (e.g.gcu Transition and Progression Framework); development of WP website in partnership with MF in partnership with Moving Forward team Review and enhancement of part-time student experience to improve progression of part time students Implementation and evaluation of school-based support strategies to enhance progression and retention, including increasing progression to honours level (inc preparation in Level 3 for research and Hons dissertation) Increased use of new technologies to support student engagement and transition, pre and post entry Sharing and showcasing of innovative approaches through MF minicops and CPD events ; GGAP college-university partnership networks and forums; CA CPD events and Scholarship scheme; ADT network and school CPD events and networks Collation and application of research at central and school levels to enhance the student experience, including data gathering, analysis and tracking in order to understand patterns of progression and achievement to develop effective approaches Extension of ADT role to meet support needs of particular student groups eg int lstudents; direct entry; PTs; explore subject specific support by ADTs Implementation of Frank Buttle Trust Action Plan to ensure effective transition support for students from looked after and care backgrounds Strengthening of support processes to enhance the development of employability skills and graduate attributes through eg WRL; volunteering; mentoring; student leadership; PDP; careers guidance Moving Fwd team, Schools, Learner Support Academic Schools- HLTQs and ADTs working in partnership where appropriate with central departments GCU Schools, Cal Acad CRLL (MF, GGAP); Academic Schools; Learner Support (Summer School; ELS; PASS; Wellbeing team) ; Caledonian Academy ; OD CRLL (SEP; GGAP; MF); Learner Support, Policy and Planning and Academic Schools, OD GCU Schools, ADTs and HLTQs Cal Club with Learner Support; CRLL and Academic Schools Learner Support; Students Association; Academic Schools; Caledonian Academy 9

10 Strategic Objective Proposed Action Central and/or School Action 7 Position GCU as a leader in WP work at home and overseas Reshape undergraduate publications (printed and electronic including website) to ensure inclusive and engagement with students of all backgrounds PVC (External Relations); Marketing and Communications; CRLL 8 Embed WP firmly into core activities of the university ensuring collaborative, joined up evidence-based approaches and create an efficient enabling structure to maintain and develop opportunities Produce an annual report on its WP activity and explore other more active methods of communication Engagement in institutional and externally funded research, development and knowledge exchange in WP field at national and international level Increase the number of hosted seminars, conferences, awards ceremonies on themes relevant to WP Ensure a fair admissions process to enable entry for students with the potential to benefit from HE regardless of background CRLL; Academic Schools; Policy and Planning; M&C CRLL; Academic Schools; ELS; Caledonian Club CRLL; Caledonian Academy; Schools; M&C SRAS Establishment of effective systems for monitoring of support and learning, teaching and assessment processes to ensure diverse needs of student body are being proactively met ensuring an enhancement, rather than deficit, model of support ie enhancement of university experience for all students Academic CRLL; Academy; Support Schools; Caledonian Learner Ensure policy and practice in relation to support and learning, teaching and assessment and targeted intervention is evidence based Provision of staff development opportunities in relation to approaches to learning, teaching and assessment Monitoring and reporting of recruitment; admissions; progression and completion of WP target groups, including tracking, and use of this data to inform policy and practice developments CRLL; Caledonian Academy; Quality Office; Learner Support; Academic Schools Caledonian Academy; CRLL; academic schools SRAS; Policy and Planning; Academic Schools; APC 10