Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions is collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements include summer school ‘reunions’ and mutual campus visits. Bath continues its collaborative activities with the University of Oxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme and visits to Bath for Oxford ‘Young Ambassadors’. As plans evolve for increased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Working with the universities of Cardiff, Oxford, Reading and Southampton, Bath continues to lead the recently formed UNet (Universities Network) which aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 students to consider higher education opportunities at leading universities in the region, supporting them in making an informed decision about the degree which is most appropriate for them. Students have the opportunity to participate in activities organised by partner universities and benefit from our jointly organised ‘Choices’ conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to include UNet activities in their UCAS personal statements to provide further context to their applications. UNet’s development focus for 2015-16 will be professional development for university admissions teams and for staff in schools and colleges advising post-16 students about progression to higher education. We are increasing the scope of our activity by working collaboratively with selected third sector organisations. We will continue to support the Villiers Park Educational Trust through its Swindon Scholars Programme which is designed to support schools and colleges in targeted areas of disadvantage providing an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an INTO University centre in South Bristol. The universities will work in partnership with INTO University to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will continue in collaboration with Bath Spa University. This initiative focusses on supporting schools in raising attainment at GCSE in the core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 2015-16 we intend to offer this programme to ten schools and estimate it will reach approximately 1000 students. We will maintain our collaboration with Bath Spa University in 2015-16 to offer awareness and aspiration-raising outreach programme to primary schools that feed into the seven B&NES schools in our pre-16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from five partner schools access to a wide range of courses and enrichment activities including access to On Track to Bath and our enhanced IAG offer for target groups. The University of Bath will collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students (▇▇▇.▇▇▇▇-▇▇▇▇▇.▇▇.▇▇) and Careerpilot providing pathway and progression information for 13-19 year olds (▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇). Partners will support the development of the websites; develop further strategies to embed the websites into outreach and IAG activities, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to HE. Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on a collaborative research project planned for 2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to study. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As joint lead for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. The University has taken a strategic decision to discontinue provision for Initial Teacher Training through the Post Graduate Certificate in Education (PGCE) and will therefore not report to OFFA on outreach activity associated with ITT. The University has a strong retention record, however, it has been shown that students from non-traditional backgrounds, for example with vocational qualifications, describe the transition into HE as complex and difficult, and need to be able to draw on support to overcome the difficulties they perceive in the HE context8, as well as to ensure they gain maximum benefit from their student experience. The University’s Student Services continues to extend to all students from non-traditional backgrounds a proactive offer of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area aiming to maintain and enhance services for students with disabilities and increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students’ Allowance. As part of our strategy to raise pre-entry attainment, and support student retention and success, we are developing a new initiative to facilitate smooth and successful transition to HE. To this end, we have identified members of academic staff in each department to act as Transition Mentors. They work closely with the students and support them once they arrive at the University. These Mentors link with the extensive peer mentoring schemes in the University, facilitated by the recently appointed Student Experience Officers (SEOs). Drawing on research with current students strategies are being developed to enhance and extend the concept of induction from pre-arrival through to the first year student experience, to better support the transition and inclusion of all students, including those from non- traditional backgrounds. Additional support will be provided by departmental Transition Mentors, Faculty-based SEOs working with Student Services, the WPO, and the Students' Union. They will proactively work with students from non-traditional backgrounds, helping them to identify and meet their academic learning, personal development and employment- related goals, as well as ensuring they understand how to access and benefit from the full range of support and facilities available at the University. Consultations with staff and students have clearly shown the need for additional learning support for those from under-represented groups. In 2014-15 we restructured our provision for academic and study skill support, including creation of a new post in our Academic Skills Centre to provide a comprehensive and inclusive offer that will support the needs of a diverse student body. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students’ Union, developed in close partnership with academic departments. Both PAL and PM are regarded as playing an important role in helping students’ social and academic integration into university. According to ▇▇▇▇▇ (2006)9 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: “Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave”10 8 TLRP, op cit. 9 ▇▇▇▇▇, ▇., 2006, Taking Student Retention Seriously ▇▇▇.▇▇▇▇.▇▇▇▇.▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇/▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 10 ▇▇▇▇▇▇▇▇, R., Research to Investigate Peer Mentoring in UK Higher Education ▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇.▇▇▇
Appears in 1 contract
Sources: Access Agreement
Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective Higher Education Institutions higher education institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, Bristol and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools for 2012, ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions is has been collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements include summer school ‘reunions’ and including mutual campus visitsvisits will be explored for future years. Plans are also being developed for a collaborative approach to supporting teachers and advisers providing information, advice and guidance (IAG) to young people with the potential to progress to selective universities. Bath continues its collaborative activities has also had very productive discussions with the University of OxfordOxford on future collaboration such as providing visit opportunities for students participating in the Oxford Young Ambassador ▇▇▇▇▇▇, with reciprocal visits to Oxford for participants on our pre-16 outreach programme and visits programme. Bath is hosting a visit from Oxford's UNIQ summer school participants to Bath for Oxford ‘Young Ambassadors’campus in the summer of 2012. As plans evolve for increased collaborationBath, Bristol, and Exeter summer schools, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Working Nationally, we will seek to form partnerships with the other selective universities to offer a joint programme of Cardiff, Oxford, Reading and Southampton, Bath continues sustained activity to lead the recently formed UNet (Universities Network) which aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 students to consider higher education opportunities at leading universities in the region, supporting them in making an informed decision about the degree which is most appropriate for them. Students have the opportunity to participate in activities organised by partner universities and benefit from our jointly organised ‘Choices’ conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to include UNet activities in their UCAS personal statements to provide further context to their applications. UNet’s development focus for 2015-16 raise attainment that will be professional development for university admissions teams and for staff in schools and colleges advising post-16 students about progression recognised by all partners at the point of admission as adding academic value to higher educationa candidate‟s application. We are increasing will increase the scope of our activity by working collaboratively with selected third sector organisations. We will continue The University has successfully negotiated a partnership with the 6 Widening participation in higher education. A Commentary by the Teaching and Learning Research Programme, TLRP, 2008 ▇▇▇.▇▇▇▇.▇▇▇/▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇▇.▇▇▇ 7 What more can be done to support the widen access to highly selective universities?, ▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇, 2010 Villiers Park Educational Trust through and has made a significant investment in its Swindon Scholars Programme which is designed to support Programme. This programme supports schools and colleges in targeted areas of disadvantage providing where progression to HE is significantly below the national average. Participation is tightly targeted both in terms of the background characteristics of the learners and their ability. Students undertake an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an INTO University centre in South Bristol. The universities will work in partnership with INTO University to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will continue be delivered in collaboration with Bath Spa University. This The initiative focusses will focus on supporting schools in raising attainment at GCSE in the core English Baccalaureate subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 2015-16 we intend to offer this programme to ten schools and estimate it will reach approximately 1000 students. We will maintain our collaboration with Bath Spa University in 2015-16 to offer awareness and aspiration-raising outreach programme to primary schools that feed into the seven B&NES schools in our pre-16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from five three partner schools access to a wide range of courses and enrichment activities including access to On Track to Bath and our enhanced IAG offer for target groupsactivities. The University of Bath will collaborate with eleven universities in continue to utilise and embed the South West region to fund, maintain, develop and promote the careers support websites managed by work of the Western Vocational Progression Consortium (WVPC): ) and explore ways of continuing to work as part of a consortium to offer progression advice to vocational and non-traditional learners into and through HE. The consortium is jointly responsible for the Lifepilot engaging and supporting mature and part-time students website (▇▇▇.▇▇▇▇-www.life- ▇▇▇▇▇.▇▇.▇▇) which offers IAG to adult and Careerpilot providing pathway part-time students and progression information for 13-19 year olds Career Pilot (▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇). Partners will support the development of the websites; develop further strategies to embed the websites into outreach ) which focuses on education and IAG activities, set and monitor milestones careers advice for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to HE. Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on a collaborative research project planned for 2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to studyyounger learners. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As joint the lead institution for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. The University has taken We plan to offer a strategic decision number of outreach activities designed to discontinue provision for increase participation in Initial Teacher Training through the Post Graduate Certificate in Education (PGCEITT) and will therefore not report to OFFA on outreach activity associated with ITT. The University has of those from social classes 4-7, from a strong retention record, however, it has been shown that students from non-traditional backgrounds, for example with vocational qualifications, describe the transition into HE as complex and difficultblack or minority ethnic background, and need to of men applying for middle years courses. These will be able to draw on support to overcome the difficulties they perceive developed in collaboration with our partners in the HE context8, as well as to ensure they gain maximum benefit from their student experience. The University’s Student Services continues to extend to all students from non-traditional backgrounds a proactive offer Positive Action Training Hub (PATH) consortium of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase ITT providers in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area aiming to maintain and enhance services for students with disabilities and increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students’ Allowance. As part of our strategy to raise pre-entry attainment, and support student retention and success, we are developing a new initiative to facilitate smooth and successful transition to HE. To this end, we have identified members of academic staff in each department to act as Transition Mentors. They work closely with the students and support them once they arrive at the UniversitySouth West. These Mentors link with the extensive peer mentoring schemes will be centred on „Careers in the University, facilitated Teaching‟ information workshops over a period of three years. A minimum of six workshops will be funded and organised by the recently appointed Student Experience Officers University of Bath. Using a combination of on-campus and off-campus locations in specific geographical areas we will aim to attract: career change adults and University of Bath undergraduates who are: first in family (SEOs). Drawing on research with current students strategies are being developed FIF) to enhance take an undergraduate degree; from NS-SEC classes 4 – 7; from a black and extend the concept of induction from pre-arrival through to the first year student experience, to better support the transition minority ethnic background; and inclusion of all students, including those from non- traditional backgrounds. Additional support will be provided by departmental Transition Mentors, Faculty-based SEOs working with Student Services, the WPO, male applicants for middle years English and the Students' Union. They will proactively work with students from non-traditional backgrounds, helping them to identify and meet their academic learning, personal development and employment- related goals, as well as ensuring they understand how to access and benefit from the full range of support and facilities available at the University. Consultations with staff and students have clearly shown the need for additional learning support for those from under-represented groups. In 2014-15 we restructured our provision for academic and study skill support, including creation of a new post in our Academic Skills Centre to provide a comprehensive and inclusive offer that will support the needs of a diverse student body. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students’ Union, developed in close partnership with academic departments. Both PAL and PM are regarded as playing an important role in helping students’ social and academic integration into university. According to ▇▇▇▇▇ (2006)9 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: “Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave”10 8 TLRP, op cit. 9 ▇▇▇▇▇, ▇Science pathways., 2006, Taking Student Retention Seriously ▇▇▇.▇▇▇▇.▇▇▇▇.▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇/▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 10 ▇▇▇▇▇▇▇▇, R., Research to Investigate Peer Mentoring in UK Higher Education ▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇.▇▇▇
Appears in 1 contract
Sources: Access Agreement
Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions is collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements include summer school ‘reunions’ and mutual campus visits. Plans are also being developed for a collaborative approach to supporting teachers and advisers including a joint conference for advisers and development of resources and activities to provide information, advice and guidance (IAG) to young people with the potential to progress to selective universities. Bath continues its collaborative activities with the University of Oxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme and visits to Bath for Oxford ‘Young Ambassadors’. As plans evolve for increased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Working In 2013-14 we intend to launch a new partnership with the universities of Cardiff, Oxford, Reading Reading, Southampton and SouthamptonCardiff. Under the working title of Universities Outreach Programme, Bath continues this collaborative partnership will offer students who currently participate in sustained outreach activity in a partner university, opportunities to lead benefit from other activities run within partner institutions. Students will also participate in a joint admissions conference. Admissions staff in partner universities will recognise UOP partnership activity, and may use this information to provide further context to the recently formed UNet (Universities Network) which application. This partnership aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 encourage students to consider higher education opportunities at leading universities in the regioncourses beyond their local area, supporting them in making an and to make informed decision decisions about the degree university course which is most appropriate for them. Students have the opportunity to participate in activities organised by partner universities and benefit from our jointly organised ‘Choices’ conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to include UNet activities in their UCAS personal statements to provide further context to their applications. UNet’s development focus for 2015-16 We will be professional development for university admissions teams and for staff in schools and colleges advising post-16 students about progression to higher education. We are increasing increase the scope of our activity by working collaboratively with selected third sector organisations. We will continue to support For example, the University works in partnership with the Villiers Park Educational Trust through and has made a significant investment in its Swindon Scholars Programme which is designed to support Programme. This programme supports schools and colleges in targeted areas of disadvantage providing where progression to HE is significantly below the national average. Participation is tightly targeted both in terms of the background characteristics of the learners and their ability. Students undertake an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an INTO University centre in South Bristol. The universities will work in partnership with INTO University to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will continue in collaboration with Bath Spa University. This initiative focusses on supporting schools in raising attainment at GCSE in the core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 20152014-16 15 we intend to offer this programme to ten seven schools and estimate it will reach approximately 1000 800 students. We will maintain Building on the established core GCSE subjects tutoring initiative in targeted B&NES schools, we intend to extend our collaboration partnership working with Bath Spa University in 20152014-16 to offer 15. We will collaborate on a fully evaluated awareness and aspiration-raising outreach programme to the main primary schools that feed into the seven B&NES schools in our pre-16 pre- 16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from five three partner schools access to a wide range of courses and enrichment activities including access to ‘On Track to Bath Bath’ and our enhanced IAG offer for target groups. The University of Bath will collaborate with eleven eight other universities in the South West region to fund, maintain, maintain and develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students (▇▇▇.▇▇▇▇-▇▇▇▇▇.▇▇.▇▇) and Careerpilot providing pathway and progression information for 13-19 year olds Career Pilot (▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇) managed by the Western Vocational Progression Consortium (WVPC), chaired by the University of Bath. Partners will support the development of the websiteswebsites through an IAG Steering Group; design impact measures to gauge the effect on applications to SW Universities; develop further strategies to embed the websites into outreach and IAG activities, set and monitor milestones for inclusion in the OFFA monitoring report activities and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to HE. Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on a collaborative research project planned for 2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to study. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As joint lead for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. The University has taken We plan to offer a strategic decision number of outreach activities designed to discontinue provision for increase participation in Initial Teacher Training through the Post Graduate Certificate in Education (PGCEITT) and will therefore not report to OFFA on outreach activity associated with ITT. The University has of those from social classes 4-7, from a strong retention record, however, it has been shown that students from non-traditional backgrounds, for example with vocational qualifications, describe the transition into HE as complex and difficultblack or minority ethnic background, and need to of men applying for middle years courses. These will be able to draw on support to overcome the difficulties they perceive developed in collaboration with our partners in the HE context8, as well as to ensure they gain maximum benefit from their student experience. The University’s Student Services continues to extend to all students from non-traditional backgrounds a proactive offer Positive Action Training Hub (PATH) consortium of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase ITT providers in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area aiming to maintain and enhance services for students with disabilities and increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students’ Allowance. As part of our strategy to raise pre-entry attainment, and support student retention and success, we are developing a new initiative to facilitate smooth and successful transition to HE. To this end, we have identified members of academic staff in each department to act as Transition Mentors. They work closely with the students and support them once they arrive at the UniversitySouth West. These Mentors link with the extensive peer mentoring schemes will be centred on ‘Careers in the University, facilitated Teaching’ information workshops over a period of three years. A minimum of six workshops will be funded and organised by the recently appointed Student Experience Officers University of Bath. Using a combination of on-campus and off-campus locations in specific geographical areas we will aim to attract: career change adults and University of Bath undergraduates who are: first in family (SEOs). Drawing on research with current students strategies are being developed FIF) to enhance take an undergraduate degree; from NS-SEC classes 4-7; from a black and extend the concept of induction from pre-arrival through to the first year student experience, to better support the transition minority ethnic background; and inclusion of all students, including those from non- traditional backgrounds. Additional support will be provided by departmental Transition Mentors, Faculty-based SEOs working with Student Services, the WPO, male applicants for middle years English and the Students' Union. They will proactively work with students from non-traditional backgrounds, helping them to identify and meet their academic learning, personal development and employment- related goals, as well as ensuring they understand how to access and benefit from the full range of support and facilities available at the University. Consultations with staff and students have clearly shown the need for additional learning support for those from under-represented groups. In 2014-15 we restructured our provision for academic and study skill support, including creation of a new post in our Academic Skills Centre to provide a comprehensive and inclusive offer that will support the needs of a diverse student body. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students’ Union, developed in close partnership with academic departments. Both PAL and PM are regarded as playing an important role in helping students’ social and academic integration into university. According to ▇▇▇▇▇ (2006)9 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: “Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave”10 8 TLRP, op cit. 9 ▇▇▇▇▇, ▇Science pathways., 2006, Taking Student Retention Seriously ▇▇▇.▇▇▇▇.▇▇▇▇.▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇/▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 10 ▇▇▇▇▇▇▇▇, R., Research to Investigate Peer Mentoring in UK Higher Education ▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇.▇▇▇
Appears in 1 contract
Sources: Access Agreement
Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, and Oxford. The University has developed a University’s very positive partnership with the Universities of Bristol and Exeter with regard to continues post- Aimhigher through delivery of its joint summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions is collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements include summer school ‘reunions’ and mutual campus visits. Bath continues its collaborative activities with the University of Oxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme and visits to Bath for Oxford ‘Young Ambassadors’. As plans evolve for increased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Working with the universities of Cardiff, Oxford, Reading and Southampton, Bath continues to lead the recently formed UNet (Universities Network) which aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 students to consider higher education opportunities at leading universities in the region, supporting them in making an informed decision about the degree which is most appropriate for them. Students have the opportunity to participate in activities organised by partner universities and benefit 7 What more can be done to widen access to highly selective universities?, ▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇, 2010 ▇▇▇.▇▇▇▇.▇▇▇.▇▇/▇▇-▇▇▇▇▇▇▇/▇▇▇▇▇▇▇/▇▇▇▇/▇▇/▇▇▇-▇▇▇▇▇▇-▇▇▇▇▇▇-Fair-Access-report-web-version.pdf from our jointly organised ‘Choices’ conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to include UNet activities in their UCAS personal statements to provide further context to their applications. UNet’s development focus for 20152016-16 17 will be professional development for university admissions teams and for staff in schools and colleges advising post-16 students about progression to higher education. We are increasing the scope of our activity by working collaboratively with selected third sector organisations. We will continue to support the Villiers Park Educational Trust through its Swindon Scholars Programme which is designed to support schools and colleges in targeted areas of disadvantage providing an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an INTO University centre in South Bristol. The universities will work in partnership with INTO University to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will continue in collaboration with Bath Spa University. This initiative focusses on supporting schools in raising attainment at GCSE in the core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 20152016-16 17 we intend to offer this programme to ten schools and estimate it will reach approximately 1000 students. We will maintain our collaboration with Bath Spa University in 2015-16 to offer awareness and aspiration-raising outreach programme to primary schools that feed into the seven B&NES schools in our pre-16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from five nine partner schools access to a wide range of courses and enrichment activities including access to On Track to Bath and our enhanced IAG offer for target groups. We will work with BET to provide additional support for Young Carers in partner schools to provide support and encourage progression to higher education. The University of Bath will collaborate with eleven ten universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot Lifepilot, engaging and supporting mature and part-time students (▇▇▇.▇▇▇▇-▇▇▇▇▇.▇▇.▇▇) and Careerpilot Careerpilot, providing pathway and progression information for 13-19 year olds (▇▇▇.▇▇▇▇▇▇▇▇▇▇▇.▇▇▇.▇▇). Partners will support the development of the websites; develop further strategies to embed the websites into outreach and IAG activities, ; set and monitor milestones for inclusion in the OFFA monitoring report report; maintain the ‘parents zone’ developed as part of the National Network for Collaborative Outreach (NNCO) initiative; and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to HE. Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on a collaborative research project planned for 2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to study. HEIs The University is lead partner for the Western Outreach Network (WON), one of the HEFCE funded NNCOs. In terms of sustainability into 2016-17 the WON will evaluate the effectiveness of its activities considering schools’ and colleges’ level of engagement with outreach activities; impact on aspiration to progress to university; effect on relationships with schools, colleges and the local community; and resource benefits of collaboration. This local evaluation will inform decisions regarding the continued operation of the Network after 2015-16. It is possible that WON partners will use a subscription model to maintain the website and would be open to sustaining the co-ordinator’s post if impact evaluations are positive and funding conditions continue to be favourable for collaboration. The University of Bath has been an active supporter of the Higher Education Liaison Officers’ Association (HELOA), the professional body which supports initiatives and training for UK outreach and access staff in higher education. In recent years, Bath has provided two members of the National Executive Committee (UK Chair, South West England Group Chair) as well as supporting the national conference through running training sessions. We are committed keen to continuing continue supporting HELOA, particularly as an engine for developing UK-wide initiatives on providing information and strengthening guidance to prospective applicants, their collaborative WP partnerships parents and guidance advisers. We continue to ensure that young people increase the scope of our activity by working collaboratively with selected third sector organisations where this is productive in enabling us to reach our targets. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities. Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. In 2014-15 the universities of Bath, Bristol and adults across Exeter agreed to jointly sponsor the region have access establishment of an IntoUniversity centre in South Bristol. The universities will work in partnership with IntoUniversity to activities that promote successful provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression to HEof children from deprived areas into higher education. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As joint lead for the HEIs in the South West Disability Strand we We will continue to cosupport the Centre in 2016-ordinate a programme of awareness-raising activities for staff 17 financially and students in schools and collegesthrough joint activities. The University has taken a strategic decision to discontinue provision for Initial Teacher Training through the Post Graduate Certificate also been active in Education (PGCE) supporting IntoUniversity’s consultation on improving progression from coastal and will therefore not report to OFFA on outreach activity associated with ITTrural areas into higher education. The University has a strong retention record, however, it has been shown that students from nonunder-traditional represented groups backgrounds, for example mature students, those without a cultural tradition of higher education study and those with vocational qualifications, describe the transition into HE as complex and difficult. Conversion and transition of under- represented groups and of others with specific needs will be a strategic priority for our Education Strategy Boards, working across academic and need professional service boundaries to be able focus on the student experience, enabling them to draw on support to overcome the difficulties they perceive in the HE context8context. We will proactively work with students from under- represented groups, helping them to identify and meet their academic learning, personal development and employment-related goals, as well as ensuring they understand how to ensure they gain maximum access and benefit from their student experiencethe full range of support and facilities available at the University. The University’s Student Services continues to extend to all students from nonunder-traditional backgrounds represented groups a proactive offer of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area area, aiming to maintain and enhance services for students with disabilities and disabilities, increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students’ Allowance, with resource allocated to off-set the withdrawal of DSA funding in 2016-17. As part The University has also allocated significant contingency resources to offset the likely cessation of our strategy to raise preHEFCE Student Success Funding in 2016-entry attainment, and support student retention and success, we are developing a new initiative to facilitate smooth and successful transition to HE. To this end, we have identified members of academic staff in each department to act as Transition Mentors. They work closely with the students and support them once they arrive at the University. These Mentors link with the extensive peer mentoring schemes in the University, facilitated by the recently appointed Student Experience Officers (SEOs). Drawing on research with current students strategies are being developed to enhance and extend the concept of induction from pre-arrival through to the first year student experience, to better support the transition and inclusion of all students, including those from non- traditional backgrounds. Additional support will be provided by departmental Transition Mentors, Faculty-based SEOs working with Student Services, the WPO, and the Students' Union. They will proactively work with students from non-traditional backgrounds, helping them to identify and meet their academic learning, personal development and employment- related goals, as well as ensuring they understand how to access and benefit from the full range of support and facilities available at the University17. Consultations with staff and students have clearly shown the need for additional learning support for those from under-represented groups. In 2014-15 we restructured our provision for academic and study skill support, including creation of creating a new post in our Academic Skills Centre to provide a comprehensive and inclusive offer that will support the needs of a diverse student body. As part of our Education Strategy the Learning and Teaching Enhancement Office has been leading a major initiative on the Inclusive Curriculum with specific targets for increasing student satisfaction from groups traditionally under-represented at the University. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students’ Union, developed in close partnership with academic departments. Both PAL and PM are regarded as playing an important role in helping students’ social and academic integration into university. According to ▇▇▇▇▇ (2006)9 2006)8 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: “Those within the peer mentoring university were three times less likely to think of dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in intention to leave”10 8 TLRP, op cit. 9 ▇▇▇▇▇, ▇leave”9., 2006, Taking Student Retention Seriously ▇▇▇.▇▇▇▇.▇▇▇▇.▇▇▇▇▇▇▇▇.▇▇▇/▇▇▇/▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 10 ▇▇▇▇▇▇▇▇, R., Research to Investigate Peer Mentoring in UK Higher Education ▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇/▇▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇▇▇▇▇▇▇▇▇/▇▇▇▇_▇▇.▇▇▇
Appears in 1 contract
Sources: Access Agreement