Common use of Monitoring and evaluation arrangements Clause in Contracts

Monitoring and evaluation arrangements. 8.1 Evaluation of outreach activities and the impact of scholarship provision are essential to monitoring success. Enhanced evaluation of activities will be undertaken by increasing the breadth of evaluation. Currently, evaluation largely centres on activities undertaken within UCL. This will change to encompass all activities, both internal and external. Additional staffing resource will be recruited to take forward enhanced evaluation work. 8.2 360-degree evaluation will be utilised whereby Outreach staff, student ambassadors, targeted students/groups and teachers from schools and colleges are asked to provide both quantitative and qualitative evaluation of activities. Currently, focus groups are carried out with student ambassadors. These focus groups will be expanded to cover targeted students as well as teaching staff from schools and colleges. 8.3 Data gathered will be analysed and activities will be critically reviewed and, if this is found to be necessary, reshaped and improved. Outreach staff will work closely with colleagues in Student Funding to evaluate the impact on the student body of the UCL scholarship offering. The scholarship provision will be reviewed and, if necessary, retargeted to maximise impact. 8.4 These evaluation activities will be supported by the development of an integrated database that holds all evaluation data. This will allow for improved data interrogation and analysis across activities, enabling easier identification of successful activities and those where changes and improvements should be made. 8.5 UCL‟s performance and compliance with this Access Agreement, including the contribution to the National Scholarship Programme, its own bursary schemes, outreach activities, performance against targets and progress towards milestones, will be monitored by UCL‟s Academic Committee, on which there is student and external representation. The Academic Committee will report annually to UCL‟s Council on all matters relating to the Access Agreement. This framework is supported by regular monitoring by senior management within UCL‟s Registry and Academic Services and overseen by the Vice-▇▇▇▇▇▇▇ (Operations) and Vice- ▇▇▇▇▇▇▇ (Academic and International).

Monitoring and evaluation arrangements. 8.1 Evaluation Strategic development of outreach activities widening participation is a whole University responsibility led by the University Executive Board through the Pro-Vice Chancellor (PVC) for Learning and Teaching. The PVC chairs the Learning and Teaching Committee and its three sub-committees on behalf of Senate, including the Admissions and Outreach Sub-Committee. As a member of the University Executive Board, the PVC for Learning and Teaching ensures that strategic thinking about widening participation is at the heart of University strategic developments and reflections. This Board also includes the PVCs with responsibility for driving forward University strategies in each of the University‟s five faculties (Arts and Humanities; Engineering; Medicine, Dentistry and Health; Science and Social Sciences). This strategic leadership structure ensures that widening participation is articulated within the Faculty learning and teaching strategies and practices. The University will monitor activity and evidence of impact in a number of scholarship provision are essential ways. To date, Student Services teams have worked alongside Learning & Teaching Services (LeTS) staff to implement robust procedures for monitoring success. Enhanced evaluation of activities will be undertaken the activity that is delivered both by increasing the breadth of evaluation. Currently, evaluation largely centres on activities undertaken within UCLcentral teams and by individual faculties and academic departments. This will change to encompass all activities, both internal continue and external. Additional staffing resource will be recruited strengthened by the recent integration of LeTS into the Student Services structure. In addition, in developing its Access Agreement for 2012 and beyond, the University has committed resource to take forward enhanced evaluation work. 8.2 360-degree evaluation will be utilised whereby Outreach staff, student ambassadors, targeted students/groups and teachers from schools and colleges are asked to provide both quantitative and qualitative evaluation of activities. Currently, focus groups are carried out with student ambassadors. These focus groups will be expanded to cover targeted students as well as teaching staff from schools and colleges. 8.3 Data gathered will be analysed and activities will be critically reviewed and, if this is found to be necessary, reshaped and improved. Outreach staff will work closely with colleagues in Student Funding to evaluate the impact on the student body of the UCL scholarship offering. The scholarship provision will be reviewed and, if necessary, retargeted to maximise impact. 8.4 These evaluation activities will be supported by the development of an integrated database that holds all evaluation dataacademic Widening Participation Research Unit. This will allow for improved quantitative and qualitative research into the long term impact of our widening participation initiatives to be undertaken by research experts. Results of such research will be published as a way of sharing good practice within the sector. The evidence will also feed into continuous improvement of the activities and programmes we deliver. The unit will contribute and oversee short term research and evaluation activity, to provide a more consistent and formal approach to impact assessment and continuous improvement. On an ongoing basis, quantitative data interrogation and analysis across will be used to measure outputs (e.g. number of participants, number of activities, enabling easier identification number of successful schools and colleges involved) to assess the level of activity undertaken against the numerical targets we set. We will also use a range of evaluation techniques to measure the effectiveness of individual activities and those where changes longer term widening participation programmes as a way of measuring the impact of the work we undertake. This will include paper and improvements should electronic surveys of participants and attitudinal surveys of participants on intensive programmes. Data will be made. 8.5 UCL‟s performance monitored and compliance with this Access Agreement, including tracked to longitudinally assess the contribution long term progression and success of students who participate in outreach programmes and/or progress to the National Scholarship ProgrammeUniversity, its using admissions and progression data from the University‟s internal student records system. Progress will be monitored through our own bursary schemes, outreach activities, performance internal governance structures and reported to the Office for Fair Access on an annual basis. Monitoring of progress against targets and progress towards milestones, milestones set out in the Access Agreement will be monitored undertaken by UCL‟s Academic the Admissions and Outreach Sub- Committee of Learning & Teaching Committee, on which there is student and external representation. The Academic Committee will report annually to UCL‟s Council on all matters relating formally reports to the Access AgreementUniversity‟s Senate. Primary EXPANDED  Interactive web-based resources for all primary schools across South Yorkshire.  Professor Fluffy sessions on and off campus targeting pupils and parents.  Classroom mentoring for literacy and numeracy. Primary teachers have been involved in developing the resources that will be rolled out across South Yorkshire. Their expertise with regard to what will work with this particular target group has been invaluable. a) Aimhigher South Yorkshire data shows that the attainment and progression rates of young people in South Yorkshire have improved significantly in recent years. Our contribution to this is difficult to measure because there are so many contributing factors, but we would anticipate that the extensive programme of activities we have contributed has played a key role in these improvements. b) The Institute for Effective Education at the University of York is undertaking a research project following the “Find Your Way” cohort of Excellence Hubs. This framework is supported by regular monitoring by senior management within UCL‟s Registry a long term research project but initial findings are that the participants; enjoy working collaboratively as a group, prefer interactive hands on activities, like being able to visit a range of HEIs, prefer activities that are held during the school day, feel that working with student ambassadors is beneficial and Academic Services and overseen by the Vice-▇▇▇▇▇▇▇ (Operations) and Vice- ▇▇▇▇▇▇▇ (Academic and International)are keen to receive more information about HE options as early as possible.

Monitoring and evaluation arrangements. 8.1 Evaluation of outreach activities and 7.1 Annually, the impact of scholarship provision are essential University reports to monitoring success. Enhanced evaluation of activities will be undertaken by increasing the breadth of evaluation. CurrentlyOffice for Fair Access, evaluation largely centres on activities undertaken within UCLOFFA, in its Annual Monitoring Report. This will change to encompass includes all activities, both internal expenditure from additional fee income on financial support for lower income students and external. Additional staffing resource will be recruited to take forward enhanced evaluation work. 8.2 360-degree evaluation will be utilised whereby Outreach staff, student ambassadors, targeted students/other under- represented groups and teachers from schools reports progress against objectives and colleges are asked milestones. We look forward to provide both quantitative and qualitative evaluation of activities. Currently, focus groups are carried out with student ambassadors. These focus groups will be expanded to cover targeted students as well as teaching staff from schools and colleges. 8.3 Data gathered will be analysed and activities will be critically reviewed and, if this is found to be necessary, reshaped and improved. Outreach staff will work closely with colleagues in Student Funding to evaluate the impact on the student body of the UCL scholarship offering. The scholarship provision will be reviewed and, if necessary, retargeted to maximise impact. 8.4 These evaluation activities will be supported by the development of the national evaluation framework to inform our evaluation of access and student success activities effectively. 7.2 An independent review of the Arts University Bournemouth Access Agreement by the Learning and Development Unit from Cardiff University was very positive. The reviewers found that the Agreement provided a good statement of the approaches to be taken, and a strong evaluation of the university’s progress in promoting fair access and identified clear objectives, targets and milestones. 7.3 The University receives an annual report on its Widening Participation activity which reports on activity, and outcomes. The report is considered in detail by the Equalities Committee, which makes direct report to Academic Board. The milestones and targets outlined in this Access Agreement enable an evaluative consideration of progress, and a regular review of success. 7.4 The University further intends to build upon the current self-assessment process by developing an integrated database Targeting, Monitoring and Evaluation Strategy that holds all evaluation datafocuses both on the OFFA National Strategy for Access and Student Success and the OFFA Strategic Plan. This The strategy, based on HEFCE guidance, will allow for improved data interrogation and analysis across activities, enabling easier identification of successful activities and those where changes and improvements should be made. 8.5 UCL‟s performance and compliance with this Access Agreement, including the contribution to the National Scholarship Programme, its own bursary schemes, outreach activities, performance have four levels: • Level 1: Basic monitoring – progress against targets and progress towards milestones, outputs and volumes • Level 2: Targeting – proportions of the target groups benefitting from WP activities • Level 3: Measurement of outcomes – impacts and unintended consequences, short-, medium- and long-term • Level 4: Value for money – cost-effectiveness. 7.5 In 2017/18, The University will be monitored by UCL‟s Academic Committeeconsider membership of the monitoring and evaluation service for subscribing Higher Education Institutions, on which there is student and external representation. The Academic Committee will report annually to UCL‟s Council on all matters relating to the Higher Education Access Agreement. This framework is supported by regular monitoring by senior management within UCL‟s Registry and Academic Services and overseen by the Vice-▇▇▇▇▇▇▇ Tracker (OperationsHEAT) and Vice- ▇▇▇▇▇▇▇ (Academic and International)Service.

Monitoring and evaluation arrangements. 8.1 We will continue to monitor the above targets on an annual basis, as part of the re-submission of the Access Agreement. Evaluation of our core and collaborative outreach, using quantitative and qualitative methods, will be conducted both internally and potentially as a combined research project with our HEI partners. Recognising that successful widening participation at Bath will require new approaches and a sustained strategic overview, the University will continue to support the WP Research Group, established in 2012, to explore, evaluate and monitor local strategies, work with partners where this can help to develop our expertise and undertake funded research in widening access to increase our capacity in this area. We are active members of the Western Widening Participation Research Cluster (formerly the Bristol Widening Participation Research Cluster14) which provides opportunities for sharing good practice, undertaking local collaborative projects and preparing bids for externally funded research. A Research and Evaluation post was created in 2013 to evaluate activities, analyse existing data and undertake new research to support the fair access and social mobility agenda. From 2016-17 we plan to expand the University’s capacity in this area by establishing a fund to support doctoral studentships focused on research in aspects relevant to widening participation work. Our outreach evaluation plan was established around four main elements: collection of learner data to monitor engagement of our target groups; formative and summative evaluation of activities to assess their impact and enhance their effectiveness; tracking students taking part in high intensity activities to assess longer term impact; and small scale qualitative projects with learners in key year groups to provide in-depth understanding of the barriers and to inform future outreach activities. As a result of this work the University has developed an innovative, theoretically based Framework for evaluating interventions which has been assessed by active researchers at the University and warmly received in the sector. In order to better assess the long term impact of our outreach activity and the success of our collaborative activities such as the Universities Outreach Partnership we have subscribed to the Higher Education Access Tracker (HEAT) service. Measures of effectiveness in relation to supporting the retention and achievement of students from under-represented groups will continue to include completion rates, academic achievement, participation in extra-curricular activities and development, progression to graduate-level employment and/or postgraduate study, and whether they would recommend this institution to other students from under-represented groups. A mix of quantitative and qualitative measures are being developed, monitored and reviewed throughout the individual student's experience, so that individual adjustments can be made, as well as broader lessons learned. This includes specific investigations such as: the evaluation of activities to enhance induction and first year experience; degree attainment for Black and Minority Ethnic Groups; and the impact of scholarship provision are essential placements on degree attainment and employment destination. 14Bath, Bath Spa, Bristol and UWE Bristol New data collection systems designed to monitoring success. Enhanced evaluation increase our understanding of activities participation patterns at Faculty and Departmental level were established in 2012, and will be undertaken by increasing monitored, to check our progress, develop appropriate targets, and also to inform the breadth development of evaluationsubject- based outreach strategies. CurrentlyWe will closely monitor the participation and retention rates of mature students (over 21, evaluation largely centres on activities undertaken within UCL. This will change to encompass all activities, both internal and external. Additional staffing resource will be recruited to take forward enhanced evaluation work. 8.2 360-degree evaluation will be utilised whereby Outreach staff, student ambassadors, targeted students/groups over 25); those with vocational qualifications; care leavers; those from black and teachers from schools minority ethnic groups; and colleges are asked to provide both quantitative and qualitative evaluation of activities. Currently, focus groups are carried out students with student ambassadors. These focus groups will be expanded to cover targeted students as well as teaching staff from schools and colleges. 8.3 Data gathered will be analysed and activities will be critically reviewed and, if this is found to be necessary, reshaped and improved. Outreach staff will work closely with colleagues in Student Funding disabilities to evaluate the impact effectiveness of our outreach and admissions strategies in reaching these groups. We will also monitor and research the situation with regard to the progression of under- represented groups to postgraduate degrees. Research for the HEA found that while social class alone was not a significant factor in the decision to continue beyond a first degree other factors were: “family experience of higher education had an important effect on the respondents’ decisions. This was further conflated with some ethnic groups.”15 Over time this could result in a new social divide which would be detrimental to our aim for a diverse student body population. Research in this area will focus on identifying strategies to encourage wider participation. The University is at the forefront in developing strategies to evaluate its admissions and widening participation activities, and actively engages with national discussions through ongoing research activity and contribution to sector bodies working in this area. The Director of Student Recruitment and Admissions is a member of the UCL scholarship offeringrecently-established UUK Social Mobility Advisory Group, which has been tasked with advising Government on developing the social mobility aspirations of the Green Paper. He is also co-chairing the Practitioner sub-group that has been tasked with identifying effective and scalable activities and interventions already operating to improve access, retention and success in the sector. The scholarship provision will be reviewed andDirector’s re-election as UK Chair of the Higher Education Liaison Officers’ Association, if necessary, retargeted to maximise impact. 8.4 These evaluation activities will be supported by the development of an integrated database that holds all evaluation data. This will allow for improved data interrogation and analysis across activities, enabling easier identification of successful activities and those where changes and improvements should be made. 8.5 UCL‟s performance and compliance with this Access Agreement, including the contribution appointment to the National Scholarship ProgrammeAdvisory Board of SPA (Supporting Professionalism in Admissions), its own bursary schemesmembership of the UCAS Council and involvement with a range of educational charities targeting access and student success (Teach First/Futures programme, outreach activitiesTarget Oxbridge/Rare BME access programme, performance against targets and progress towards milestones, will be monitored by UCL‟s Academic Committee, on which there is student and external representation. The Academic Committee will report annually to UCL‟s Council on all matters relating to the Access Agreement. This framework is supported by regular monitoring by senior management within UCL‟s Registry and Academic Services and overseen by the Vice-▇▇▇▇▇▇ Trust/▇▇▇▇▇▇▇▇▇ Commission access programme) provide opportunities for the University of Bath to input and influence development of national access, admissions and outreach policy. The Head of Widening Participation is leading an evaluation and research consortium NERUPI (OperationsNetwork for Evaluating and Researching University Participation Interventions) which currently includes the universities of: Bath Spa, Exeter, Oxford, Oxford Brookes, Sheffield, Hertfordshire and Vice- ▇▇▇▇▇▇▇ Plymouth with strong interest from a number of other institutions. The Head of Widening Participation has a number of publications in this area and is a member of the editorial board of the journal ‘Widening Participation and Lifelong Learning’. She is a member of the HEAT Steering Group and convenor of the UALL (Academic Universities Association for Lifelong Learning) Widening Participation and International)Access Network, working closely with the related SRHE (Society for Research into Higher Education) Network to offer a range of high profile events and activities.