Common use of Monitoring Arrangements Clause in Contracts

Monitoring Arrangements. The University has established administrative arrangements for the assessment, validation and processing of applications for its Regional Cash Back Bursary. Regular application and take up monitoring data is provided by the University’s Regional Bursary Support Officer. The Support Officer liaises closely with regional feeder institutions and Aimhigher in order to monitor the impact of the scheme on application and participation rates. The take up of the Start-Right bursary will be clear from SLC HEBSS records, but focus groups of new entrants will be used to assess the significance of the finance support package on entry to higher education decision making. Procedures are in place to monitor the effectiveness of specific Outreach activities (i.e. via participant evaluation questionnaires and focus groups) and feedback is incorporated into regular Schools/Colleges Liaison activity reports presented to the University’s Executive. The effectiveness of key elements of the University’s strategy for providing financial information to students and their advisers will also be monitored via user evaluation return postcards (as currently used to obtain general feedback on the prospectus), monitoring of usage of specific web pages, event evaluation questionnaires, and so on. Procedures are in place to ensure, where possible, the currency of financial information published. Overall monitoring of the University’s performance in attracting applications from and recruiting under-represented groups will continue to be via a combination of published HESA data (measuring performance against benchmarks) and UCAS/institutional data on applicant profiles analysed by ethnicity, socio/economic and occupational groups, postcode and previous institution. This data will provide the major measure of progress towards the Milestone/Objective of maintaining a performance significantly above benchmark for social inclusion, despite the possible deterrent effect of top-up fees. Annual reports on the schemes covered by the Access Agreement, including a review of progress made towards the targets set out above, will be made to Academic Board and Board of Governors. The reports will be drawn up by an Access Agreement Review Group, which will include Students’ Union representation. The challenge for the University of Wolverhampton is to maintain its existing excellent widening participation profiles and its recruitment of students from disadvantaged groups, under new market conditions. UNIVERSITY OF WOLVERHAMPTON ACCESS AGREEMENT – MILESTONES & OBJECTIVES Definition Source Base Year 2004/05 2005/06 2006/07 2007/08 2008/09 Objectives Entrant Profile (Successful Applicants) % of young first year full-time under-graduates (Base Year figure reflects projection of known HESA data) 1. from NS-SEC socio/ economic groups 4, 5, 6, 7 HEFCE PIs 51.5 (Benchmark : 37.3) (Location Adjusted : 41.1) 50 50 50 50 To maintain performance above benchmark 2. % from low participation neighbourhoods 25.6 (Benchmark : 16.9) (Location Adjusted : 19.7) 27 27 27 27 To maintain participation rates via Outreach Applicant Profile % of total applicants with known classifications Hold steady 1. % from NS-SEC socio/ economic groups 4, 5, 6, 7 UCAS 36 36 36 36 36 Maintain profile 2. % from Ethnic Minority Groups 34 34 34 34 34 Delivery of Outreach Activities Institutional Record and Performance Reviews see attached tables annual cycle (as detailed) *annual cycle *annual cycle *annual cycle To maintain annual targets for numbers of pupils, institutions engaged and events delivered * Assuming Aimhigher initiative continues beyond 2006 Type of Activity (Annual Cycle) Target Group Reach of Activity (per year) New or Extension i) visits to regional schools/colleges to conduct ‘finance clinics’ with learners ii) ‘finance ‘clinics’ in HE shop week- ends/evenings Learners in Years 11 – 13 and equivalent in colleges Mature students Parents and public 1,250 learners 90 Schools 12 FE colleges 250-400 parents New activity to inform learners about new HE finance arrangements

Monitoring Arrangements. The University has established administrative arrangements for the assessment, validation and processing of applications for its Regional Cash Back Bursary. Regular application and take up monitoring data is provided by the University’s Regional Bursary Support Officer. The Support Officer liaises closely with regional feeder institutions and Aimhigher in order to monitor the impact of the scheme on application and participation rates. The take up of the Start-Start Right bursary will be clear from SLC HEBSS finance records, but focus groups of new entrants will be used to assess the significance of the finance support package on entry to higher education decision making. Procedures are in place to monitor the effectiveness of specific Outreach activities (i.e. via participant evaluation questionnaires and focus groups) and feedback is incorporated into regular Schools/Colleges Liaison activity reports presented to the University’s Executive. The effectiveness of key elements of the University’s strategy for providing financial information to students and their advisers will also be monitored via user evaluation return postcards (as currently used to obtain general feedback on the prospectus), monitoring of usage of specific web pages, event evaluation questionnaires, and so on. Procedures are in place to ensure, where possible, the currency of financial information published. Overall monitoring of the University’s performance in attracting applications from from, and recruiting recruiting, under-represented groups will continue to be via a combination of published HESA data (measuring performance against benchmarks) and UCAS/institutional data on applicant profiles analysed by ethnicity, socio/economic and occupational groups, postcode and previous institution. This data will provide the major measure of progress towards the Milestone/Objective of maintaining a performance significantly above benchmark for social inclusion, despite the possible deterrent effect of top-up fees. Annual reports on the schemes covered by the Access Agreement, including a review of progress made towards the targets set out above, will be made to Academic Board and Board of Governors. The reports will be drawn up by an Access Agreement Review Groupthe Student Affairs Committee, chaired by the Pro Vice-Chancellor (Student Affairs), which will include Students’ Union representation. The challenge for the University of Wolverhampton is to maintain its existing excellent widening participation profiles and its recruitment of students from disadvantaged groups, under new market conditions. UNIVERSITY OF WOLVERHAMPTON ACCESS AGREEMENT – MILESTONES & OBJECTIVES Definition Source Base Year 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 Objectives compared with base year Entrant Profile (Successful Applicants) % of young first year full-full- time under-graduates (Base Year figure reflects projection of known HESA data) 1. ) HEFCE PIs % from NS-SEC socio/ economic socio/econ groups 4, 5, 6, 7 HEFCE PIs 51.5 51 (Benchmark : 37.337) (Location Adjusted : 41.141) 50 (Bmk: 39) (Loc Adj: 42) 52 (Bmk: 40) (Loc Adj: 43) 50 50 50 50 To maintain performance above benchmark 2. % from low participation neighbourhoods 25.6 26 26 30 (Benchmark : 16.9old) method) 19 (Location Adjusted : 19.7new method) 27 27 27 27 30 30 30 30 To maintain steadily increase, then maintain, participation rates via Outreach Applicant Profile % of total applicants with known classifications Hold steady 1. UCAS % from NS-SEC socio/ economic econ groups 4, 5, 6, 7 UCAS 36 37 49* 36 36 36 36 36 Maintain profile 2. Hold steady % from Ethnic Minority Groups 34 34 37 34 34 34 Delivery of Outreach Activities Institutional Record and Performance Reviews see attached tables annual cycle 34 Maintain profile Figures in bold are actual (as detailed) in HESA and UCAS data); figures in italic are projected. *annual cycle *annual cycle *annual cycle To maintain annual targets A much higher percentage of ‘not knowns’ was recorded for numbers 2006/07, which may explain the significant increase Campus visit Short or long tour of pupilsUniversity campus facilities √ √ √ √ √ √ √ Student Life workshop Finding out what it’s like being a student at university – short visit √ √ √ √ √ Subject taster Experience learning a designated subject at university – short visit or part of longer taster programme √ √ √ √ Subject support Member of University staff or student teaches agreed part of curriculum to students at school √ √ √ √ √ √ √ Subject talk Visiting lecturer or student describes learning a subject not taught at school. Undertaken at University or school partner √ √ √ √ √ Student life workshop and campus tour What it’s like being a student and tour of campus facilities √ √ √ √ Life workshop, institutions engaged campus tour and subject taster What it’s like being a student, tour of campus and taste of designated subjects √ √ √ √ Applying to University Explanation of UCAS process and Personal Statements √ √ Making Higher Choices How to choose a course and University √ √ √ Hopes and Fears Exploring hopes and fears about going to university √ √ Student Finance Explanation of tuition fees, bursaries and financial support – living on a budget √ √ √ Wolverhampton University Description of studying at the University of Wolverhampton – support, facilities and what the experience is like √ √ √ Parents’ evenings, meetings and Open Days University input on HE subjects, choices and financial issues √ √ √ √ √ √ √ Careers events delivered * Assuming Aimhigher initiative continues beyond 2006 Type of Activity (Annual Cycle) Target Group Reach of Activity (per year) New or Extension i) visits with pupils and/or parents University input on local, regional and national graduate careers opportunities √ √ √ √ √ Careers information for staff Information and guidance to schools staff on local, regional schoolsand national graduate careers opportunities Mentoring One to one University student mentoring/colleges to conduct ‘finance clinics’ with learners ii) ‘finance ‘clinics’ in HE shop week- ends/evenings Learners in Years 11 – 13 and equivalent in colleges Mature students Parents and public 1,250 learners 90 Schools 12 FE colleges 250-400 parents New activity to inform learners about new HE finance arrangementssupport

Monitoring Arrangements. This access agreement is developed by a working group drawn from across the institution and is overseen by the Fees, Scholarships and SASS Committee. The University has established administrative arrangements latter committee is responsible for tracking institutional performance against the assessmentagreement. Strategically, validation and processing the agreement is directed by the Education Strategy Committee on behalf of applications for its Regional Cash Back Bursary. Regular application and take up monitoring data is provided by the University’s Regional Bursary Support OfficerExecutive Board. The Support Officer liaises closely with regional feeder institutions Education Strategy Committee is responsible for the development, monitoring and Aimhigher in order institutional response to monitor the impact data which underpins this strategy. Periodically, specific institutional research projects are carried out to understand the needs and issues of specific under-represented groups studying at Brunel and these studies also influence University policy and the scheme on application direction of our access strategy. As previously summary information detailing the Scholarships and participation rates. The take up of the Start-Right bursary benefits package and eligibility criteria will be clear from SLC HEBSS recordsmade available in print form, but focus groups of new entrants will be used to assess and via the significance of the finance support package on entry to higher education decision making. Procedures are in place to monitor the effectiveness of specific Outreach activities (i.e. via participant evaluation questionnaires and focus groups) and feedback is incorporated into regular Schools/Colleges Liaison activity reports presented web, prior to the University’s ExecutiveJune Open Day for 2016 entry. Detailed information regarding the timing, processes and procedures necessary to receive or apply for a scholarship will be available prior to our September Open Day for 2016 entry and will be made available to prospective students and HE advisors within Schools and Colleges in both print and electronic form. The effectiveness publication of key elements the Equality data on 31st January 2012 met part of the University’s strategy for providing financial information statutory requirements under the Equality Act 2010. In publishing its Equality Objectives on Friday 6th April 2012, the University met the remaining requirements. The Equality Objectives are set out the University’s Equality Plan in which the University is accountable to staff, students and their advisers will other service users. It also be monitored via user evaluation return postcards (gives the public the information needed to hold the University to account as currently used to obtain general feedback far as our performance on equality is concerned. The publication of the prospectus), monitoring of usage of specific web pages, event evaluation questionnaires, and so on. Procedures are in place to ensure, where possible, the currency of financial information published. Overall monitoring Objectives is part of the University’s performance in attracting applications from Specific Duty under the Equality Act 2010. The Specific Duty requires the University to:  set and recruiting underpublish equality objectives no later than the required date and review these objectives annually Public bodies subject to Specific Duties must publish information to show their compliance with the Equality Duty, and all published information must show that the University has due regard to the need to:  eliminate unlawful discrimination, harassment and victimisation and any other conduct prohibited by the Act  advance equality of opportunity between people who share a protected characteristic and people who do not share it  ▇▇▇▇▇▇ good relations between people who share a protected characteristic and people who do not share it The three aims of the Equality Duty are intended to support good decision-represented groups will continue making by ensuring that the University considers how different people are affected by its activities. They also help us to be via a combination of published HESA data (measuring performance against benchmarks) deliver policies and UCAS/institutional data on applicant profiles analysed by ethnicityservices which are efficient, socio/economic effective and occupational groupsaccessible to all, postcode and previous institutionwhich meet different people’s needs. This data will provide the major measure of progress towards the Milestone/Objective of maintaining a performance significantly above benchmark for social inclusion, despite the possible deterrent effect of top-up fees. Annual reports on the schemes The protected characteristics covered by the Access AgreementEquality Duty under the Equality Act 2010 are:  age  disability  gender reassignment  marriage and civil partnership (but only in respect of eliminating unlawful discrimination)  pregnancy and maternity  race, including a review ethnic or national origins, colour or nationality  religion or belief, including lack of progress made towards belief  sex  sexual orientation The Equality Strategy Group formed part of the targets set out above, will be made to Academic Board and Board consultation process in the formulation of Governors. The reports will be drawn up by an Access Agreement Review Group, which will include Students’ Union representation. The challenge for the University of Wolverhampton is to maintain its existing excellent widening participation profiles and its recruitment of students from disadvantaged groups, under new market conditions. UNIVERSITY OF WOLVERHAMPTON ACCESS AGREEMENT – MILESTONES & OBJECTIVES Definition Source Base Year 2004/05 2005/06 2006/07 2007/08 2008/09 Objectives Entrant Profile (Successful Applicants) % of young first year full-time under-graduates (Base Year figure reflects projection of known HESA data) 1. from NS-SEC socio/ economic groups 4, 5, 6, 7 HEFCE PIs 51.5 (Benchmark : 37.3) (Location Adjusted : 41.1) 50 50 50 50 To maintain performance above benchmark 2. % from low participation neighbourhoods 25.6 (Benchmark : 16.9) (Location Adjusted : 19.7) 27 27 27 27 To maintain participation rates via Outreach Applicant Profile % of total applicants with known classifications Hold steady 1. % from NS-SEC socio/ economic groups 4, 5, 6, 7 UCAS 36 36 36 36 36 Maintain profile 2. % from Ethnic Minority Groups 34 34 34 34 34 Delivery of Outreach Activities Institutional Record and Performance Reviews see attached tables annual cycle (as detailed) *annual cycle *annual cycle *annual cycle To maintain annual targets for numbers of pupils, institutions engaged and events delivered * Assuming Aimhigher initiative continues beyond 2006 Type of Activity (Annual Cycle) Target Group Reach of Activity (per year) New or Extension i) visits to regional schools/colleges to conduct ‘finance clinics’ with learners ii) ‘finance ‘clinics’ in HE shop week- ends/evenings Learners in Years 11 – 13 and equivalent in colleges Mature students Parents and public 1,250 learners 90 Schools 12 FE colleges 250-400 parents New activity to inform learners about new HE finance arrangementsEquality Objectives.

Monitoring Arrangements. The University has established administrative arrangements for the assessment, validation and processing of applications for its Regional Cash Back Bursary. Regular application and take up monitoring data is provided by the University’s Regional Bursary Support Officer. The Support Officer liaises closely with regional feeder institutions and Aimhigher in order to monitor the impact of the scheme on application and participation rates. The take up of the Start-Right bursary will be clear from SLC HEBSS finance records, but focus groups of new entrants will be used to assess the significance of the finance support package on entry to higher education decision making. Procedures are in place to monitor the effectiveness of specific Outreach activities (i.e. via participant evaluation questionnaires and focus groups) and feedback is incorporated into regular Schools/Colleges Liaison activity reports presented to the University’s Executive. The effectiveness of key elements of the University’s strategy for providing financial information to students and their advisers will also be monitored via user evaluation return postcards (as currently used to obtain general feedback on the prospectus), monitoring of usage of specific web pages, event evaluation questionnaires, and so on. Procedures are in place to ensure, where possible, the currency of financial information published. Overall monitoring of the University’s performance in attracting applications from from, and recruiting recruiting, under-represented groups will continue to be via a combination of published HESA data (measuring performance against benchmarks) and UCAS/institutional data on applicant profiles analysed by ethnicity, socio/economic and occupational groups, postcode and previous institution. This data will provide the major measure of progress towards the Milestone/Objective of maintaining a performance significantly above benchmark for social inclusion, despite the possible deterrent effect of top-up fees. Annual reports on the schemes covered by the Access Agreement, including a review of progress made towards the targets set out above, will be made to Academic Board and Board of Governors. The reports will be drawn up by an Access Agreement Review Group, chaired by the Pro Vice-Chancellor, which will include Students’ Union representation. The challenge for the University of Wolverhampton is to maintain its existing excellent widening participation profiles and its recruitment of students from disadvantaged groups, under new market conditions. UNIVERSITY OF WOLVERHAMPTON ACCESS AGREEMENT – MILESTONES & OBJECTIVES Definition Source Base Year 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 Objectives Entrant Profile (Successful Applicants) 47 28 36 (Actual: 49) 34 (Actual: 37) *annual cycle 50 29 36 34 *annual cycle 50 30 36 34 *annual cycle % of young first year full-full- time under-graduates (Base Year figure reflects projection of known HESA data)) HEFCE PIs 1. from NS-SEC socio/ economic socio/econ groups 4, 5, 6, 7 HEFCE PIs 51.5 (Benchmark : 37.3) (Location Adjusted : 41.1) 50 50 50 50 To maintain performance above benchmark 2. % from low participation neighbourhoods 25.6 (Benchmark : 16.9) (Location Adjusted : 19.7) 27 27 27 27 30 30 To maintain steadily increase, then maintain, participation rates via Outreach Applicant Profile % of total applicants with known classifications Hold steady 1. % from NS-SEC socio/ economic groups 4, 5, 6, 7 UCAS 36 36 36 36 36 Maintain profile 2. % from Ethnic Minority Groups 34 34 34 34 34 Delivery of Outreach Activities Institutional Record and Performance Reviews see attached tables annual cycle (as detailed) *annual cycle *annual cycle *annual cycle To maintain annual targets for numbers of pupils, institutions engaged and events delivered * Assuming Aimhigher initiative continues beyond 2006 Type of Activity (Annual Cycle) Target Group Reach of Activity (per year) New or Extension i) visits to regional schools/colleges to conduct ‘finance clinics’ with learners ii) ‘finance ‘clinics’ in HE shop week- ends/evenings Learners in Years 11 – 13 and equivalent in colleges Mature students Parents and public 1,250 learners 90 Schools 12 FE colleges 250-400 parents New activity to inform learners about new HE finance arrangementsProfile

Monitoring Arrangements. The University has established administrative arrangements Progress against targets for the assessment, validation and processing Outreach activities forms part of applications for its Regional Cash Back Bursary. Regular application and take up monitoring data is provided by the University’s Regional Bursary Support OfficerHEFCE Annual Monitoring Statement under ‘Widening Access and Participation’. The Support Officer liaises closely with regional feeder institutions From 2006/07 this statement will encompass all aspects of the University’s Access Agreement. From 2006/07 Aimhigher financial and Aimhigher in order enrolment data will be used to monitor the impact take up of the scheme on application Fee Discount Scheme and its impact on: a) participation ratesin Aimhigher activities b) progression into higher education. The take up of the Start-Right bursary will be clear from SLC HEBSS finance records, but focus groups of new entrants will be used to assess the significance of the finance support package on entry to higher education decision making. Procedures are in place to monitor the effectiveness of specific Outreach activities (i.e. via participant evaluation questionnaires and focus groups) and feedback is incorporated into regular Schools/Colleges Liaison activity reports presented to the University’s Executive. The effectiveness of key elements of the University’s strategy for providing financial information to students and their advisers will also be monitored via user evaluation return postcards (as currently used to obtain general feedback on the prospectus), monitoring of usage of specific web pages, event evaluation questionnaires, and so on. Procedures are in place to ensure, where possible, the currency of financial information published. Overall monitoring of the University’s performance in attracting applications from and recruiting under-represented groups will continue to be via a combination of published HESA data (measuring performance against benchmarks) and UCAS/institutional data on applicant profiles analysed by ethnicity, socio/economic and occupational groups, postcode and previous institution. This data will provide the major measure of progress towards the Milestone/Objective of maintaining a performance significantly above benchmark for social inclusion, despite the possible deterrent effect of top-up fees. Annual reports on the schemes covered by the Access Agreement, including a review of progress made towards the targets set out above, will be made to Academic Board and the Board of Governors. The reports will be drawn up by an Access Agreement Review Group, chaired by the Registrar, which will include Students’ ' Union representation. The challenge for the University of Wolverhampton is to maintain its existing excellent widening participation profiles and its recruitment of students from disadvantaged groups, under new market conditions. UNIVERSITY OF WOLVERHAMPTON ACCESS AGREEMENT – MILESTONES & OBJECTIVES Definition Source Base Year 2004/05 2005/06 2006/07 2007/08 2008/09 Objectives Entrant Profile (Successful Applicants) % of young first year full-time under-graduates (Base Year figure reflects projection of known HESA data) 1. from NS-SEC socio/ economic groups 4, 5, 6, 7 HEFCE PIs 51.5 (Benchmark : 37.3) (Location Adjusted : 41.1) 50 50 47 50 50 To maintain performance above benchmark 2. % from low participation neighbourhoods 25.6 (Benchmark : 16.9) (Location Adjusted : 19.7) 27 27 27 27 To maintain participation rates via Outreach Applicant Profile % of total applicants with known classifications Hold steady 1. % from NS-SEC socio/ economic groups 4, 5, 6, 7 UCAS 36 36 36 36 36 Maintain profile 2. % from Ethnic Minority Groups 34 34 34 34 34 Delivery of Outreach Activities Institutional Record and Performance Reviews see attached tables annual cycle (as detailed) *annual cycle *annual cycle *annual cycle To maintain annual targets for numbers of pupils, institutions engaged and events delivered * Assuming Aimhigher initiative continues beyond 2006 Type of Activity (Annual Cycle) Target Group Reach of Activity (per year) New or Extension i) visits to regional schools/colleges to conduct ‘finance clinics’ with learners ii) ‘finance ‘clinics’ in HE shop week- ends/evenings Learners in Years 11 – 13 and equivalent in colleges Mature students Parents and public 1,250 learners 90 Schools 12 FE colleges 250-400 parents New activity to inform learners about new HE finance arrangementsbenchmark