Outcomes for Students Clause Samples

Outcomes for Students. 9.1. Case Study - Fife Rape and Sexual Assault Centre (FRASAC) Support Worker at the University of St ▇▇▇▇▇▇▇ 9.2. The University Equally Safe committee works on Equally Safe: Scotland's strategy for preventing and eradicating violence against women and girls (Scottish Government, 2016). One aim of this work is to improve institutional responses to and support for students and staff who disclose experience of gender-based and sexual violence. 9.3. In 2020 the University identified the need for specialist, on-site, crisis support for students affected by any form of sexual violence to complement and expand existing support and wellbeing services available within the University. The University approached local specialist support agency, FRASAC, to employ a FRASAC Sexual Violence Support Worker to provide this support. 9.4. The University funds a 0.6 full-time equivalent FRASAC Sexual Violence Support Worker to support students of all genders. The Support Worker started in October 2021, providing ring- fenced St ▇▇▇▇▇▇▇ based support to students. 9.5. The Support Worker’s key responsibilities include:  To provide one to one crisis and early intervention support services to survivors of sexual violence within St ▇▇▇▇▇▇▇ University  To offer support to friends and other supporters  To provide information and support to access advocacy, sexual health, forensics and information on a needs led basis  To develop and facilitate group work in response to client need and request  To promote and publicise the service to existing and potential referring agencies in Fife  To develop information materials if and when required  To establish and actively participate in partnership working with University of St ▇▇▇▇▇▇▇. Attend relevant meetings and training when required  To establish and maintain effective liaison with appropriate voluntary and statutory agencies  To ensure clear, accurate and confidential records relevant to the work of the post are kept  To produce regular reports on activities as required  To attend and contribute to FRASAC Team Meetings and Reflective Practice 9.6. Support can be delivered in person or remotely via video, telephone or email and will integrate into and complement existing wellbeing pathways and services delivered by the University. Students can be referred to FRASAC by Student Services or may self-refer if they do not wish to involve the University. Period Number of Students April 2021-March 2022 33 April 2022 – June 2022 13 J...

Outcomes for Students. Through our evaluation and analysis, we have identified a gap in degree attainment of Black, Asian and minority ethnic students (▇▇▇▇) compared to other student groups. We will continue work to close this gap and have set ourselves a stretching target of achieving this. In recognition of the time needed to impact on outcomes, working with students over a three- or four-year period, we have set our baseline and target to cover an average five-year period.

Outcomes for Students. 3.1.1. Fair access & transitions 3.1.2. High quality learning, teaching and support (incorporates public health emergency) 3.1.3. Partnership, participation and student experience

Outcomes for Students. Learning with impact - Students at all levels are equipped to flourish in employment, further study and to lead fulfilling lives.

Outcomes for Students. Young Strathclyder

Outcomes for Students. 1. Fair access and transitions 1.1 Impact and response to COVID-19 on access and transitions in 2020-21 Following the initial lockdown in March, the potential impact on access and progression in 2020- 21 was evident as existing students adjusted to online study and applicants had to contend with uncertainty over school exams and a potentially different study experience. Applications for both FE and HE programmes were affected and by April/May were well down on the previous year. A partnership-wide recruitment and engagement plan was quickly developed using new online platforms to engage with potential students where traditional face-to-face interactions were not possible. This was particularly important once the decision was made to suspend exams and use teacher assessed grades and, specifically for higher education, through the Clearing period. This activity was successful in reversing the earlier application decline. During the recruitment campaign, social media sites were used extensively to promote the support available to applicants and students, both within the university and externally, in particular to ensure priority groups were aware of the dedicated web resources relevant to them. This included care-experienced and estranged students and student carers. Student and applicant communication has been particularly challenging as guidance and restrictions levels changed, most recently with different protection levels across our region. Communication of the changes to course delivery and travel advice were key priorities and our efforts have received some positive feedback from students. Added to this has been the support required for EU students and applicants as impacts of Brexit became clear during the academic year. 1.2 Continued commitment to key policies, priority groups and targets In higher education, the university achieved substantial growth in non-controlled funded numbers from 2012-13 to 2017-18, plus the successful introduction of nursing and midwifery and teacher education programmes and increases in our taught postgraduate recruitment. However, over the last few years, we had been experiencing a challenging recruitment environment linked to demographic shifts and consequential increased competition across the sector. As highlighted, the initial COVID lockdown affected recruitment mid-way through the 2020-21 cycle. However, the partnership-wide recruitment and engagement plan produced positive results and current forecasts suggest we wil...

Outcomes for Students. Through our evaluation and analysis, we have identified a gap in degree attainment of BAME students compared to other student groups. We will continue work to close this gap and have set ourselves a stretching target of achieving this. In recognition of the time needed to impact on outcomes, working with students over a three- or four-year period, we have set our baseline and target to cover an average five-year period. Reflecting our substantial progress to date on the previous target and based on an updated baseline of 11.8% (2015-16), we are setting a more challenging target of reducing the differential to 6.0% by 2021-22.

Outcomes for Students. 3.1 Fair access and CoWA targets Edinburgh ▇▇▇▇▇▇ has a strong commitment to widening the access of students progressing into and through higher education. We are committed to the principle of fairness in access to higher education and promoting the success of under-represented groups who may have experienced barriers to entering higher education for social, cultural or economic reasons. We provide a number of different pathways into the university for school and college leavers. We also provide dedicated support to under-represented groups such as those who are care-experienced and mature learners who are entering higher education for the first time. Our approach to widening participation is a holistic one which focuses on the journey that our students take as they move in, move through and move on from Edinburgh ▇▇▇▇▇▇ University. We provide a personalised approach to widening participation recognising that all students have their own identities and experiences that they bring, and which enrich our wider community. All our work in this area is supported by our associated plans for delivering high quality learning and teaching and student experience for learners as well as our Corporate Parenting Plan and community engagement. Key priority areas for our widening participation activities include the recruitment and retention of SIMD20 students and a focus on students from schools with low progression rates (including Schools for Higher Education (SHEP) and Lothian Equal Access Programme for Schools (LEAPS) eligible pupils, those who are care-experienced, first in generation students, refugees and applicants from military or ex-military backgrounds. Our work on equality and diversity remains important, investigating the intersections with protected characteristics including students from Black and Minority Ethnic (BME) backgrounds, disabled students and programmes where there is a significant gender imbalance. Supporting student achievement requires an integrated approach internally between our academic Schools and Professional Services while also working alongside external stakeholders such as Schools, Colleges, local authorities and third sector organisations. The University continues to host and play an active role in the Hub for SUCCESS (Support for University and College for Care Experienced in South East Scotland) project which brings together a consortium of tertiary education and local authority partners with the shared interest of promoting tertiar...

Outcomes for Students. 3.1 Fair Access and Transitions (+ COWA ’26, COWA ’30) 1 Listed under the publications section 2 People from deprived areas have fair access and are supported to succeed. (Expectation 1) Care‐experienced people have fair access and are supported to succeed. (Expectation 2) Institutions work with schools, SFC funded programmes and local communities to support successful pathways and effective transitions for students. (Expectation 6) In 2022-3, this programme will provide a pipeline from Senior School Curriculum for Excellence expressive arts provision to specialist education and training in the performing and production arts. The programme will have two strands as follows: Strand 1 (WACI). A National open access, schools and communities programme in music, dance, drama, production arts, film and music education. It is targeted at low progression schools and other marginalised learners (SIMD 20, care experienced and estranged young people) to raise awareness of, and access to, meaningful pathways to further studies and work opportunities in the creative industries. Strand 2 (Transitions). A National auditioned programme for young people aged 7+, providing a progression route to degree study in the performing arts for people across Scotland with talent and potential and who are interested in pursuing further study and a career in the performing arts. This strand will use a process of early and sustained intervention to progress young people from the ages of 7-11 in music and dance and 16+ years of age across all performing and production art forms offered at RCS and will prepare participants for the rigorous audition, interview and intense training on RCS undergraduate programmes. Each strand of the programme will operate nationally and will ensure that we enhance our effectiveness in providing a progression pathway from Scottish Schools to RCS where, as a priority, students from SIMD 20 data zones and Care Experienced/ Estranged backgrounds will have access to the underpinning education and skills development and support needed to audition successfully for and gain access to the Conservatoire’s undergraduate programmes. Table 3.1.2. RCS Fair Access National Programme Targets for 2022-23 Strand Target Nos 1 (WACI) • 10 ‘Come and Try’ activities providing a range of high-quality introductory initiatives focused on the creative industries. • 15 ‘Get ready for application’ activities designed to support senior phase pupils at low progression schools with practi...