ACCESS AND STUDENT SUCCESS MEASURES. 3.1 An Assessment of CCCU’s Access and Student Success Record Assessment based on HESA Performance Indicators HESA Performance Indicators (HESA 2011-12) Performance Indicator CCCU 2011/12 Performance (2010-11 data included in brackets to allow annual comparison) National Benchmark Location Adjusted Benchmark Assessment Excellent (above benchmark) Target (below benchmark) T1a) Young Full-time First Degree Entrants T1b) Young Full-time Undergraduate Entrants Performance Indicator CCCU 2011/12 Performance (2010-11 data included in brackets to allow annual comparison) National Benchmark Location Adjusted Benchmark Assessment Excellent (above benchmark) Target (below benchmark) T1c) Young Full-time Other Undergraduate Entrants T2a) Mature Full-time Undergraduate Entrants T2b) Part-time Undergraduate Entrants Performance Indicator CCCU 2011/12 Performance (2010-11 data included in brackets to allow annual comparison) National Benchmark Location Adjusted Benchmark Assessment Excellent (above benchmark) Target (below benchmark) T2c) Mature Full-time Other Undergraduate Entrants T3a) Non-continuation Following Year of Entry: Full-time First Degree Entrants T3b) Non-continuation Following Year of Entry: Young Full-time First Degree Entrants T3c) Non-continuation Following Year of Entry: Mature Full-time First Degree Entrants Performance Indicator CCCU 2011/12 Performance (2010-11 data included in brackets to allow annual comparison) National Benchmark Location Adjusted Benchmark Assessment Excellent (above benchmark) Target (below benchmark) T3d) Non-continuation Following Year of Entry: Full-time Other Undergraduate Entrants T3e Non-continuation two years following year of entry: part-time first degree entrants T5) Projected Learning Outcomes: Full-time Students Starting First Degree Courses T7) All Undergraduate Students in Receipt of DSA Performance Indicator CCCU 2011/12 Performance (2010-11 data included in brackets to allow annual comparison) National Benchmark Location Adjusted Benchmark Assessment Excellent (above benchmark) Target (below benchmark)
ACCESS AND STUDENT SUCCESS MEASURES. State school participation
ACCESS AND STUDENT SUCCESS MEASURES. The College continues to invest in significant access and student experience initiatives as identified in the sections on outreach and success below. Expenditure on financial support and additional access and success measures is based on estimates of the proportion of students from under-represented groups and indicates overall levels of spend of approximately 23% of the fee income above the basic fee. This is consistent with levels of spend in previous years. The College will maintain this approach, where appropriate, to prioritise sustained investment in activities and infrastructure that support access and student success in the light of any future changes to higher education funding. Higher Education Statistics Agency (HESA) widening participation and retention data with breakdown by priority groups are not available for Colleges nationally. However, to ensure comparability in reporting the College has reviewed the way in which internal data on widening participation and student success are measured to match HESA criteria as closely as possible. The College recognises the need to capture meaningful higher education data on priority groups for widening participation and student success and works closely with our partner University, the University of Central Lancashire (UCLan), to continually improve data reporting.
ACCESS AND STUDENT SUCCESS MEASURES. 6.1 The University considers the maintenance and advancement of its strong track record in widening access to be a fundamental part of its mission and central to the long term strategic development of the institution. Based on the latest information, 68% of our undergraduate student population currently falls into one or more groups identified by OFFA as being under-represented, including: o Learners from lower socio-economic groups, defined as NS-SEC 4-7; o Learners from low participation neighbourhoods, as defined in POLAR3; o Learners from black and minority ethnic groups that are under-represented in higher education; o Learners with disabilities; and o Learners from vulnerable groups such as young people leaving care.
6.2 The University‟s performance in widening participation is reflected across the various HESA Performance Indicators, where it consistently meets or exceeds its location adjusted benchmarks. Indeed on the majority of measures the proportion of under-represented students places it in the upper quartile within the sector, including the proportion of students from state schools and the proportion of students from socio-economic groups 4 to 7. More details of recent performance are provided in section 8.
6.3 The University is placing considerable emphasis on the importance of monitoring widening participation and assessing the impact and effectiveness of the various initiatives detailed within the Access Agreement. As part of this work there have been some amendments to the milestones within the Access Agreement, which focus on the HESA Performance Indicators as they provide the ability to assess our relative, as well as absolute, performance. The milestones which have been phased out will continue to be monitored as the institution transitions to a more holistic and effective monitoring framework to support the realization of its widening participation goals and objectives.
6.4 Our strategic approach to access and student success, based on that evidence, is to offer a systematic coherent and progressive programme of engagement to targeted learners in local and regional schools and colleges and to support the retention of those learners through support for their attainment and in particular a major investment in their employment outcomes.
6.5 Our evaluation of our previous access plans tells us that there is growing demand to engage with our work for younger learners and this will now receive increased emphasis. Our evaluation of our peer ...
ACCESS AND STUDENT SUCCESS MEASURES. 4.1 Assessment of access and retention record
