Fair Access. The Strategic Board of the Teaching School Alliance is committed to providing all partner organisations and individuals involved in any aspect of the TSA’s work, including Initial Teacher Training (ITT), Professional Learning (PL) and Professional Support (PS), with fair and open access to any event or activity. Access to events and activities as well the names of those involved will be recorded, monitored and evaluated regularly.
Fair Access. The University attracts a high number of mature learners, however, the decline in numbers of part- time mature learners across the sector is a concern and we will therefore strengthen our current work with mature and part-time learners through a programme of bitesize taster courses, informed by academic and employer input. These sessions will be designed to break down barriers, upskill and develop confidence and provide information, advice and guidance to these students, with a further goal to tackle inequality where it exists in particular subject areas. The programme will be delivered in the community, removing perceived barriers to participation. In 2014, the University developed and introduced a foundation entry year option for all undergraduate courses offered on campus, to enable access to HE for students with non-traditional qualifications and support their transition into the university environment. The foundation entry years have proved popular and will continue for 2018-19, providing opportunities to students who would otherwise struggle to gain the necessary entry qualifications to engage with higher education. Social media and call centre activities are designed to engage students with the University prior to their entry. They provide a forum for prospective students to ask questions and discuss concerns with existing students and their peers in an informal and supportive environment. Supported by student mentors and peer-to-peer mentors, these activities include welcome contacts and follow up to ensure that students’ journeys into higher education are as smooth as possible. These help provide reassurance and advice to students from low participation areas or with low levels of family experience in higher education. The social media activities are also arrange in subject groups, so that students can start to create learning networks and communities of practice prior to entry to their course, and have been demonstrated to be very effective in helping students progress and maximise attainment while at university and in achievement of their career goals. In the absence of parents or families to provide role models and support them financially, Care Leavers may require additional support to enable them to succeed on their course and overcome any barriers they may face. The targeted support package for students who are Leavers from Care, which was introduced in September 2014, is continuing with a growing number of students accessing this additional...
Fair Access. Fair Access To ensure that our selection and bursary policies and activities are transparent and open, and enable fair access for people of all ages and from all social groups.
Fair Access. (a) The University’s Fair Admission Policy has 6 underpinning elements:
(i) applicants will be treated as individuals, and we will not treat any one applicant automatically more or less favourably than another by virtue of his/her background, or school/college. Our selection criteria will seek solely to judge ability to complete the programme of study successfully.
(ii) The University will seek, wherever appropriate, to make judgements about admissions based on a candidate’s prior academic performance to agreed standards on the express understanding that it believes this is a reliable indication of ability to complete the programme of study successfully (academic merit). Where a candidate has not previously engaged in study which would lead to the agreed level of prior academic achievement, or where prior academic achievement is not itself a sufficient condition of demonstrating ability to succeed on the specified programme, then the University will make a further set of assessments to gauge the candidate’s potential to complete the programme of study successfully. Candidates selected on academic potential will be given an equal opportunity with candidates selected on merit to gain admission to the programme.
(iii) Where the number of candidates who are judged by the University to have achieved the agreed standards of prior academic achievement and/or academic potential to succeed on the programme, is greater than the number of offers the University can make to them all, then University will use a range of clearly defined, relevant, reliable and valid criteria in order to reach a judgement about which students to admit or to turn down.
(iv) The University will not make offers, or require higher or lower grades from applicants from particular groups, backgrounds or schools, although it may choose to vary its offers to individuals who demonstrate they have met particular agreed published criteria for admissions (i.e. special admissions arrangements through compacts)
(v) All Schools will publish clear criteria attached to the policy for: - assessment of merit - assessment of potential (where appropriate) - selection from a cohort who have achieved base criteria - any special admissions arrangements
(vi) The University will establish a mechanism to enable candidates who are not made an offer to receive clear feedback on the University’s decision, should they wish it, and has established an Admissions Committee Chaired by the Pro-Vice-Chancellor (Student and St...
Fair Access. Continually review our selection process to ensure fairness and equality of opportunity (see para 5(ii)). Given current intakes we expect 42% of scholarship income to be allocated to students in receipt of a Government bursary and a further 4.3% to students from ethnic minorities who do not fall into this category and a further 4.5% to students with disabilities who do not receive other support. The total allocation to target students will therefore be approx £1.0m in 2006/7, rising to approx £2.8m in 2008/9 We will review this allocation annually.
Fair Access. What have we done? What will we do?
Fair Access. 2.3.1 The School is committed to offering affordable quality education, on equitable principles, to a diverse range of national, European Union and international students with the following aims: To provide fair access to our courses and our research, to encourage participation from all. To market our courses to emphasise the access and diversity priorities of the School. To commit to maximise student success, both in academic terms and in personal development. To tailor our provision to the learning strengths and needs of students so that they are given every opportunity to attain their full potential. To promote partnerships and networks with schools, colleges, partner institutions and employers. To offer education at fair prices to students whether full-time or part-time, at home or abroad. To develop specialist skills that enables all of our students to engage in rewarding careers. To attract a wide range of students through our offering of high quality, demand-led courses. To engage in research and scholarship to both inform the osteopathic profession and to further the delivery of evidence informed education. To xxxxxx a strong, independent Students’ Union. To produce proud alumni, with useful lifelong skills, thereby furthering the School’s reputation.
2.3.2 Key measures of success for this strategy require the development of the School’s environment such that: The career success of our graduates will position us above the sector average for graduate employability. Students at every stage of study will be directly and consistently engaged in our decision-making and development.
2.3.3 Our record for high level achievement will be sustained and increased across a diverse student body and the outcomes for those from under-represented groups will equal those of the overall student population.
2.3.4 The development and delivery of our access strategy is embedded across the whole institution. We work across the School, including with those departments responsible for student recruitment and academic and pastoral support, to optimise interaction with all of our applicants, students and graduates at each stage of the ‘student journey' to establish an effective collaborative working relationship. This Access Agreement has been reviewed and developed by all staff concerned with student financial support, access and outreach, success and progression, teaching and learning, marketing and recruitment and the student experience.
Fair Access. Use of contextual data in admissions Audition fee waivers and travel grants Foundation Certificate Fee Waivers Financial support for students LIPA bursaries Other financial support Section Four: Targets and milestones
