Common use of Monitoring and Evaluation Clause in Contracts

Monitoring and Evaluation. 14.1 Progress in delivering widening participation strategy is monitored by the University’s Education Committee, chaired by the Pro Vice-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation The University of Brighton understands the importance of having a clear and robust evidence base for our access activities, so that we are able to demonstrate how our expenditure represents value for money and also achieves the desired results. Responsibility for monitoring , evaluation and delivery of our access strategy is monitored by lies with two University Committees; the Recruitment and Admissions Committee (RAC) for activities related to student recruitment, outreach and admissions and the Student Retention and Improvement Team (SRIT) for student success initiatives. The University’s Education CommitteeFees and Access Working Group (FAWG), chaired by the Pro Deputy Vice-Chancellor Chancellor, oversees the development of the Access Agreement which is undertaken by the Access Agreement Working Group (AAWG). AAWG’s membership includes representation from central Registry departments, Finance, Student Services, Marketing and Strategic Planning and consults regularly with the Students’ Union. Membership of RAC, SRIT and FAWG includes a representative from the Students’ Union. The University of Brighton has participated in the research project being carried out by the Centre for Economic Performance at the London School of Economics into the effectiveness of bursaries and their impact on progression, achievement and success of students in under-represented groups under the old financial arrangements. This project expects to report its findings at the beginning of the 2013-14 academic year. We will be running our own Student Finance Survey with second year undergraduates in May 2013 in collaboration with our Students’ Union. The survey will enable us to understand our students’ financial situation and the impact of different funding streams including University bursaries. This survey will establish a benchmark for the following year’s survey where the second year students will be subject to the new funding regime. We are also surveying UCAS applicants in Spring 2013 to assess applicants’ awareness and understanding of our financial support package and its significance in making decisions about which offers to accept. In addition we plan to undertake a programme of data analysis of students who began their studies in 2012/13 or after and are therefore subject to the new financial arrangements and are paying higher tuition fees. This will aim to evaluate the distribution of our financial support and the impact of bursaries and other funding streams on retention, progression and achievement of students in under-represented groups. The first dataset will be available at the end of the academic year 2012/13. We also recognise the need to evaluate more specifically the impact of our financial support upon equality and diversity more specifically and it is an aim, as recommended within the university’s Student Equalities Report that we review the data we have on bursaries alongside data that we on protected characteristics. Outcomes from the LSE research, our own surveys of current students and applicants and the data analysis will help us to fully understand the impact different types of funding have on different groups of students and will enable us to address any areas of concern through future targeted support. The widening participation team recognises a responsibility to demonstrate the effectiveness of our outreach programme, firstly to ensure individual projects meet their aims and objectives and secondly are targeted at those who need support the most. We also want to continually improve our outreach activity and gain useful feedback from the participants to inform future developments. The University of Brighton has developed an outreach evaluation framework, a methodology in use for the last year, which is weighted according to the level and intensity of resources. Identified target groups are tracked within the Higher Education Access Tracker (HEAT), a legacy database of Aimhigher South East, enabling us to identify a pre-existing cohort and Studentsdovetail the Compact Plus into Aimhigher Sussex. Each participant is asked to complete surveys at key points during the scheme – at the start of Year 9, the transition from Year 11 to 12 and the end of the programme, and HEAT allows us to identify the number of participants progressing on to any HEI. Alongside this, each activity is evaluated according to its level of intensity including core and subject specific questions, and the results attached to the record of the individual in HEAT. The more intensive activities are also subject to reflective questionnaires sometime after the event to measure longer term effects. This will allow us not only to evaluate each activity on its own merits and against other events, but also build up a mosaic evaluation profile for each participant enabling us to determine the level of success of our sustained programme of outreach. The University of Brighton collaborates with 13 other HEIs by subscribing to HEAT. This collaborative research and evaluation enables us to share costs and expertise and also ensures the efficient resource of an evidence based WP evaluation framework. HEAT provides the University with tools and reports to support the full widening participation cycle, from targeting and planning through to monitoring and evaluation. In brief the service provides subscribers with  Schools and Colleges planning data to assist with targeting at an institutional level;  Deprivation postcode data to target at an individual student level (and enable monitoring of targeting);  a web enabled database to record and report WP information on students and activities;  analysis of relevant data sets such as attainment in target schools/colleges and UCAS institution and geographic data;  analysis of the database data for monitoring and comparison with other datasets, such as UCAS data, for evaluation. The HEAT service will continue with the analysis of database data against UCAS information and, as the data matures, a full picture for the subscriber universities post-Aimhigher will emerge. In addition, with sufficient funds, the HEAT service has initial plans to do a similar HESA data matching exercise and link this to university data about retention and attainment. Building on some of the evidence from the HEFCE/Xxxx Xxxxxx Foundation What Works? research which highlights the value of the role student advisers in improving retention rates, we have committed to an expansion and further development of our current model of student support and guidance tutors (SSGT). A new role of SSGT Co-ordinator has been created and has been working with academic Schools to either implement new or extended resource of this critical role, particularly targeted at those areas of the University where retention is weakest and where there are higher proportions of students in need of more support. We are working to establish mechanisms by which we can more deeply evaluate the impact of this type of role on our students’ retention and success and this will include the establishment of coherent systems amongst the SSGTs of monitoring activity. The expansion of the Peer Assisted Study Sessions (PASS) scheme will continue to incorporate on-going evaluation of both quantitative and including qualitative outcomes. The University of Brighton has been committed to understanding our students’ individual financial situation and its impact on their experience for over 20 years, via a research project carried out annually since 1992 and bi-annually since 2010 - The Xxxx Report: the financial situation of students at the University of Brighton. We are aware that we need to consider adding protected characteristics of sexual orientation, gender identity, and religion and belief to our student dataset in order to undertake quantitative analysis to understand more fully the impact of our access strategy. This data is already collected for new staff but remains optional for students. In addition we intend to explore the possibility for greater qualitative analysis to be developed via engagement with the Students’ Union representation. 14.2 and a broader equalities survey for students. In addition2014-15 we will cross-reference equality data with widening access indicators which will enable us, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions for example to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an produce analysis of the impact of the University’s student finance package on how our ability targeted bursaries, distributed according to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors polar/LPN data, have impacted on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provisiondifferent equality groups. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation strategy is monitored by the University’s Education CommitteeThe University has embedded monitoring of these measures within our existing governance, chaired by the Pro Vice-Chancellor (Education executive and Students) and including Students’ Union representation. 14.2 In additiondeliberative structures, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representationdeveloping specialised mechanisms for evaluating the success of certain core activities. The University and the Board of Governors are kept regularly informed regarding progress against key performance indicators. The Audit Committee has oversight of monitoring mechanisms, in their totality, and will approve (and maintain) will require each any such that are put into place for these measures. Within the executive, operational and deliberative spheres of the University’s faculties , our existing management and relevant Professional Services divisions to submitcommittee structures allow for appropriate monitoring of individual activities, with the University Executive, and report againstthe Academic Board, maintaining strategic oversight. To support this new working group, led by Pro Vice Chancellor (Student Experience) will assume responsibility for tracking and monitoring activity at an annual action planoperational level, containing detailed actions supporting delivery as well as preparing future Access Agreements and monitoring returns. Membership of this working group has breadth across the University including professional support services, academic staff and the Students’ Union. It will seek to invite guests as appropriate from within the University and across the sector to facilitate sharing of best practice and identify potential collaborative work. Students are an important part of our committee structure, with student membership of the Widening Participation Strategy. 14.3 Operational responsibility for delivery Board of Governors (and monitoring rests with the Widening Participation its key sub-committees), Academic Board, Quality and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access Standards Committee and AdmissionsLearning and Teaching Committee. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We Students are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment actively involved at School and other relevant student background factors on the progress course level, and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher educationwithin some project groups. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and The financial support provision. 14.7 The University offered through this agreement to our students is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ monitored and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study evaluated to ensure we are targeting resources providing the appropriate levels of support at the point when it is needed most, to ensure students are able to succeed here. There has been a significant move away from up- front financial support across the sector which has been reflected in this access agreement. Although we have reduced the amount of up-front financial support, financial support for students when they are here is more robust than ever. To help us make this decision, as well as anecdotal evidence, our own evaluation has shown that despite up-front financial support, one of our key target groups of students has made less progress in terms of student success over a three year period. The progress in term of student success for students outside of this group has improved over the same three year period. We are now rolling out this evaluation more widely to all students who have received up-front, as well as on-board financial support to give us a better steer on future financial support packages. In line with our proposal to maintain current participation levels (within benchmark) whilst improving student progression and retention (above and beyond benchmark) the emphasis of our monitoring processes is on tracking and improving retention. Activity is tracked and monitored using a variety of mechanisms, including anecdotal feedback and participant self-evaluation for pre-16 work and for post-16 through key University stats based around feeder schools and colleges. In addition intensity and spread of activity is monitored via a heat mapping exercise undertaken throughout the year ensuring our activity is a targeted as possible and ensures cold spots are identified early. As outlined in earlier sections, the investment we have made in understanding and addressing progression as a key strategic issue for the University has had a moderate effect in an area which it is difficult to ‘turn around’ swiftly, so our continued focus is on making steady progress towards our benchmark targets, particularly in level 4 to level 5 progression, where our primary focus lies. In refining our general approach to student success, we will use our analytical data to target those groups who are most ‘at risk’ of withdrawal, both in need.terms of day-to-day performance (assessment, attendance, logging onto key systems, performance/achievement) and in terms of general categories of students who are known to be ‘high risk’ (mature learners, students from disadvantaged backgrounds, students with particular entry profiles, particular ethnic groups). This enables us to, not only, establish ‘exception reports’ which focus our attention on particular student groups, but also to target activities to support particular students, as well as providing some level of support for students as a whole. Our activity is closely focused on level 4 progression (our main challenge). This has included the development of:

Monitoring and Evaluation. 14.1 Progress Key targets are already in delivering place for the main strategic themes of Aston’s 2020 Strategy. The University’s Executive and Council meetings currently monitor a range of indicators, including widening participation, retention/continuation rates, degree attainment, employability, and student satisfaction levels. The detailed monitoring and analysis of widening participation strategy activity is monitored carried out across two University Committees: Business and Community Engagement, and Learning and Teaching. The ‘OFFA Targets’ in this agreement will become those used for Executive and Council KPIs. The stretch targets will be used for individual and departmental objectives. Aston has invested in evaluation and reflection on the impact of all its key initiatives, including outreach, retention and student success:  Surveys across the whole student life cycle are carried out by our market research team, and lead to action plans to address issues  our Chief Operating Officer and Director of Marketing Strategy review the University’s Education Committeeimpact of our services on students in order to implement improvements  the Planning Office will draw together all the monitoring of this Access Agreement.  as referenced throughout the text of this Agreement, chaired by Aston academic staff will continue to carry out research on the Pro impact of our activities on student achievement. This research will inform the further development of our approach  the regular meetings between the Chief Operating Officer, the Vice-Chancellor (Education Chancellor, and Students) Aston Students Union Officers, and including Students’ reports from Union representation. 14.2 In Senate, will provide rapid feedback on student concerns and any problems with implementation of the new support schemes.  We intend to appoint a National Scholarship Programme Adviser in 2014 if resources are available. This post will be the public face of our Scholarships Programmes, advising and monitoring Aston NSP and other Scholars on retention, success and performance. This will also allow us to ensure that future students are kept informed of Scholarship opportunities at Aston.  Aston University has consulted with current Aston students via meetings with Union Executive and Sabbatical Officers. University Council and Senate have also been consulted. Both these bodies include Student and Alumni representatives. 2012-14 entry UCAS applicants will be consulted via applicant surveys. These prospective student views will influence our Access Agreement decisions for 2015 and beyond.  During 2013-15 we will undertake significant internal research on student engagement with our retention, success and performance initiatives to ensure that students from OFFA countable backgrounds are benefitting fully from them and to assess their impact  in addition, the Education Committee (through its Student Recruitment Committee – also chaired by Aimhigher West Midlands Partnership has developed a comprehensive impact and evaluation plan which will monitor student engagement in partnership activities, track the Pro Vice-Chancellor Educationprogression of those learners with whom the partnership works most closely, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each evaluate the overall effectiveness of the University’s faculties partnership activity and relevant Professional Services divisions disseminate good practice. Evaluation will include both quantitative and qualitative measures and will provide evidence to submit, partner HEIs and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play schools engaged in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provisionprogramme. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation strategy The University of Brighton is monitored by undertaking a number of initiatives to evaluate the impact of WP activities, and additional funding will be allocated under both the outreach and retention strands of this agreement to develop and expand this work. Responsibility for monitoring and evaluation of the two strands of activity under the Access Agreement lies with two University committees; the Recruitment and Admissions Committee (RAC) for the admissions phase and the Student Retention and Improvement Team (SRIT) for the retention phase. The University’s Education CommitteeFees and Access Working Group (FAWG), chaired by the Pro Vice-Chancellor (Education Deputy Vice- Chancellor, oversees the development of the Access Agreement itself. Membership of this Group includes a representative from the Students’ Union. The University will be participating in the research project being carried out by the Centre for Economic Performance at the London School of Economics into the effectiveness of bursaries and Students) their impact on student progression, achievement and including success. In addition our own Student Finance Survey Group will be reviewing a range of possible initiatives in this area to better understand the impact of our bursaries and will collaborate with our Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result source of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groupsfurther information. We have commissioned significantly developed our process for evaluating outreach activity. All activities are divided into four categories of varying intensity, with each category having a different level of evaluation. The highest intensity projects, such as Summer Schools or mentoring programmes, have pre-entry and exit questionnaires designed to assess changes in the Widening Participation Research Cluster participants’ attitude, motivation, understanding and – if appropriate – attainment. In addition to profile this participants in ABC and Compact Plus programmes will be asked to complete yearly questionnaires to monitor changes over the ‘after-graduation’ transitions course of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunitiesthe programme. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of The Higher Education Access Tracker (DHLE) databaseHEAT), a collaborative database we participate in with 12 other HEIs, will allow us to attach evaluations for each activity to individual participants which should give us latitude to evaluate individual projects and across our schemes. We expect to analyse and assess the impact our activities are having on participants across the span of our new ABC and Compact Plus programmes. We hope to be able to use the qualitative and quantitative data we collect to monitor the effectiveness of our outreach provision and allow us to responsively improve our portfolio of activities. Using HEAT we will be able to track the eventual destination of the participants of our programmes. We will be seeking ways to share our research with other institutions to identify best practice and high impact activity. If universities encourage applicants with disadvantaged and therefore possibly unconventional educational backgrounds, then they must be ready to respond positively and creatively to these applicants when they enter the admissions phase. Universities are already attempting to use contextual data to assess applications in the findings holistic way described in the Xxxxxxxx Review. This data is now more readily available via UCAS. New admissions processes are being investigated (particularly in light of recent advice by SPA on contextual admissions practices) and will be established by the study University of Brighton for all applicants, but with a particular emphasis on Compact Plus applicants. The University will also establish better statistical monitoring of these cohorts to ensure we are targeting resources to those most in needeffective impact of policies during the key admissions phase.

Monitoring and Evaluation. 14.1 Progress Our comprehensive monitoring and evaluation framework and toolkit has been in delivering widening place for 2 years and has been rolled out to encompass activities taking place across the University. This has recently been updated to reflect our intention to gather additional information and consents that will enable us to track activity participants through the Higher Education Access Tracker (HEAT), which we joined in August 2015. Membership of the HEAT service will assist King’s College London in fully understanding patterns of participation strategy in outreach and the effectiveness of different types and combinations of outreach, something which is monitored made possible by the University’s Education Committeecollaborative nature of the service. Individual members use the HEAT database to record outreach activity and can see where individuals have engaged in activities with more than one HEAT university. Collectively this allows the central HEAT service to analyse the timing and combinations of activities that show most impact on enrolment in higher education. We have also further refined our school targeting, chaired by the Pro Vice-Chancellor (Education enabling us to identify those schools and Students) colleges with high proportions of economically deprived students, low attainment and/or low progression, enabling us to further target our low and including Students’ Union representation. 14.2 medium intensity activities to reach those who can most benefit. The framework acts as a guideline for all activities. In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vicehigh-Chancellor Educationintensity activities have individual evaluation plans, with a membership regular review points throughout the year, which includes admissions feed into department research activities and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of overall evaluation strategy. Annual evaluation reports are reviewed by the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with Strategy Group to consider the Widening Participation and UK Student Recruitment teamefficacy of widening participation activity. Issues are also considered at the Principal’s Senior Executive Team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and College Council. We will refresh our monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Clusterand evaluation framework every two years, to enable us to embed consistent and effective practices, whilst also responding to emerging priorities. For exampleOur most recent review has introduced a set of new standard evaluation questions across all projects, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Clusterenable more comparison between programmes. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of collaborating with other HEIs within London and the Xxxxxxx Group, to compare higher education progression across our respective widening participation progress measures; and outreach programmes. Monitoring and evaluation framework Activity Intensity Participant Targeting Monitoring Evaluation Activity Low (off-campus or less than 1 hour) e.g. school visit Non-selective state schools or colleges/Organisation supporting groups under- represented in HE No. of attendees Attendee current or most recent education level (e.g. GCSE, Access course etc.) School or college Feedback requested from stakeholders and organisers Low (on-campus): a one- off interaction of 1 day or less that doesn’t tailor content to an individual. e.g. Campus visit, taster day Non-selective state schools or colleges/Organisation supporting groups under- represented in HE No. of attendees Attendee current or most recent education level (e.g. GCSE, Access course etc.) School or college Attendee gender, ethnicity & postcode Post-event questionnaire (focus on event quality assurance) Feedback requested from stakeholders and organisers Medium: an activity of between 2-4 days, multiple (2-4) interactions with an individual or a 1 day activity that tailors content to the impact needs of prior educational attainment and other relevant student background factors on the progress and retention an individual. e.g. masterclass, after-school club Non-selective state schools or colleges/Organisation supporting groups under- represented in HE No. of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture attendees Attendee education level School or college Attendee gender, ethnicity & postcode Attendee family history of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education Attendee d.o.b (if over 14) Post-event questionnaire (quality assurance and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreachoutcomes) Tracking consent obtained (if over 14) Feedback requested from stakeholders and organisers Where appropriate, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will follow up interviews or focus groups may take place in collaboration with the Careers Service using the Destinations For some activities a pre- assessment of Leavers of Higher Education (DHLE) database. We needs and abilities will use the findings of the study to ensure we are targeting resources to those most in need.be taken

Monitoring and Evaluation. 14.1 Progress Key targets are already in delivering place for the main strategic themes of Aston‟s 2020 Strategy. The University‟s Executive and Council meetings currently monitor a range of indicators, including widening participation, retention/continuation rates, degree attainment, employability, and student satisfaction levels. The detailed monitoring and analysis of widening participation strategy activity is monitored carried out across two University Committees: Business and Community Engagement, and Learning and Teaching. The „OFFA Targets‟ in this agreement will become those used for Executive and Council KPIs. The stretch targets will be used for individual and departmental objectives. Aston has invested in evaluation and reflection on the impact of all its key initiatives, including outreach, retention and student success: Surveys across the whole student life cycle are carried out by our market research team, and lead to action plans to address issues our Director of Student Experience reviews the University’s Education Committeeimpact of our services on students in order to implement improvements the Planning Office will draw together all the monitoring of this Access Agreement. as referenced throughout the text of this Agreement, chaired by Aston academic staff will continue to carry out research on the Pro impact of our activities on student achievement. This research will inform the further development of our approach the regular meetings between the Chief Operating Officer, the Vice-Chancellor (Education Chancellor, and Students) Aston Student Guild Officers, and including Students’ Union representation. 14.2 In reports from Guild Senate, will provide rapid feedback on student concerns and any problems with implementation of the new support schemes. Aston University has consulted with current Aston students via meetings with Guild Executive and Sabbatical Officers. University Council and Senate have also been consulted. Both these bodies include Student and Alumni representatives. 2012 and 2013 entry UCAS applicants will be consulted via applicant surveys. These prospective student views will influence our Access Agreement decisions for 2014 and beyond. in addition, the Education Committee (through its Student Recruitment Committee – also chaired by Aimhigher West Midlands Partnership has developed a comprehensive impact and evaluation plan which will monitor student engagement in partnership activities, track the Pro Vice-Chancellor Educationprogression of those learners with whom the partnership works most closely, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each evaluate the overall effectiveness of the University’s faculties partnership activity and relevant Professional Services divisions disseminate good practice. Evaluation will include both quantitative and qualitative measures and will provide evidence to submit, partner HEIs and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play schools engaged in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provisionprogramme. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation The University of Brighton understands the importance of having a clear and robust evidence base for our access activities, so that we are able to demonstrate how our expenditure represents value for money and also achieves the desired results. Responsibility for monitoring, evaluation and delivery of our access strategy is monitored by lies with two University Committees; the University’s Education CommitteeRecruitment and Admissions Committee (RAC) for activities related to student recruitment, outreach and admissions and the Student Retention and Improvement Team (SRIT) for student success initiatives. RAC, chaired by the Pro Deputy Vice-Chancellor Chancellor, oversees the development of the Access Agreement which is undertaken by the Access Agreement Working Group (Education AAWG). AAWG’s membership includes representation from central Registry departments such as the WP and Students) bursaries teams, Finance, Student Services, Marketing and including Communications and the Strategic Planning Office and consults regularly with the Students’ Union representation. 14.2 Union. This ensures better monitoring of activity across the whole student lifecycle. Membership of RAC and SRIT includes representation from the Students’ Union. The University has carried out analysis of our revised financial support package and range of bursaries, including those under the NSP, paid to new entrants in the academic year 2012/13 - the first year of the new tuition fee regime. Our findings showed that those students who were in receipt of bursaries had a lower withdrawal rate compared to the overall population of new home entrants who did not continue into their second year. In additionaddition findings from our survey of applicants ‘Factors affecting the decision to study at the University of Brighton 2013-14’ showed that the availability of a bursary was a quite significant or very significant factor in making their decision of which offer to accept for around half of all firm acceptors and decliners. Of those who declined our offer and stated they were ‘quite unconfident’ of getting a University of Brighton bursary, 72% anticipated receiving a bursary from their firm choice university. The University of Brighton has participated in the Education Committee (through its Student Recruitment Committee – also chaired research project being carried out by the Pro ViceCentre for Economic Performance at the London School of Economics into the effectiveness of bursaries and their impact on progression, achievement and success of students in under-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each represented groups under the old financial arrangements. This project expects to report its findings at the beginning of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions2014-15 academic year. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned Outcomes from the University’s Widening Participation Research Cluster. For exampleLSE research, our contextualised approach own surveys of current students and applicants and the data analysis will help us to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of fully understand the impact different types of the University’s student finance package funding have on our ability different groups of students and will enable us to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19address any areas of concern through future targeted support in 2015-16. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress The Vice Principal (Learning and Teaching) is the senior manager with ultimate responsibility for access and widening participation. SOAS‟ commitment to access is further supported by faculties and departments through the planning, implementation and monitoring of various measures, particularly in delivering relation to retention, progression and collaboration. Performance in widening participation strategy is and access are monitored by the University’s Education Committee, Academic Development Committee chaired by the Pro Vice-Chancellor Vice Principal (Education Learning and StudentsTeaching) and including Students’ Union representation. 14.2 In addition, are also considered by the Education External Relations Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor EducationRegistrar and Secretary) and the Student Experience Committee (chaired by the Xxxx of Faculty Languages and Cultures) and, with at the highest level, discussed at Academic Board and Governing Body. All areas of SOAS have a membership which includes admissions and responsibility to support widening participation expertise as well as Students’ and fair access. The core SOAS Widening Participation Team is based in the Academic Development Directorate (ADD). The team works extensively with the Student Recruitment and Admissions Office, Faculty Offices (Languages and Culture, Law and Social Sciences, and Arts and Humanities), Registry and Student Services and the Students‟ Union representation) on issues of access, admissions‟ criteria, student support and retention. The implementation of this access agreement will require each be supported by all these areas of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting School. The body responsible for the delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery Access Agreement is the OFFA Steering Group comprised of; Vice Principal (Learning and monitoring rests with the Teaching), Registrar and Secretary, Xxxx of Law and Social Sciences, Director of Student and Registry, Director of Finance and Planning, Director of Academic Development, Head of Widening Participation and UK Student Recruitment team, reporting an SU representative. This group reports to the Director of Student RecruitmentSOAS. An action plan for 2013/14 will be developed, in collaboration with the Students Union, to support the implementation of the Access Agreement and Admissionsthis will be monitored by the Steering Group. This team conducts a detailed annual review The Director of progress against access agreement commitments, Academic Development will be responsible for delivering the action plan reporting key conclusions, achievements or concerns to the Student Recruitment CommitteeVice Principal (Learning and Teaching). A Working Group comprises of key staff working on areas relating to access, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student and finance package on our ability to attract will provide advice and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors feedback on the progress of implementation. All access work will be evaluated using a variety of tools. Data from application forms, geo-demographic data, HESA data and retention borough level progression data will be used to ensure appropriate targeting of disadvantaged students at the University; the role which selfunder-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy represented groups for outreach, student success support and financial support. This data will also be used to support provision. 14.7 The University is committed to enhancing progression opportunities for students and understand the transition of applicants from underrepresented our target groups. We have commissioned will evaluate our outreach activities to assess the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place following: Changes in collaboration with the Careers Service using the Destinations of Leavers attitudes towards Higher Education, specifically SOAS Changes in attitudes towards specific subject areas Increased awareness of Higher Education, specifically SOAS Increased awareness of subject choices Improved academic achievement/impact on current study Progression to Higher Education (DHLE) database. We Our outreach and retention activities evaluation will use be based the findings collection of the study data from participants, teachers, student ambassadors and academic colleagues using tools and methods considered national best practice, to ensure we are targeting resources able to those most assess the above. This is particularly important for our long-term, sustained activities with students in needschools and colleges.

Monitoring and Evaluation. 14.1 Progress The Pro-Director (Learning and Teaching) is the senior manager with ultimate responsibility for access and widening participation. SOAS’ commitment to access is further supported by faculties and departments through the planning, implementation and monitoring of various measures, particularly in delivering relation to retention, progression and collaboration. Performance in widening participation strategy is and access are monitored by the University’s Education Committee, Academic Development Committee chaired by the Pro VicePro-Chancellor Director (Education Learning and StudentsTeaching) and including are also considered by the External Relations & Communications Committee (chaired by the Registrar) and the Equality & Diversity Committee (chaired by the Xxxx of Law and Social Sciences) and, at the highest level, discussed at Academic Board and by the Board of Trustees. There is student representation at these committees to ensure students are fully able to contribute and shape approaches. All areas of SOAS have a responsibility to support widening participation and fair access. The core SOAS Widening Participation Team is based in the Academic Services Directorate. The team works extensively with the Student Recruitment team and Admissions team, Faculty Offices (Languages and Culture, Law and Social Sciences, and Arts and Humanities), Academic Services and the Students’ Union representation. 14.2 In additionon issues of access, admissions’ criteria, student support and retention. The implementation of this access agreement will be supported by all these areas of SOAS. The WP team continually monitors and evaluates the Education Committee (through activities delivered in its Student Recruitment Committee – also chaired by monthly team meetings. These formal meetings provide the Pro Vice-Chancellor Education, with opportunity for each member to share evidence to support each activity he/she carries out. This information is fed into a membership which includes admissions quarterly and annual report on widening participation expertise as well as Students’ Union representation) will require each of activities. The body responsible for the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery access agreement is the OFFA Steering Group comprised of; Pro- Director (Learning and monitoring rests with the Teaching), Registrar, Director of Marketing, Recruitment & Communications, Director of Academic Services, Director of Finance and Planning, Head of Widening Participation and UK Student Recruitment team, reporting a SU Co-President. This group reports to the Director of Student RecruitmentAcademic Development Committee. An action plan for 2017/18 will be developed, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using Students Union, to support the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings implementation of the study Access Agreement and this will be monitored by the Steering Group. The Head of Widening Participation will be responsible for delivering the action plan, and for reporting to ensure we are targeting resources to those most in needthe Pro-Director (Learning and Teaching).

Monitoring and Evaluation. 14.1 Progress As reported in delivering our 2016 Access Agreement, we have appointed a fixed term officer, now re-titled Data and Policy Analyst, based within Widening Participation and working across our Admissions Offices, the Student Marketing and Recruitment Office, and the School to analyse our current performance across the student lifecycle, for both widening participation and students with protected characteristics. The post is responsible for devising and implementing actions plans to support the ongoing development in these areas; continuing research; and evaluating any programmes which are developed. Part of this work is the development of a monitoring and evaluation strategy is monitored across the student lifecycle. Additionally, following the sector-wide differential outcomes research, by 2017 the University’s Education Committeepost-holder will have undertaken research to ascertain which, chaired by if any, groups have differential outcomes within LSE and we will have developed an associated plan to address the Pro Vicefindings. As part of the strategic direction from OFFA, LSE will look to share the outcomes of this work and contribute to sector wide understanding of these issues. The LSE WP team, in conjunction with one of our social science PhD students, developed a new evaluation model which was rolled out in 2011. We collect data from the participants of all of our pre-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, entry activities with a membership view to (a) measuring the impact of the WP activities on aspirations and awareness of HE and (b) measuring the impact of the WP activities on attainment levels. For a programme such as LSE CHOICE, which engages students throughout Years 12 and 13, this takes the form of (i) surveying pupils and teachers before they take part in the programme to ascertain their expectations, aspirations and level of attainment and (ii) surveying the students throughout and at the end of the programme to measure impact. We also track the progress of LSE CHOICE students who enrol on the undergraduate programme at LSE. The findings of all the WP programme evaluation have been used to develop and improve our schemes, as has been outlined in previous Access Agreements and Monitoring Returns. Our approach to continual review and improvement is rolled forward year on year. With the development of our new CRM system we will be further reviewing our evaluation arrangements and tracking of WP pre-entry participants. In addition to the evaluation work described above, all services and offices which contribute to our Access Agreement are undertaking evaluation and monitoring of work and progress. Examples of this include:  Utilising the findings of focus groups with LSE students who attended one of our intensive WP pre- entry programmes to shape and inform the content of the WP network. This includes admissions and widening participation expertise the delivery of two events for WP programme participants holding offers for LSE as well as Studentsa pre-university event prior to enrolment at LSE.  Running focus groups with disabled students to understand how students with disabilities experience their time at LSE, in order to inform the development and delivery of services by the Disability and Wellbeing Service and WP team.  Analysing and reviewing data on student engagement with particular services and formal processes, such as appeals, to identify where there are any trends that warrant additional work or analysis.  Building on analysis of DLHE reported outcomes for students from different groups including bursary holders, as well as analysing whether there are additional Careers’ Union representation) will require each support requirements for any groups. Responsibility for the planning, delivery, and monitoring activity and the outcomes articulated in the Access Agreement are embedded in the reporting structures of the University’s faculties and relevant Professional Services divisions to submitSchool. On a day-to-day level, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting WP team reports to the Director of Student RecruitmentRecruitment and Admissions based in the Academic Registrar’s Division. The Academic Registrar has a reporting line to the Pro Director, Teaching and Learning. Monitoring of applications, enrolments and bursary spend takes place on an annual basis and data are reported to the Academic Planning and Resources Committee and the Academic Board each Autumn. As part of the review of our Access Agreement governance we have set up the WP Steering Group to meet regularly to support the ongoing development and Admissionsreview of both the strategic development and direction of our Access Agreement. Membership is drawn from LSE’s academic, professional service and student community who support the student lifecycle. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns group reports to the Academic and Student Recruitment Committee, which is accountable to Education Affairs Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster(ASC). For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success report annually to OFFA on all elements of our Access Agreement and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the associated Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in needwork.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation strategy All activities are monitored and the results used to inform the further development of activities. A report is monitored by produced containing key findings, a review of contextual data relating to participating institutions and the Universityeffectiveness of targeting with recommendations for improvement or development. These aim to maximise the activity’s Education Committee, chaired by the Pro Vice-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting contribution to the Director achievement of Student Recruitment, Access and Admissionswider programme goals. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which process has led to the development of a lower offer more collaborative approach towards the delivery of activity, and improved understanding of what the different stakeholders can bring in terms of resource and expertise. Academic staff are involved in the design of evaluation tools and in discussion of the findings and securing formal evaluative feedback from School and College staff. Evaluation activity has resulted in securing an evidence base for our ten distinct strands of activity (summer schools, subject tutoring, revision days, subject enrichment activities, campus visits, information, advice and guidance events, higher education tasters, extended programmes and staff Continuing Professional Development activity). The University has invested in the Higher Education Access Tracker (HEAT) as part of the national roll-out of the project. We value the opportunity to any applicant from contribute to the national evaluation of outreach work, and have produced an evaluation strategy which links in with the continuing development of HEAT. The Deputy Head of Widening Participation sits on the HEAT Governance Board. Outreach participants in the First-Generation Scholars Scheme complete an entry, transitional and exit questionnaire which are stored against their record in HEAT. To allow us to build a low performing schoollongitudinal profile of each student, was developed as core questions have been identified. By asking these questions at differing points in the participants’ involvement in the Scheme, we will build evidence of the success of our work. The core questions will be used in evaluation of our project work, so that we can gain a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis xxxxxx understanding of the impact of our overarching programme. In addition, each project has a number of specific aims and objectives which are included in the University’s student finance package on our ability to attract and retain a diverse student communityproject evaluation. This research informed To ensure an appropriate level of evaluation for the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy intensity of each of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play projects, we have categorised our work in the university application decision-making process; fostering following manner: Level Intensity Example activity Evaluation 4 High sustained or intensive intervention, high cost, 1 staff to 6 or fewer students Summer schools, Sussex Study Experience Register monitoring, pre and post evaluation 3 Significant possible single day event, may include academic input, significant cost, 1 staff to 12 students Curriculum enhancement days Register monitoring, post evaluation 2 Medium information, advice and guidance, one off event, 1 staff to many students, lower cost Parents’ evenings, personal statement workshops Register monitoring, evaluation for content development as necessary 1 Low low staff numbers, high public numbers, prospectus distribution, brief interaction, low cost HE Fair Staff attendee feedback as necessary Collaborative outreach We continue to work collaboratively with our local partner HEIs and through the Southern Region Widening Participation Practitioners’ Network. The University shares a culture collaborative outreach project with the University of belonging amongst widening participation students; overcoming mathematical barriers to participation Brighton, based in the Brighton and Sussex Medical School (BSMS), BrightMed. Each year 50 Year 8 pupils who have no family background in higher education are recruited from local state schools. Work continues with these students into Year 13 with the aim to contribute towards increased diversity in the medical profession. The University also offers degrees in conjunction with the University of Brighton in medicine and removing barriers automotive engineering. Collaborative partnerships have continued to be a priority and form an integral part of our range of targeted activity across the Learner Progression Framework. We have a longstanding collaborative partnership with Aimhigher London South, which works to ensure fair access to higher educationeducation for young people from non-traditional backgrounds. Outcomes of This is achieved by linking schools, colleges, universities and education providers together to work effectively. AHLS works in partnership with 11 universities, 28 schools and 3 further education colleges across London and the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 South East. The University network is committed to enhancing progression opportunities for collaboration and works together to: • provide impartial information, advice and guidance to learners from Year 8 – Year 13 (and is developing ways of working with primary to secondary transition (Years 5 and 6)) • share good practice at a local and regional level in order to determine what works well, and that activities are effective • develop and apply evaluation and monitoring methods to illustrate long term impact • improve the involvement of current students They are expanding the breadth of offer year on year in response to school/college/Local Authority need. The events have, and will continue to, ‘mix’ schools and college learners from underrepresented varying areas of London and the South East and a variety of cultural groups. We have commissioned A particular focus from 2015-16 onwards will be working with parents. To further enhance the package of impartial information, advice and guidance across London, Aimhigher London South is working together with Linking London and AccessHE to maximise inclusion. Partnership with Aim Higher London South provides the opportunity for staff development for our Widening Participation Research Cluster staff, enabling them to profile share best practice across the ‘after-graduation’ transitions of ‘widening participation’ sector. Aim Higher London South collects student data for tracking and ‘non- widening participation’ students into employment evaluation purposes and postgraduate opportunities. This work will take place matches data against postcode datasets for identifying learners and schools from areas indicating social deprivation and low participation in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in needEducation.

Monitoring and Evaluation. 14.1 Progress Key targets are already in delivering place for the main strategic themes of Aston’s 2020 Strategy. The University’s Executive and Council meetings currently monitor a range of indicators, including widening participation, retention/continuation rates, degree attainment, employability, and student satisfaction levels. The detailed monitoring and analysis of widening participation strategy activity is monitored carried out across two University Committees: Business and Community Engagement, and Learning and Teaching. The stretch targets will be used for individual and departmental objectives. During 2016-17 we will continue to undertake internal evaluation and research on student engagement with our retention, success and performance initiatives to ensure that students from OFFA countable backgrounds are benefitting fully from them and to assess their impact. In 2014 we set up an Evaluation and Monitoring Group to facilitate this aim. Aston’s evaluation of outreach, retention and student success includes:  Surveys across the whole student life cycle are carried out by our Market Research team, and lead to action plans to address issues  Our Chief of Operations and Estates and Director of Marketing Strategy review the impact of our services on students in order to implement improvements  The Planning Office and Schools Liaison Team draw together the monitoring of Access Agreement targets supported by the University’s Education CommitteeMonitoring and Evaluation Group  As referenced throughout the text of this Agreement, chaired by Aston academic staff continue to carry out research on the Pro impact of our activities on student achievement. This research will continue to inform the further development of our approach.  The regular meetings between the Executive Operations Group, the Vice-Chancellor (Education Chancellor, and Students) Aston Students Union Officers, and including Students’ reports from Union representation. 14.2 Senate, will continue to provide feedback from students on the implementation of the revised scholarship scheme.  Aston University has consulted with current Aston students via meetings with Union Executive and Sabbatical Officers on the activities and plans associated with our access agreements. University Council and Senate have also been consulted and approved our revised Scholarship plans and Activity spend in March 2015. Both these bodies include Aston student and Alumni representatives. 2012-16 entry UCAS applicants will be surveyed to ascertain the impact and awareness of our scholarship policies. These student views alongside national research evidence will influence our Access Agreement decisions for 2017 and beyond.  In addition, the Education Committee (through its Student Recruitment Committee – also chaired by Aimhigher West Midlands Partnership has a comprehensive impact and evaluation plan which will monitor student engagement in partnership activities, track the Pro Vice-Chancellor Educationprogression of those learners with whom the partnership works most closely, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each evaluate the overall effectiveness of the University’s faculties partnership activity and relevant Professional Services divisions disseminate good practice. Evaluation will include both quantitative and qualitative measures and will provide evidence to submit, partner HEIs and report against, an annual action plan, containing schools engaged in the programme.  The acquisition of Careers Monitoring Software (Symplicity) aims to provide the Careers+Placements team with detailed actions supporting delivery reports around the engagement and progression of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests OFFA-countable students. This is a collaborative approach with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This Registry team conducts a detailed annual review of progress against access agreement commitments, reporting who will provide key conclusions, achievements or concerns to the Student Recruitment Committee, data which is accountable to Education Committee for overseeing compliance and monitoring progress then mapped against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research ClusterCareers+Placements service users as reported through Symplicity. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed The newly recruited University Operations team have this as a result of research conducted by priority project which started in April 2015. Whilst we have an excellent track record for employability the Research Cluster. This indicated a correlation between A-Level attainment, low school performance next step will be to analyse the management information and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on see how we can best use our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study team to ensure we all students are targeting resources to those most achieving equality in needtheir outcomes after graduating from university.

Monitoring and Evaluation. 14.1 Progress 33 It is the Conservatoire’s belief that while each school must remain autonomous to meet their own organisational aims, there is a need to develop a more co-ordinated approach to WP enabling the work to be planned, reviewed and evaluated as a whole. We are developing a system in delivering widening participation strategy is monitored by order to collect better quality feedback from participants and to ensure that their entry profile fits the University’s Education CommitteeWP criteria. Our approach will be as follows:  Reporting and analysis of data on student recruitment and progression, chaired by focussing on social class, race and ethnicity, disability and gender.  Structured feedback from participants and their schools and colleges, in order to ascertain a confidence in choosing a highly selective school as a progression route.  Feedback from audition panels and tutors within the Pro Viceeight schools.  Tracking of students with a WP profile during their journey through their undergraduate programme.  Tracking and support of WP students post-Chancellor graduation and as they move into employment.  Support from the Student Advisory Group.  The further embedding of our access, progression and success agenda across the eight Conservatoire schools. 34 A key aspect of this will be the centralised monitoring of the free audition/interview2 place scheme and of the funded places on summer schools and other activities (Education referred to as the ‘WP Project Fund’). The long term aim will be to ‘track’ the beneficiaries of these schemes in order to establish the impact on increasing applications and Students) enrolments from under-represented groups. Evaluation of the pilot year of the audition and including Students’ Union representation. 14.2 In addition, interview fee waiver scheme revealed the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Educationcohort of beneficiaries to be more diverse than applicants generally, with 15% of applicants identifying as 2 Application to Conservatoire schools is via audition, except in the case of Technical Theatre and Stage Management programmes where applicants attend an interview. disabled, 25% of applicants identifying as being from a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submitXXXX group, and report against38% of recipients coming from low participation neighbourhoods (POLAR areas 1 and 2). A considerable proportion of recipients described themselves as being from single parent families, and a significant minority were estranged from their family and living independently. In a survey of fee waiver recipients, almost a third of respondents indicated that they would not have been able to make an annual action plan, containing detailed actions supporting delivery of application at all if the Widening Participation Strategyscheme had not been available. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation strategy 36 It is monitored by the UniversityConservatoire’s Education Committeebelief that while each school must remain autonomous to meet their own organisational aims, chaired by the Pro Vicethere is a need to develop a more co-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised ordinated approach to selectionWP enabling the work to be planned, which has led to a lower offer to any applicant from a low performing school, was developed reviewed and evaluated as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) databasewhole. We will use be developing a system in order to collect meaningful feedback from participants and to ensure that their entry profile fits the findings WP criteria. Our approach will be as follows:  Reporting and analysis of data on student recruitment and progression, focussing on social class, race and ethnicity, disability and gender.  Structured feedback from participants and their schools and colleges, in order to ascertain a confidence in choosing a highly selective school as a progression route.  Feedback from audition panels and tutors within the eight schools.  Tracking of students with a WP profile during their journey through their undergraduate programme.  Tracking and support of WP students post-graduation and as they move into employment.  Support from a student advisory group.  The further embedding of our access, progression and success agenda across the eight Conservatoire schools. 37 A key aspect of this will be the centralised monitoring of the study free audition/interview3 place scheme and of the funded places on summer schools and other activities (referred to ensure we are targeting resources as the ‘WP Project Fund’). The long term aim will be to those most ‘track’ the beneficiaries of these schemes in needorder to establish the impact on increasing applications and enrolments from under-represented groups. Evaluation of the pilot year of the audition and interview fee waiver scheme revealed the cohort of beneficiaries to be more diverse than applicants generally, with 15% of applicants identifying as disabled, 25% of applicants identifying as being from a XXXX group, and 38% of recipients coming from low participation neighbourhoods (POLAR areas 1 and 2). A considerable proportion of 3 Application to Conservatoire schools is via audition, except in the case of Technical Theatre and Stage Management programmes where applicants attend an interview. recipients described themselves as being from single parent families, and a significant minority were estranged from their family and living independently. In a survey of fee waiver recipients, almost a third of respondents indicated that they would not have been able to make an application at all if the scheme had not been available.

Monitoring and Evaluation. 14.1 Progress in delivering our widening participation strategy is monitored by the University’s Education Committee, chaired by the Pro Vice-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require requires each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategyaccess agreement. Evaluation of student success and progression activity is reported to the University’s Student Experience Committee, with student representatives on the committee playing an active role in the assessment of such interventions. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and AdmissionsExternal Relations. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. We have recently changed the way in which we commission research to ensure that it is agile, reports quickly and allows us to adapt policy in the light of changed priorities. For example, our contextualised approach research projects will report in summer 2017 on their findings on the BME attainment gap and how students with sustained mental health difficulties can be best supported. These findings will be used to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between Ainfluence policy and practice in 2017-Level attainment, low school performance 18 and student success on undergraduate programmes at the Universitybeyond. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding continue to benefit from the investment into six-large scale research projects funded in 2012. The studies conducted by leading academic researchers into: the efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-self- identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success education and financial support provisionall influenced institutional policy and practised and were showcased at a national seminar in 2016. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have In 2015 we commissioned the Widening Participation Research Cluster to profile explore the ‘afterinter-graduation’ transitions relationships between the individual characteristics of University of Bristol undergraduates and their post-graduation destinations after six months, as revealed by the Destinations of Leavers from Higher Education (DLHE) survey, in order to inform policy in this area. 14.8 The study20 compared the outcomes of ‘widening participation’ and ‘non- non widening participation’ students. The results proved interesting, with clear relationships emerging between the two datasets. The study confirmed that ‘widening participation’ students into employment are disproportionately associated with certain post-graduation outcomes. They are less likely to undertake further full-time study or work in ‘graduate’ jobs, more likely to work in the public sector, to earn lower salaries, less dependent on their social networks in finding work and postgraduate opportunities. This in financing further study, and more likely to work will take place and study in collaboration with locations familiar to them. 14.9 Recommendations from the report included: the need to expand internship opportunities for students from under-represented groups; enhance information, advice and guidance for such students from the Careers Service using and Employability Service; increase the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings proportion of the study ‘disadvantaged’ cohort progressing to ensure we are targeting resources postgraduate degree level; and strengthen the role of academic departments in supporting their 19 Xxxxxx, S, Xxxxx, D and Xxxxxxx, S (2014) ‘Should expenditure be switched from bursaries to those most in needoutreach? A comparative evaluation of the effects on Widening Participation of the Access to Bristol and Xxxxxx Trust schemes’.

Monitoring and Evaluation. 14.1 Progress in delivering our widening participation strategy is monitored by the University’s Education Committee, chaired by the Pro Vice-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require requires each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. Evaluation of student success and progression activity are reported to the University’s Transition Group, with student representatives on the committee playing an active role in the assessment of such interventions. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19outreach21. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects projects, which will run until 2016 August 2016, will continue to inform future strategy for outreach, student success and financial support provision. A seminar, which we hope will attract a national audience of policy makers and practitioners, will take place in October 2016. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have In 2015 we commissioned the Widening Participation Research Cluster to profile explore the ‘afterinter-graduation’ transitions relationships between the individual characteristics of ‘widening participation’ University of Bristol undergraduates and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using their post-graduation destinations after six months, as revealed by the Destinations of Leavers of from Higher Education (DHLEDLHE) database. We will use the findings of the study survey, in order to ensure we are targeting resources to those most inform policy in needthis area.

Monitoring and Evaluation. 14.1 Progress We have detailed action plans for both monitoring and evaluation which are designed to focus on the effectiveness of any outreach work in delivering widening terms of: activities, progression to FE and HE, transition and success within the University, and employment upon exit. Activity monitoring All students / teaching staff and Student Ambassadors complete post-event questionnaires. Post- event analysis using qualitative and quantitative data informs programme content moving forward and designs participative activity. We also operate a 360 degree evaluation with all of our partner schools and colleges. Furthermore, we have introduced a School Partner Forum with staff and students from all of our partner schools to improve our qualitative approach. Tracking from Year 13 Students from all the Learner Progression Framework colleges are tracked into feeder colleges to ensure continued support through Further Education and to evaluate the impact of our WP intervention programme. Institutionally, we track the progression of students in our target WP colleges to the University of Chichester. The monitoring of our recruitment and admission data occurs on a quarterly basis. Higher Education Access Tracker Service (HEAT) In addition to institution-focused monitoring, we also use the HEAT database to track all students involved in outreach at the University of Chichester from Year 9 onwards. This recognises our commitment to the overriding aim of increasing participation strategy in Higher Education rather than our own student recruitment imperatives. The University collaborates with other HEIs by subscribing to HEAT. This collaborative research and evaluation enables us to share costs and expertise and also ensures the efficient creation of an evidence-based WP evaluation framework. Underpinning the HEAT service is monitored by a bespoke database where all collaborators record and analyse information about WP students and the activities they participate in. The database has also been uploaded with historical data for outreach delivered through AimHigher (from 2004-05 onwards). Consequently, we now have a rich, longitudinal dataset of outreach participants that we can track through other datasets such as UCAS and HESA to assess the relationship between outreach participation and HE progression, retention and achievement. Retention and completion The internal evaluation of the data that forms the HESA Performance Indicator data is undertaken in September and feeds through into the University’s Education Committee, chaired by annual academic monitoring and corporate departmental planning cycle. We use the Pro Vice-Chancellor (Education data contained within this exercise to assess and Students) monitor our performance in terms of graduate destinations and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting pay particular attention to the Director destinations of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targetsWP students. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress Key targets are already in delivering place for the main strategic themes of Aston’s 2020 Strategy. The University’s Executive and Council meetings currently monitor a range of indicators, including widening participation, retention/continuation rates, degree attainment, employability, and student satisfaction levels. The detailed monitoring and analysis of widening participation strategy activity is monitored carried out across two University Committees: Business and Community Engagement, and Learning and Teaching. The ‘OFFA Targets’ in this agreement will become those used for Executive and Council KPIs. The stretch targets will be used for individual and departmental objectives. During 2014-15 we will undertake internal research on student engagement with our retention, success and performance initiatives to ensure that students from OFFA countable backgrounds are benefitting fully from them and to assess their impact. We have set up an Evaluation and Monitoring Group to facilitate this aim. Aston has also invested in evaluation and reflection on the impact of all its key initiatives, including outreach, retention and student success:  Surveys across the whole student life cycle are carried out by our market research team, and lead to action plans to address issues  our Chief Operating Officer and Director of Marketing Strategy review the impact of our services on students in order to implement improvements  the Planning Office will draw together all the monitoring of this Access Agreement supported by the University’s Education CommitteeMonitoring and Evaluation Group  as referenced throughout the text of this Agreement, chaired by Aston academic staff will continue to carry out research on the Pro impact of our activities on student achievement. This research will inform the further development of our approach.  the regular meetings between the Chief Operating Officer, the Vice-Chancellor (Education Chancellor, and Students) Aston Students Union Officers, and including Students’ reports from Union representation. 14.2 In Senate, will provide rapid feedback on student concerns and any problems with implementation of the new support schemes.  Aston University has consulted with current Aston students via meetings with Union Executive and Sabbatical Officers. University Council and Senate have also been consulted. Both these bodies include Student and Alumni representatives. 2012-15 entry UCAS applicants will be consulted via applicant surveys. These prospective student views will influence our Access Agreement decisions for 2016 and beyond.  in addition, the Education Committee Aimhigher West Midlands Partnership has developed a comprehensive impact and evaluation plan which will monitor student engagement in partnership activities, track the progression of those learners with whom the partnership works most closely, evaluate the overall effectiveness of the partnership activity and disseminate good practice. Evaluation will include both quantitative and qualitative measures and will provide evidence to partner HEIs and schools engaged in the programme.  The recent acquisition of Careers Monitoring Software (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representationSimplicity) will require each aim to provide the Careers and Placements team with ability to deliver detailed reports around the engagement and progression of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targetscountable students. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering our widening participation strategy is monitored by the University’s Education Committee, chaired by the Pro Vice-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require requires each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. Evaluation of student success and progression activity are reported to the University’s Transition Group, with student representatives on the committee playing an active role in the assessment of such interventions. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19outreach21. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the 21 Davies, S, Xxxxx, D and Xxxxxxx, S (2014) ‘Should expenditure be switched from bursaries to outreach? A comparative evaluation of the effects on Widening Participation of the Access to Bristol and Xxxxxx Trust schemes’. university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects projects, which will run until 2016 August 2016, will continue to inform future strategy for outreach, student success and financial support provision. A seminar, which we hope will attract a national audience of policy makers and practitioners, will take place in October 2016. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have In 2015 we commissioned the Widening Participation Research Cluster to profile explore the ‘afterinter-graduation’ transitions relationships between the individual characteristics of University of Bristol undergraduates and their post-graduation destinations after six months, as revealed by the Destinations of Leavers from Higher Education (DLHE) survey, in order to inform policy in this area. 14.8 The study22 compared the outcomes of ‘widening participation’ and ‘non- non widening participation’ students. The results proved interesting, with clear relationships emerging between the two datasets. The study confirmed that ‘widening participation’ students into employment are disproportionately associated with certain post-graduation outcomes. They are less likely to undertake further full-time study or work in ‘graduate’ jobs, more likely to work in the public sector, to earn lower salaries, less dependent on their social networks in finding work and in financing further study, and more likely to work and study in locations familiar to them. 14.9 Recommendations from the report included: the need to expand internship opportunities for students from under-represented groups; enhance information, advice and guidance for such students from the Careers and Employability Service; increase the proportion of the ‘disadvantaged’ cohort progressing to postgraduate opportunitiesdegree level; and strengthen the role of academic departments in supporting their students’ career progression. The costs of such activity have been included within the student progression expenditure. 14.10 We recognise that robust monitoring and evaluation help to prioritise the delivery of programmes and activities that have the greatest impact. Evaluation is embedded in all of our plans and we analyse the efficacy of our outreach and student success interventions throughout the year. 14.11 Analysis of the impact of the University’s outreach work indicates that those projects with the greatest success rates are long term interventions. This work will take place in collaboration has influenced the overall focus of our outreach efforts. For example, the Access to Bristol and Pathways to Law schemes are all sustained programmes, run over a series of weeks, months and years and bringing participants into contact with current students, academic staff and specialist mentors. 14.12 In the Careers Service using 2014-15 admissions cycle, applications from Access to Bristol participants increased by 56 per cent on the Destinations of Leavers of Higher Education (DHLE) databaseprevious year. We will use received 405 applications from Access to Bristol and Pathways to Law participants (against a progress measure of 259) and 82 per cent of such students were made an offer. This delivered an intake of 67 students in 2015 (against a progress measure of 66). It should also be noted that the findings conversion rate for Access to Bristol and Pathways to Law students was significantly higher than the University average (19 per cent against 13 per cent respectively). 14.13 The analysis of impact of such interventions demonstrates our commitment to refine all outreach programmes in light of evaluation. As a result of the study success of Access to ensure Bristol we are targeting resources to have expanded the initiative, extended the satellite programme with IntoUniversity, and implemented a guaranteed offer for those most in needon the scheme. Conversely, the Realising Opportunities scheme and Year 11 Summer School did not show similar levels of success and both have been discontinued and the resource refocused into activities providing stronger outcomes.

Monitoring and Evaluation. 14.1 Progress in delivering widening participation strategy is monitored by the University’s Education Committee, chaired by the Pro Vice-Chancellor (Education and Students) and including Students’ Union representation. 14.2 In addition, the Education Committee (through its Student Recruitment Committee – also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each of the University’s faculties and relevant Professional Services divisions to submit, and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Undergraduate Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement Access Agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committee, which is accountable to Education Committee for overseeing compliance and monitoring progress against OFFA-related targets. 14.4 Strategy development is routinely informed by research commissioned from the University’s Widening Participation Research Cluster. For example, our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Cluster. This indicated a correlation between A-Level attainment, low school performance and student success on undergraduate programmes at the University. 14.5 Recent Research Cluster projects include an analysis of the impact of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19outreach18. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy of our widening participation progress measures; the impact of prior educational attainment and other relevant student background factors on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study to ensure we are targeting resources to those most in need.

Monitoring and Evaluation. 14.1 Progress in delivering The University of Brighton understands the importance of having a clear and robust evidence base for our access activities so that we are able to demonstrate how our expenditure represents value for money and also achieves the desired results. Responsibility for monitoring, evaluation and delivery of our access strategy lies with two University working groups; Access Agreement Working Group (AAWG), for activities related widening participation strategy access and financial support and the Student Retention and Improvement Team (SRIT), for student success initiatives. SRIT is monitored by the University’s Education Committee, chaired by the Pro Vice-Chancellor (Education University Registrar and Students) Secretary and including both SRIT and AAWG’s membership includes representation from academic departments, Academic Services, Finance, Student Services, Marketing and Communications and the Strategic Planning Office and the Students’ Union representation. 14.2 In additionUnion. This ensures better monitoring of activity across the whole student lifecycle. The evaluation of our financial support for students focuses on attempting to understand and assess the relationships between holding a bursary and subsequent student outcomes. The latest analysis of continuation rates of students into their second year of study highlighted that those who were in receipt of a bursary, including the Education Committee NSP or our extended range of financial support, had a higher rate of continuation compared to the group of all new undergraduate entrants (through its Student Recruitment Committee – whether they received a bursary or not). This analysis will continue next year to examine any trends over time. The University is also chaired by the Pro Vice-Chancellor Education, with a membership which includes admissions and widening participation expertise as well as Students’ Union representation) will require each one of the University’s faculties 22 HEIs participating in the LSE, ESRC-funded research project attempting to understand the effectiveness of higher education bursaries, ‘Higher Education Bursaries and relevant Professional Services divisions to submitperformance: annual test scores, drop out and report against, an annual action plan, containing detailed actions supporting delivery of the Widening Participation Strategy. 14.3 Operational responsibility for delivery and monitoring rests with the Widening Participation and UK Student Recruitment team, reporting to the Director of Student Recruitment, Access and Admissions. This team conducts a detailed annual review of progress against access agreement commitments, reporting key conclusions, achievements or concerns to the Student Recruitment Committeedegree outcomes’, which is accountable due to Education Committee for overseeing compliance report in full in 2015. Our interim institutional report into the amount of financial support received and monitoring progress against OFFAstudent outcomes highlights that overall bursary recipients at Brighton were slightly less likely to have dropped out than non-related targets. 14.4 Strategy development is routinely informed by research commissioned from bursary recipients. It also showed that overall bursary holders were more likely to achieve a ‘good’ degree than non-bursary holders. The full report based on econometric analysis of the University’s Widening Participation Research Clusterdata will be able to say more about the role bursaries seem to be playing in student outcomes. For example, We look forward to receiving and reviewing that data when available to help inform our contextualised approach to selection, which has led to a lower offer to any applicant from a low performing school, was developed as a result of research conducted by the Research Clusterfuture decision making. This indicated was the first survey carried out with students paying £9,000 fees and the key findings show that students are receiving increasing amounts of financial support via contributions from family members and that more students are in ad hoc employment. The constant juggling of work and study was still a correlation between Afeature and the university is developing its internal student employment opportunities and promoting change in time tabling to assist those students who are working. The University of Brighton continues to recognise its responsibility to demonstrate the effectiveness of our outreach programme, firstly to ensure individual projects meet their aims and objectives and, secondly, that they are targeted at those who need most support. We intend to continually review and improve outreach activity and gain feedback from participants to inform future developments. The university will continue to use its Outreach Evaluation Framework along with the Higher Education Access Tracker (HEAT) as the primary tools used to monitor and evaluate our outreach work. The appointment of an Access Agreement Analyst in April 2015 will significantly improve our capacity to monitor and evaluate our access agreement activity in 2016-Level attainment17, low school performance and including that related to our student success and retention. The University of Brighton collaborates with 31 other HEIs which subscribe to the HEAT database and we, as part of the Steering Group, will work to support the national roll out of this project. This collaborative research and evaluation tool enables us to share expertise and also ensures the effective resourcing of an evidence-based WP evaluation framework. HEAT provides the University with tools and reports to support the full widening participation cycle, from targeting and planning through to monitoring and evaluation. Through the outreach evaluation framework participants in outreach activities complete surveys at key points during the individual projects and the end of all programmes. Alongside this, each activity is evaluated according to its level of intensity including core and subject specific questions and the results attached to the record of the individual in HEAT. The more intensive activities are also subject to reflective questionnaires sometime after the event to measure longer term effects. This allows us not only to evaluate each activity on undergraduate programmes its own merits and compare with other events but also build up a mosaic evaluation profile for each participant enabling us to determine the level of success of our sustained programme of outreach. Drawing on the rich academic community at the University. 14.5 Recent Research Cluster projects , our evaluation strategy and the HEAT database, we will work with the new Access Agreement Analyst to develop research related to our outreach practice, delivery and evaluation and the impact of our programme on applications and acceptances. It is our intention to contribute to the evolving national discussion on the successes and challenges of outreach initiatives and build a longitudinal case for widening participation outreach work. We will continue to develop and embed monitoring and evaluation strategies in all our planned student retention and success activities and we aim to develop an institution-wide framework approach similar to that used for our outreach activities. As noted above, in order to achieve this aim we have recently recruited a new Access Agreement Analyst to join our cross institutional Access Agreement Working Group. One of their main responsibilities will be to not only gather and analyse related data on impact of the range of activities but also to assist with the development of a robust programme of evaluation and evidenced-based decision making. Our evaluation strategies for 2016- 17 will include an analysis amongst others:  continuing to measure and understand the effect of participation in the PASS scheme on student's achievement and progression rates  deepening our understanding of the impact of additional study skills support and issues around timing of delivery and a discipline-specific issues  a review and assessment of the University’s student finance package on our ability to attract and retain a diverse student community. This research informed the University’s decision to strategically rebalance funds away from bursaries and towards outreach19. 14.6 We are also funding studies conducted by leading academic researchers into: efficacy outcomes of our widening participation progress measures; the impact of prior educational attainment and other relevant under-represented student background factors groups  building on the progress and retention of disadvantaged students at the University; the role which self-identification and aspiration play in the university application decision-making process; fostering a culture of belonging amongst widening participation students; overcoming mathematical barriers to participation in higher education and removing barriers to higher education. Outcomes of the research projects which will run until 2016 will continue to inform future strategy for outreach, student success and financial support provision. 14.7 The University is committed to enhancing progression opportunities for students from underrepresented groups. We have commissioned the Widening Participation Research Cluster to profile the ‘after-graduation’ transitions of ‘widening participation’ and ‘non- widening participation’ students into employment and postgraduate opportunities. This work will take place in collaboration with the Careers Service using the Destinations of Leavers of Higher Education (DHLE) database. We will use the findings of the study current evaluation of the interventions developed as part of the HEA What Works? programme, with a view to ensure we are targeting resources rolling out aspects of identified good practice to those most other areas of the institution with similar issues. The results from Brighton’s participation in needthe HEA What Works? project will also feed into the national research programme which aims to increase the sector's knowledge and understanding of effective practice to improve student retention and success.