Setting targets and milestones Sample Clauses

Setting targets and milestones. 7.1.1 Xxxxx Xxxx has a strong record in attracting students from the three main groups identified as under-represented in higher education: state school students, students from NS-SEC classes 4-7, and those from low participation neighbourhoods. We understand the challenge of sustaining this in the light of the substantial increase in tuition fees from September 2012 and our institutional objective of enhancing the quality of undergraduate intake through higher entry requirements for competitive courses. 7.1.2 We are committed to maintaining high standards. The targets in Table 5 were originally proposed to be set at a level well above the HESA location adjusted benchmarks for students from state schools, low participation neighbourhoods and socio-economic classes 4-7. We believed that all of these targets were challenging when seen in the context of our 2010-15 Strategic Plan, with its key performance indicator of being placed in the top decile of UK universities with respect to the entry qualifications of admitted students by 2015. Attracting the highest UCAS tariff score students while keeping our current student diversity would be a huge achievement. It is because we recognised the challenge of maintaining our above- sector benchmarks performance in widening participation that we chose to allocate a very high percentage (30%) of the additional fees to access measures. On OFFA‟s advice, these targets have been raised even higher. In all 3 areas, these are significantly different to the demographics of students entering higher education with 3 A levels at AAB. For socio-economic classes 4-7, our target is 28.5% against a national average of 21.3% for students with AAB. This could create a conflict with the White Paper incentive of allowing universities to compete and expand through recruitment of AAB students and we would hope that the methodology for calculating location-adjusted benchmarks will be reviewed to ensure that this does not happen. 7.1.3 The proportion of first-year full-time first-degree students at Xxxxx Xxxx in receipt of the Disabled Students Allowance has increased slightly over the two- year period from 2007-08 to 2009-10. We aim to improve further on this, and to ensure that the new tuition fee charges do not impact negatively on the proportion of disabled students at Xxxxx Xxxx. We have set a target to increase the number of students in receipt of the Disabled Student Allowance over the next five years. 7.1.4 Xxxxx Xxxx has committed...

Setting targets and milestones. 7.1.1 QMUL reviewed its targets for the 2017-18 Access Agreement, and we have chosen to maintain these rather than make significant changes. We have set a new target that is focused on raising attainment. This relates to the delivery of a coaching programme that works with Year 12 and 13 students. The aims of the programme are to support students to successfully progress into Year 13 and to enable students to develop a personal post-Year 13 plan. The impact of the programme will be evaluated by:  Individual monitoring data collected from all participants  Pre and post coaching online questionnaires with participants  Post coaching online questionnaire with coaches  Debrief meeting with Project Lead  Long-term tracking of higher education progression using the Higher Education Access Tracker (results available January 2020). 7.1.2 The targets and milestones are set out in Table 7a of the Resource Plan. We believe that these are challenging in the context of the current higher education environment and QMUL’s position as a leading research institution. They include achieving a yearly percentage increase in the proportion of students from low-participation neighbourhoods using the POLAR3 categorisation. This is particularly challenging as the re-categorisation of low-participation neighbourhoods based on the implementation of POLAR3 data has had a significant impact on HEIs that target outreach activities at students based in London, where there are now fewer postcodes in Quintile 1. 7.1.3 The proportion of first-year full-time first-degree students at QMUL in receipt of the Disabled Students’ Allowance (DSA) has increased over the three-year period from 2012-13 to 2015-16. We aim to ensure that this progress is maintained in light of uncertainty over the DSA and any further changes to tuition fee charges. We have set a target to ensure that this increase is maintained over the next five years. Recognising that DSA is the current HESA Performance Indicator for Disabled Students, we will retain this as our institutional measure. This will be reviewed should there be any further confirmed changes to DSA in the future.