Common use of Student Success and Progression Clause in Contracts

Student Success and Progression. The University will continue to ensure positive outcomes for learners across the student lifecycle by investing £1.1m of institutional spend from fee income above the basic fee on Student success and Progression. Key elements with particular relevance to the 2016/17 Access Agreement include: • Continuing to use Student Success Advisors in academic areas with remits to provide additional support and guidance to primarily foundation and first year students from WP backgrounds. The posts will assist in the academic transition, support social integration, and will focus on the critical stages and non-completion risk factors related to the student lifecycle. • The design and delivery of a number of activities and interventions targeted at full and part- time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. These include; • Contacting students pre-arrival • Online support pre and post arrival via social media/forums • Student Generated Induction • Induction Toolkit in partnership with the Induction Implementation Group • Engagement activities (e.g. The Student Parent Forum) • Early warning systems for poor attendance • Survival Guide • Peer Mentoring pilot in partnership with Skills Team It is intended that these activities will build the confidence of these learners in addition to identifying any support issues, leading to their improved retention and completion. • The development of a ‘Student Life Partnership’ which will replace the University’s current Warden-based pastoral provision in University residences, and which will be based on a proactive comprehensive student support framework. The partnership will engage a range of professional services such as Student Accommodation, Careers and Employability, the Study Skills team, Hull University Union, academic partners in departments and the university solicitor. It will draw on planned developments from the key University strategic plans such as the Employability and the Retention Strategies. The basic principle is to combine a number of ‘best practice’ approaches to support students in respect of retention and progression, with a particular remit to support WP and the diverse student population. • Improving the resource and expertise dedicated to capturing data associated with our intervention activities with targeted groups. All interventions with students from all target groups will be recorded systematically in order that their effectiveness can be measured. Evaluation will be used to identify the events that lead to student success and inform future planning. • A three year Faculty of Health and Social Care Student Profiling Project. The project will develop an integrated approach to enhance recruitment, selection and retention within healthcare education through the development of an interactive resource and student monitoring system. The project will; • Monitor students throughout learning journey to identify the profile and attributes of successful students. • Develop a series of interactive resources outlining the experiences of students and graduates. • Develop resources to support the orientation of placement students at the pre- application and placement preparation stages. • Develop web area profiling tools, talking heads and other resources (identified through intelligence obtained during the project) to support and enhance decision making. • Devise a self-evaluation profiling tool towards enhanced recruitment and selection. • Monitor student progress and achievement, targeting specific timely interventions for student support. • The appointment of an additional post within the Access, Funding and Support Officer to provide specific financial advice and guidance on postgraduate study to students from under-represented backgrounds.

Student Success and Progression. The University will continue carries out a wide range of activities that seek to support student success and progression onto their career path or post-graduate study. This requires the collaboration of various departments and teams across the University, including the Colleges, Academic Departments and their support structures, Registry, Wellbeing, Disability Services, Academic Office, Sport Roehampton, the Learning Services team, the Department of Academic Enhancement, Roehampton Abroad and the Roehampton Students’ Union. The University's commitment to widening participation is reflected in a significant shift in the demographics of the student population at Roehampton over the past 10 years. By 2014/15, half our students were from the most deprived neighbourhoods; 54% were XXXX; 56% were first in family to attend university; and 60% were from low income families. In this context the University's Learning and Teaching Strategy seeks to promote inclusive learning and student engagement and to maximise outcomes for our students regardless of their backgrounds. Because of the profile of our students, much of this work is targeted at students from disadvantaged backgrounds underrepresented at university. Academic enhancement is led by the Learning, Teaching and Enhancement Unit (LTEU). Current work to deliver the learning and teaching strategy focuses on:  Continuous professional development: the LTEU runs HEA and SEDA accredited academic professional development programmes, including peer review, to drive improvements in the quality of teaching and student engagement in learning. A key focus for this activity is to support academic colleagues to develop their skills in teaching students from a broad range of backgrounds. This work over the past two years has resulted in 90% of academic staff at Roehampton having a nationally recognised teaching award.  Targeted enhancement projects to embed inclusive learning and bridge attainment gaps. The University has recently completed work to take coursework assessment and feedback online and to establish a framework for alternative assessments to meet the learning needs of all our students. Current work focuses on helping students to have a better understanding of how to be successful in their assessments, including around assessment criteria and feedback and ‘assessment for learning’. The LTEU has also led two projects on improving academic outcomes for BAME students that have contributed to a narrowing of the attainment gap for this group of students. This project identified that activity to boost the attainment of students underrepresented at university is most effective when students are partners in projects. Roehampton has recently secured HEFCE Catalyst funding to lead a project a multi-partner project to replicate the ‘students as partners’ model to boost outcomes for XXXX students.  Student engagement: to ensure the voices of all students shape academic enhancement led by a new Director of Student Engagement working with the Roehampton Students’ Union. This role is a direct result of the project with our XXXX students to close the attainment gap. This work focuses on projects to ensure that student engagement reflects our student population; and that student participation is effective and that students feel it makes a difference. While this activity seeks to engage all students, it seeks in particular to engage with students underrepresented at university both in terms of the recruitment of students to projects and governance roles and the range of events that take place.  Learner analytics: A new attendance monitoring system launched in 2016-17 is the first part of a project to integrate data on student engagement with personalised advice and guidance to identify students at risk of dropping out and to support high achievement across all student groups. While this activity seeks to support high levels of retention across the whole student population, the underpinning rationale for the work is that our student profile with high numbers of students from disadvantaged backgrounds underrepresented at university has a higher risk of non-progression. This project links the work of our new academic achievement team outlined below.  Curriculum review focused on graduate employment outcomes to ensure all programmes are high quality and meet the needs of the new generations of Roehampton students. This activity seeks to ensure that the design of our courses engage with the new generations of Roehampton students, as well as promoting positive outcomes for learners all students. This work started in 2016 has seen the review of programmes in business, education, sociology and the biological sciences. These reviews have engaged students and employers and embedded a set of university graduate attributes in curriculum design. This work links with our new careers offer, including enhanced support for work placements outlined below.  Learning environment projects on standardised VLE templates, lecture capture and student- focused reading lists to promote inclusive learning. These projects are aimed at enabling all students to have a better understanding of how to be successful in their studies and enhancing the learning environment to make that success possible, for example, through access to information and more personalised learning resources. The following section details the other activities undertaken at Roehampton aimed at improving student success.  Academic Skills Guidance and Support help all students achieve their full potential across the student lifecycle by investing £1.1m spectrum. As part of institutional spend from fee income above the basic fee on Student success Library and Progression. Key elements with particular relevance to the 2016/17 Access Agreement include: • Continuing to use Student Success Advisors in academic areas with remits to provide additional support Academic Learning Services, a team of advisers plan and guidance to primarily foundation and first year students from WP backgrounds. The posts will assist in the academic transition, support social integration, and will focus on the critical stages and non-completion risk factors related to the student lifecycle. • The design and delivery of a number of activities and interventions targeted at full and part- time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. These include; • Contacting students pre-arrival • Online support pre and post arrival via social media/forums • Student Generated Induction • Induction Toolkit in partnership with the Induction Implementation Group • Engagement activities (e.g. The Student Parent Forum) • Early warning systems for poor attendance • Survival Guide • Peer Mentoring pilot in partnership with Skills Team It is intended that these activities will build the confidence of these learners in addition to identifying any support issues, leading to their improved retention and completion. • The development of a ‘Student Life Partnership’ which will replace the University’s current Warden-based pastoral provision in University residences, and which will be based on a proactive comprehensive student support framework. The partnership will engage a range of professional services such as Student Accommodation, Careers and Employability, the Study Skills team, Hull University Union, academic partners in departments and the university solicitor. It will draw on planned developments from the key University strategic plans such as the Employability and the Retention Strategies. The basic principle is to combine a number of ‘best practice’ approaches produce pedagogical strategies designed to support students in respect acquiring the skills and study habits of retention an undergraduate or postgraduate in a progressive and progression, with a particular remit to support WP and the diverse student population. • Improving the resource and expertise dedicated to capturing data associated with our intervention activities with targeted groups. All interventions with students from all target groups will be recorded systematically in order that their effectiveness can be measured. Evaluation will be used to identify the events that lead to student success and inform future planning. • A three year Faculty of Health and Social Care Student Profiling Projectstructured way. The project aim is to facilitate independent learning and critical thinking while developing transferrable academic and graduate skills. Support covers a range of topics from time management, note taking, essay structure, academic writing, critical thinking and how to use feedback to improve grades, as well as mathematics and statistics support in relation to curriculum content and core maths skills. We will develop an integrated approach also be providing training and advice to academic staff on embedding and reinforcing these essential skills within their own teaching. In order to enhance recruitmentprovision, selection we are reviewing the service and retention within healthcare education how best to offer an aspirational, comprehensive academic skills service that is promoted and supported by departments and is fully utilised by students. A range of services are being developed, from interactive online tutorials, quick queries, drop-in clinics, workshops, embedded sessions, to specific 1-2-1 advice. We aim to provide timely pre-emptive support sessions through flexible, multi-channel, blended delivery, including out-of-hours. A variety of learning resources is available on Moodle, the development Virtual Learning Environment, to facilitate independent learning and help improve students’ progression. These also provide examples of an interactive resource best practice for different forms of assessments which include hand-outs and student monitoring systemliterature that students can access at their own convenience. The project will; • Monitor students throughout learning journey to identify the profile and attributes of successful students. • Develop online Study Skills guide is undergoing a series of interactive resources outlining the experiences of students and graduates. • Develop resources to support the orientation of placement students major review aimed at the pre- application digital student community; it will include more interactive content, webinars, mini video clips, apps etc. as we move towards a greater use of IT in learning and placement preparation stagesteaching. • Develop web area profiling tools Developing successful alumni is a central aim of the institution’s Strategic Plan. This commitment is evident once a student joins Roehampton, talking heads through a wide range of initiatives and other resources (identified services provided by the Careers office, the Students’ Union, within their academic programme, and through intelligence obtained during the project) to support and enhance decision makinginternational exchange programmes. • Devise a self-evaluation profiling tool towards enhanced recruitment and selection. • Monitor student progress and achievement, targeting specific timely interventions for student support. • The appointment of an additional post within the Access, Funding and Support Officer to provide specific financial advice and guidance on postgraduate study to students from under-represented backgrounds.This includes:

Student Success and Progression. The University will continue to ensure positive outcomes for learners across the student lifecycle by investing £1.1m of institutional spend from fee income above the basic fee on Student success and Progression. Key elements with particular relevance to the 2016/17 Access Agreement include: • Continuing to use Student Success Advisors in academic areas with remits to provide additional support and guidance to primarily foundation and first year students from WP backgrounds. The posts will assist in the academic transition, support social integration, and will focus on the critical stages and non-completion risk factors related to the student lifecycle. • The design and delivery of carries out a number wide range of activities and interventions targeted at full and part- time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. These include; • Contacting students pre-arrival • Online support pre and post arrival via social media/forums • Student Generated Induction • Induction Toolkit in partnership with the Induction Implementation Group • Engagement activities (e.g. The Student Parent Forum) • Early warning systems for poor attendance • Survival Guide • Peer Mentoring pilot in partnership with Skills Team It is intended that these activities will build the confidence of these learners in addition to identifying any support issues, leading to their improved retention and completion. • The development of a ‘Student Life Partnership’ which will replace the University’s current Warden-based pastoral provision in University residences, and which will be based on a proactive comprehensive student support framework. The partnership will engage a range of professional services such as Student Accommodation, Careers and Employability, the Study Skills team, Hull University Union, academic partners in departments and the university solicitor. It will draw on planned developments from the key University strategic plans such as the Employability and the Retention Strategies. The basic principle is to combine a number of ‘best practice’ approaches seek to support students in respect of retention and progression, with a particular remit to support WP and the diverse student population. • Improving the resource and expertise dedicated to capturing data associated with our intervention activities with targeted groups. All interventions with students from all target groups will be recorded systematically in order that their effectiveness can be measured. Evaluation will be used to identify the events that lead to student success and inform future planningprogression onto their career path or post-graduate study. This requires the collaboration of various departments and teams across the University, including the Colleges, Academic Departments and their support structures, Registry, Wellbeing, Disability Services, Academic Office, Sport Roehampton, the Learning Services team, the Department of Academic Enhancement, Roehampton Abroad and the Roehampton Students’ Union. The University's commitment to widening participation is reflected in a significant shift in the demographics of the student population at Roehampton over the past 10 years. By 2014/15, half our students were from the most deprived neighbourhoods; 54% were XXXX; 56% were first in family to attend university; and 60% were from low income families. In this context the University's Learning and Teaching Strategy seeks to promote inclusive learning and student engagement and to maximise outcomes for our students regardless of their backgrounds. Because of the profile of our students, much of this work is targeted at students from disadvantaged backgrounds underrepresented at university. Academic enhancement is led by the Learning, Teaching and Enhancement Unit (LTEU). Current work to deliver the learning and teaching strategy focuses on: • Continuous professional development: the LTEU runs HEA and SEDA accredited academic professional development programmes, including peer review, to drive improvements in the quality of teaching and student engagement in learning. A key focus for this activity is to support academic colleagues to develop their skills in teaching students from a broad range of backgrounds. This work over the past two years has resulted in 90% of academic staff at Roehampton having a nationally recognised teaching award. • A three year Faculty of Health Targeted enhancement projects to embed inclusive learning and Social Care Student Profiling Projectbridge attainment gaps. The project will develop an integrated approach University has recently completed work to enhance recruitmenttake coursework assessment and feedback online and to establish a framework for alternative assessments to meet the learning needs of all our students. Current work focuses on helping students to have a better understanding of how to be successful in their assessments, selection including around assessment criteria and retention within healthcare education through the development of an interactive resource feedback and student monitoring system‘assessment for learning’. The LTEU has also led two projects on improving academic outcomes for XXXX students that have contributed to a narrowing of the attainment gap for this group of students. This project will; • Monitor identified that activity to boost the attainment of students throughout learning journey underrepresented at university is most effective when students are partners in projects. Roehampton has recently secured HEFCE Catalyst funding to identify lead a project a multi-partner project to replicate the profile and attributes of successful ‘students as partners’ model to boost outcomes for XXXX students. • Develop Student engagement: to ensure the voices of all students shape academic enhancement led by a series new Director of interactive resources outlining Student Engagement working with the experiences Roehampton Students’ Union. This role is a direct result of the project with our XXXX students to close the attainment gap. This work focuses on projects to ensure that student engagement reflects our student population; and that student participation is effective and that students feel it makes a difference. While this activity seeks to engage all students, it seeks in particular to engage with students underrepresented at university both in terms of the recruitment of students to projects and graduates. • Develop resources to support governance roles and the orientation range of placement students at the pre- application and placement preparation stages. • Develop web area profiling tools, talking heads and other resources (identified through intelligence obtained during the project) to support and enhance decision making. • Devise a self-evaluation profiling tool towards enhanced recruitment and selection. • Monitor student progress and achievement, targeting specific timely interventions for student support. • The appointment of an additional post within the Access, Funding and Support Officer to provide specific financial advice and guidance on postgraduate study to students from under-represented backgroundsevents that take place.

Student Success and Progression. The University will continue to ensure positive outcomes for learners across the student lifecycle by investing £1.1m of institutional spend from fee income above the basic fee on Student success and Progression. Key elements with particular relevance to the 2016/17 Access Agreement include: •  Continuing to use Student Success Advisors in academic areas with remits to provide additional support and guidance to primarily foundation and first year students from WP backgrounds. The posts will assist in the academic transition, support social integration, and will focus on the critical stages and non-completion risk factors related to the student lifecycle. •  The design and delivery of a number of activities and interventions targeted at full and part- time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. These include; •  Contacting students pre-arrival •  Online support pre and post arrival via social media/forums •  Student Generated Induction •  Induction Toolkit in partnership with the Induction Implementation Group •  Engagement activities (e.g. The Student Parent Forum) •  Early warning systems for poor attendance •  Survival Guide •  Peer Mentoring pilot in partnership with Skills Team It is intended that these activities will build the confidence of these learners in addition to identifying any support issues, leading to their improved retention and completion. •  The development of a ‘Student Life Partnership’ which will replace the University’s current Warden-based pastoral provision in University residences, and which will be based on a proactive comprehensive student support framework. The partnership will engage a range of professional services such as Student Accommodation, Careers and Employability, the Study Skills team, Hull University Union, academic partners in departments and the university solicitor. It will draw on planned developments from the key University strategic plans such as the Employability and the Retention Strategies. The basic principle is to combine a number of ‘best practice’ approaches to support students in respect of retention and progression, with a particular remit to support WP and the diverse student population. •  Improving the resource and expertise dedicated to capturing data associated with our intervention activities with targeted groups. All interventions with students from all target groups will be recorded systematically in order that their effectiveness can be measured. Evaluation will be used to identify the events that lead to student success and inform future planning. •  A three year Faculty of Health and Social Care Student Profiling Project. The project will develop an integrated approach to enhance recruitment, selection and retention within healthcare education through the development of an interactive resource and student monitoring system. The project will; •  Monitor students throughout learning journey to identify the profile and attributes of successful students. •  Develop a series of interactive resources outlining the experiences of students and graduates. •  Develop resources to support the orientation of placement students at the pre- application and placement preparation stages. •  Develop web area profiling tools, talking heads and other resources (identified through intelligence obtained during the project) to support and enhance decision making. •  Devise a self-evaluation profiling tool towards enhanced recruitment and selection. •  Monitor student progress and achievement, targeting specific timely interventions for student support. •  The appointment of an additional post within the Access, Funding and Support Officer to provide specific financial advice and guidance on postgraduate study to students from under-represented backgrounds.

Student Success and Progression. The University will continue to ensure positive outcomes for learners across the student lifecycle by investing £1.1m 1.65M of it institutional spend from fee income above the basic fee on Student success and Progression. Key elements with particular relevance to the 2016/17 2015/16 Access Agreement include: • Continuing to use  Increasing in the number of Student Success Advisors Experience Officers in academic areas with remits to provide additional support and guidance to primarily foundation and first year students from WP backgrounds. The posts will assist in the academic transition, support social integration, and will focus on the critical stages and non-completion risk factors related to the student lifecycle. •  The design and delivery of a number of activities and interventions targeted at full and part- time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. These include; •  Contacting students pre-arrival •  Online support pre and post arrival via social media/forums •  Student Generated Induction •  Induction Toolkit in partnership with the Induction Implementation Group •  Engagement activities (e.g. The Student Parent Forum) •  Early warning systems for poor attendance •  Survival Guide •  Peer Mentoring pilot in partnership with Skills Team It is intended that these activities will build the confidence of these learners in addition to identifying any support issues, leading to their improved retention and completion. •  The development of a ‘Student Life Partnership’ which will replace the University’s current Warden-based pastoral provision in University residences, and which will be based on a proactive comprehensive student support framework. The partnership will engage a range of professional services such as Student Accommodation, Careers and Employability, the Study Skills team, Hull University Union, academic partners in departments and the university solicitor. It will draw on planned developments from the key University strategic plans such as the Employability and the Retention Strategies. The basic principle is to combine a number of ‘best practice’ approaches to support students in respect of retention and progression, with a particular remit to support WP and the diverse student population. •  Improving the resource and expertise dedicated to capturing data associated with our intervention activities with targeted groups. All interventions with students from all target groups will be recorded systematically in order that their effectiveness can be measured. Evaluation will be used to identify the events that lead to student success and inform future planning. •  A three year Faculty of Health and Social Care Student Profiling Project. The project will develop an integrated approach to enhance recruitment, selection and retention within healthcare education through the development of an interactive resource and student monitoring system. The project will; •  Monitor students throughout learning journey to identify the profile and attributes of successful students. •  Develop a series of interactive resources outlining the experiences of students and graduates. •  Develop resources to support the orientation of placement students at the pre- application and placement preparation stages. •  Develop web area profiling tools, talking heads and other resources (identified through intelligence obtained during the project) to support and enhance decision making. •  Devise a self-evaluation profiling tool towards enhanced recruitment and & selection. •  Monitor student progress and achievement, targeting specific timely interventions for student support. •  The appointment introduction of an the Access to Postgraduate Taught Programmes Project. This is a phased project to encourage Widening Participation students into the University’s Post Graduate Taught programmes, supporting them through the full process from initial decision-making to successful graduation. The project would significantly improve the quality of the contact offered to this group of students, and ensure their concerns were addressed individually and they were welcomed into the community of postgraduates by their departments.  The recruitment of additional post within the Access, Funding and Support Officer resource to provide specific financial advice and guidance on postgraduate study to students from under-represented backgrounds.

Student Success and Progression. The University will continue to ensure positive outcomes for learners across the student lifecycle by investing £1.1m 1.65M of it institutional spend from fee income above the basic fee on Student success and Progression. Key elements with particular relevance to the 2016/17 2015/16 Access Agreement include: • Continuing to use Increasing in the number of Student Success Advisors Experience Officers in academic areas with remits to provide additional support and guidance to primarily foundation and first year students from WP backgrounds. The posts will assist in the academic transition, support social integration, and will focus on the critical stages and non-completion risk factors related to the student lifecycle. • The design and delivery of a number of activities and interventions targeted at full and part- time learners from under-represented backgrounds (including all those eligible for University bursaries) across the student lifecycle. These include; • Contacting students pre-arrival • Online support pre and post arrival via social media/forums • Student Generated Induction • Induction Toolkit in partnership with the Induction Implementation Group • Engagement activities (e.g. The Student Parent Forum) • Early warning systems for poor attendance • Survival Guide • Peer Mentoring pilot in partnership with Skills Team It is intended that these activities will build the confidence of these learners in addition to identifying any support issues, leading to their improved retention and completion. • The development of a ‘Student Life Partnership’ which will replace the University’s current Warden-based pastoral provision in University residences, and which will be based on a proactive comprehensive student support framework. The partnership will engage a range of professional services such as Student Accommodation, Careers and Employability, the Study Skills team, Hull University Union, academic partners in departments and the university solicitor. It will draw on planned developments from the key University strategic plans such as the Employability and the Retention Strategies. The basic principle is to combine a number of ‘best practice’ approaches to support students in respect of retention and progression, with a particular remit to support WP and the diverse student population. • Improving the resource and expertise dedicated to capturing data associated with our intervention activities with targeted groups. All interventions with students from all target groups will be recorded systematically in order that their effectiveness can be measured. Evaluation will be used to identify the events that lead to student success and inform future planning. • A three year Faculty of Health and Social Care Student Profiling Project. The project will develop an integrated approach to enhance recruitment, selection and retention within healthcare education through the development of an interactive resource and student monitoring system. The project will; • Monitor students throughout learning journey to identify the profile and attributes of successful students. • Develop a series of interactive resources outlining the experiences of students and graduates. • Develop resources to support the orientation of placement students at the pre- application and placement preparation stages. • Develop web area profiling tools, talking heads and other resources (identified through intelligence obtained during the project) to support and enhance decision making. • Devise a self-evaluation profiling tool towards enhanced recruitment and & selection. • Monitor student progress and achievement, targeting specific timely interventions for student support. • The appointment introduction of an the Access to Postgraduate Taught Programmes Project. This is a phased project to encourage Widening Participation students into the University’s Post Graduate Taught programmes, supporting them through the full process from initial decision-making to successful graduation. The project would significantly improve the quality of the contact offered to this group of students, and ensure their concerns were addressed individually and they were welcomed into the community of postgraduates by their departments. • The recruitment of additional post within the Access, Funding and Support Officer resource to provide specific financial advice and guidance on postgraduate study to students from under-represented backgrounds.