Common use of Collaborative Projects Clause in Contracts

Collaborative Projects. The University already has extensive experience of working with and leading significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision we, and other highly selective higher education institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: Exeter, Bristol, and Oxford; and with industrial partners such as O2. This will include schools outreach such as providing information, advice and guidance (IAG) in 6th forms, and working with teachers and advisors, and especially parents; and running residential schemes. We are in early discussion with the University of Oxford and with Bristol University over activity to support pre-16 students in areas and postcodes with limited progression to HE. Additionally we are part of a local partnership, the Bath Education Trust, launched in 2010, with three local schools, Bath Spa University, The City of Bath College and Rotork, an industrial partner, which provides students with the opportunity to access a wide range of courses and enrichment activities within the partner institutions. This partnership will help facilitate WP activities in the Bath area. These activities have been shown to be successful in other 1994 Group institutions7. Universities UK report8 that according to a number of evaluative studies of outreach work the most effective method of raising aspirations and encouraging pupils to consider selective HE is a long-term partnership between a school or college and a university or a set of similar universities. It has been reported9 that summer schools are particularly effective in raising the aspirations of students. Application and entry rates to selective universities for pupils that have been on ▇▇▇▇▇▇ Trust summer schools are considerably higher than those for students in comparator groups with similar attainment, and participants at Aimhigher summer schools have application rates to HE in general that are twice the national average. Sustained action10, delivered over a number of years and co-ordinated so that there is no duplication of effort with others, has a greater impact than isolated, or uncoordinated, interventions. We will increase the scope of our current activity in this area, working collaboratively with our HEI partners and charitable organisations such as ▇▇▇▇▇▇▇‟s Park Educational Trust. Where we work alongside other HEIs, we will develop data-sharing schemes and other common tracking approaches which will enable us to monitor the impact of this work more effectively. Widening Participation and Fair Access: An Overview of the Evidence, Higher Education Policy Institute, 2003 ▇▇▇.▇▇▇▇.▇▇.▇▇/▇▇▇-▇▇▇▇/▇▇▇▇▇▇▇▇-▇▇▇▇▇▇▇▇▇▇▇▇▇-▇▇▇-▇▇▇▇-▇▇▇▇▇▇-▇▇-▇▇▇▇▇▇▇▇-▇▇-▇▇▇-▇▇▇▇▇▇▇▇.▇▇▇▇ 6 Widening participation in higher education. A Commentary by the Teaching and Learning Research Programme, TLRP, 2008 ▇▇▇.▇▇▇▇.▇▇▇/▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇▇.▇▇▇ 7 Widening participation through targeted outreach programmes, 1994 Group, 2010 ▇▇▇.▇▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇%▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇%▇▇▇▇▇▇▇▇▇%▇▇▇▇▇▇▇▇▇▇%▇▇▇▇▇▇▇▇▇▇%▇▇▇▇▇▇ rammes%20policy%20brief.pdf 8 Higher education engagement with schools and colleges: partnership development, Universities UK, 2009 ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇▇/▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 9 What more can be done to widen access to highly selective universities?, ▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇, 2010 ▇▇▇.▇▇▇▇.▇▇▇.▇▇/▇▇-▇▇▇▇▇▇▇/▇▇▇▇▇▇▇/▇▇▇▇/▇▇/▇▇▇-▇▇▇▇▇▇-▇▇▇▇▇▇-Fair-Access-report-web-version.pdf 10Universities UK, op cit., ▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇, op cit. The University of Bath chairs the WVLLN and its successor the Western Vocational Progression Consortium (WVPC) which contributes to its widening participation strategy. The WVPC comprises the 7 HEIs in the northern sub-region of the South West and their FEC partners. The work of the consortium focuses on the progression of vocational and non- traditional learners into and through higher education, and the development and support of higher education in further education. The consortium is jointly responsible for the Lifepilot website (▇▇▇.▇▇▇▇-▇▇▇▇▇.▇▇.▇▇) which offers information, advice and guidance to adult, part- time and work-based learners and through its blog glimpses of student experiences. A final area in which the University will demonstrate its commitment to collaborative working is in widening participation for learners with disabilities and specific learning difficulties. The University has been lead institution for the Aimhigher West Disability Strand and is committed to maintaining a regional network of outreach and disability support professionals. This group will continue to work to raise awareness of the progression framework into HE for learners with disabilities, providing a programme of awareness-raising activities in schools and colleges, together with resources and a consultancy service to SENCOs and other regional IAG staff to support progression.