Consultation with students. The development of this agreement has incorporated consultation with the university community including the Students’ Union through both formal (committee) and informal meetings.
Consultation with students. We have consulted with the college HE student representative and HE student course representatives at the HE Student Forum and they are fully in agreement with the strategy. Table 7 - Targets and milestones Institution name: New College Stamford Institution UKPRN: 10006303 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) 2016-17 2017-18 2018-19 2019-20 2020-21 T16a_01 Access HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To increase the number of applicants from the Polar 3 areas work will be carried out with level 3 FE students at this college No 2012-13 8.3% recruited from Quintile 1 14% from quintile 1 17% from quintile 1 20% from quintile 1 22% from quintile 1 23% from quintile 1 In 15/16 the College recruited 12% of students from Quintile 1 and a further 14% from Quintile 2. Although this does not meet the target of 14% it does show a significant increase from previous year and an actual increase of 10 students since 2014/15 T16a_02 Access HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full- time, first degree entrants) To increase the number of applicants from the Polar 3 areas an attempt will be made to gain more access to young people at local schools within that area Yes 2013-14 2 schools currently visited 5 schools 10 schools 12 schools 15 schools 16 schools The College visited 8 schools in 2016 / 17against a target of 5 and is therefore increasing the targets previously set in the 16/17 acess agreement T16a_03 Access Other statistic - Care-leavers (please give details in the next column) To increase the number of care leaver applicants No 2014-15 1 applicant to HE 1 applicant 2 applicants 3 applicants 4 applicants 4 applicants The College has worked with Care Leavers who study on our FE programmes to support them with the transition to HE. The College has also worked with the Virtual Schools to support external Care Leavers. In 2015/16 one of our FE students progressed to study HE at a different HEI and in 2016/17 we have...
Consultation with students. 13.1 The Student Charter sets out the Arts University Bournemouth’s commitment to provide students with a service of the highest quality and is an example of consultation and collaboration to ensure that students’ best interests are represented.
Consultation with students. In developing this agreement the University undertook consultation with students. This took the form of a presentation and discussion with student representatives at Student Experience Committee and a subsequent discussion with student representatives about options for supporting students. The University has also undertaken focus group work with potential applicants and has used the understandings gained from this to inform the development of its outreach work – particularly in relation to the explanation of the new funding system.
Consultation with students. The LSE Access Agreement for 2017 entry follows the strategic direction that we set in our 2015 Agreement. We consulted on our 2015 approach with the LSE Students’ Union and student ambassadors, who deliver our WP programmes to schools in the London region. LSESU representatives and student ambassadors sat on the WP Advisory Group which met in March 2014 to discuss the direction of the 2015 Access Agreement upon which future Agreements have been based. Student representatives are members of the Academic Planning and Resources Committee, the Academic Board and the LSE Council which discussed and voted on the undergraduate tuition fee and associated bursary and access package in the Lent term of 2013. These groups also review and comment on applications, enrolments and bursary spend. The WP Advisory Group has been succeeded by the WP Steering Group (see section 7 above). Comprising colleagues from across the School involved in access, success and progression activity, this Group also includes student representation. This body met in April 2016 to discuss the development of our entry 2017 Access Agreement, to agree changes and additions and raise further awareness of the new strategic guidance from OFFA. Over the past year, the LSE Widening Participation team has liaised regularly with the Students’ Union and student societies on the development and delivery of WP initiatives. LSE Students’ Union representatives are invited to comment on the content and purpose of our WP programme, most recently on our activities for black African and Caribbean students, alongside on-going dialogue with our WP Student Ambassador representative on the Access HE Student Advisory Group. Principal contacts for enquiries: Xxxxxxxxx Xxxxxxx Director of Recruitment and Admissions LSE x.x.xxxxxxx@xxx.xx.xx Xxxxxx Xxxxxxx Head of Widening Participation LSE x.xxxxxxx@xxx.xx.xx Table 7 - Targets and milestones Institution name: The London School of Economics and Political Science Institution UKPRN: 10004063 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (drop- down menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) Commentary on your milestones/targets or textual description where numerical description is not appro...
Consultation with students. 1.8 As part of the development of this Access Agreement we have consulted with both University staff and the Students’ Union. Keele University has an excellent working relationship with its Students’ Union and its role and influence in developing and, indeed, supporting the delivery of key aspects of our outreach and retention activities is evidenced in this Agreement.
Consultation with students. 10.1 In developing this Access Agreement UCL has consulted with students at key stages. The UCL Students’ Union (UCLU) is represented on the Access Agreement Steering Group, on UCL’s Academic Committee and on UCL Council, the bodies responsible for developing and monitoring the Access Agreement. UCLU was consulted in updating the Access Agreement for 2016/17 and was represented at working group meetings.
Consultation with students. Xxxx has a productive relationship with both of our student unions, York University Students Union (YUSU) and the Graduate Students Association (GSA). The President of YUSU is a member of the University’s OFFA Monitoring Group and the targets and aspirations within this agreement have been developed in discussion within this Group and with the YUSU President and other officers. In addition to this formal representation, we are in regular dialogue with students at many different levels through course representatives, in public Q&A sessions or via Committees. Dialogue happens throughout the academic year both through informal meetings with various university colleagues, including the Director of Student Support and student-facing teams from Student Support Services, the Equality and Diversity team, the Registrar and the College leadership teams. This is in addition to more formal college and departmental fora. In particular our dialogue with mature students, disabled students, care leavers and other key groups of students including students from particular religious or BME backgrounds has developed greatly and we continue to engage regularly with students and staff to ensure our direction of travel is the right one.
Consultation with students. In autumn 2016, we reviewed the annual process of developing and monitoring our access agreement to ensure increased engagement and consultation with our student body through our Student Academic Council (SAC). As such the Access Agreement will be added to the agenda for the first SAC of the year and in Semester 2 to coincide with strategic discussions of new initiatives and commitments following the release of the OFFA guidance (see figure 1 below). Figure 1: University of Winchester Access Agreement Process Cycle May to July OFFA assessment discussions July OFFA confirm and publish AA WP Strategy Group April Approve and return Access Agreement August to October Collect and evaluate data Identify and discuss new inititiatives Identify and discuss risks and challenges Student Academic Council January to March SMT to set key principles WP Strategy Group & Student Academic Council Draft Access Agreement November to December WP Strategy Group Draft monitoring return January Approve and return monitoring form In addition, the SU President is a member of the Widening Participation and Lifelong Learning Strategy Group, which advises on general direction for the Access Agreement, and is a member of Senate Academic Development Committee, which received and reviewed annual monitoring and evaluation data for 2015-
Consultation with students. 22. This Access Agreement has been discussed with and approved by the Trinity Laban Students’ Union. Student views have been especially influential in the design of our financial support package, with strong support for the provision of cash bursaries for the duration of undergraduate study. Student representatives have also been consulted through their membership of the Equality, Diversity and Access Committee, Student Affairs Committee and Academic Board, which have debated and approved the Agreement. FEE LIMITS AND INCOME
