Mature Students. In 2016 over 35% of our total HE students were aged at least 21, of whom 51% were on one of our full-time courses – predominantly work based.
Mature Students. 18. The proportion of full-time mature entrants who have come from a low participation neighbourhood (POLAR 3) and do not have a previous HE qualification was 15.8% in 2012/13, significantly exceeding the adjusted sector average by 3.3 percentage points. This is attributable in large part to the University’s Foundation Centre, which targets home applicants who have few or no formal qualifications, or have experienced a break in their education. Students in receipt of Disabled Students’ Allowance
Mature Students. The University performs well on its proportion of full-time mature entrants who have come from a low participation neighbourhood and do not have a previous HE qualification. 19.3% of mature students were in this category in 2009/10, exceeding the adjusted sector average of 12%, which mirrored the performance in the previous year. Success in this measure is attributable in large part to the University’s Foundation Centre, which targets home applicants who have few or no formal qualifications, or have experienced a break in their education. Students in receipt of Disabled Students’ Allowance The proportion of full-time first degree students in receipt of disabled students’ allowance has remained fairly constant since 2007/08 at just under 3%. The 2009/10 figure was 2.7%, against an adjusted sector average of 3.2%. Non-continuation rates Student retention is one of the University’s key strengths. Less than 1.6% (2009/10) of its students do not continue with their studies, which is better than the adjusted sector average of 2.6%. Financial reasons account for only 5% of withdrawals; the majority are academic or personal. In absolute terms the retention rates of mature students and students from Low Participation Neighbourhoods are not as strong but are nonetheless in both cases close to the adjusted sector average.
Mature Students. As you will see from the figures in this table the percentage of mature students has increased marginally across all levels. Continued targeting of part time recruitment as an area to focus on we believe will also have a positive impact on our recruitment of mature students. Level mature students percentage by level 14/15 mature students percentage by level 15/16 L4 42.5% 44.8% L5 51.6% 54.1% L6 73.4% 74.1% L7 99.6% 100.0% Grand Total 55.2% 63.1% Mode mature students percentage by mode 14/15 mature students percentage by mode 15/16 FT 47.3% 50.5% PT 86.2% 85.7% Grand Total 55.2% 57.5% Supporting students with disabilities or difficulties Level 14/15 learners with disclosed disabilities / difficulties 15/16 learners with disclosed disabilities / difficulties L4 5.90% 7.28% L5 6.12% 6.37% L6 4.63% 5.88% L7 2.97% 3.06% Grand Total 5.11% 6.31% Level 14/15 learners with disclosed disabilities / difficulties 15/16 learners with disclosed disabilities / difficulties FT 5.69% 7.00% PT 4.60% 4.36% Grand Total 5.47% 6.47% The NCG Equality Strategy 2014-18 builds on our Single Equality Scheme 2010-14 providing evidence of the strong commitment to achieving an organisation which values diversity, advances equality and eliminates bias and discrimination from the way it operates. Each Division is responsible for taking action to support progress towards meeting the equality aims, ensuring compliance with legislation, relevant quality standards and funding body requirements. NCG has also set specific and measurable equality objectives in relation to staff across the organisation and for each Division. Progress is monitored and published on an annual cycle. The development of learning and teaching is integral to the institution and as such the organisation has adopted an approach to Equality Impact Assessment (EIA) which is designed to eliminate discrimination and promote equality through identification of actions for development and maintenance through the higher education committee structure. The process examines programme design and approval processes and frameworks associated with admissions and assessment. The College has a process that ensures a consistent practice in the support of assessment arrangements for HE students who have disclosed a disability or specific learning need. The Higher Education ‘Alternative Assessment Arrangements’ (AAA) process offers students an alternative assessment agreement which, in partnership with staff and support teams, allows stude...
Mature Students. We have a long history of extending opportunities to mature students who wish to progress into higher education and each year we welcome learners of all ages and backgrounds onto our programmes of study. We recognise that returning to study as an adult student can present its own challenges, and we provide tailored support and advice. Adult learners who are considering returning to education to pursue a degree, or who have already applied to Manchester, can sign up for an Adults Returning to Education Session. This is a one-to-one meeting with a member of staff that provides the opportunity to ask any questions and to receive relevant information and support about progressing to higher education. We also offer tailored sessions for adult learners at our undergraduate open days. These include an Adults Returning to Education workshop and a ‘drop in session’ which provide the opportunity for visitors to speak to mature students who are currently studying at the University. We produce the Adults Returning to Education Guide which contains information, advice on guidance on accessing higher education.11 We also offer bespoke campus visits to Access to HE providers and their students.
Mature Students. As you will see from the figures in the table the percentage of mature students has declined since 2011-12. This can be attributed to the decline in the number of Part Time students studying at NCG. Therefore targeting Part Time recruitment as an area to focus on will also have a positive impact on our recruitment of mature students. Supporting students with Disabilities The NCG Single Equality Scheme provides evidence of the strong commitment to equality and diversity. Equality objectives are designed to support the mission and achieve legal compliance across the organisation. Equality Action plans provide the opportunity to review data and activities in relation to equality and diversity at Group, Divisional and School level. The Institution regularly monitors and provides updates on the action plan via the Equal and Diversity Divisional Progress report. The development of learning and teaching is integral to the institution and as such the organisation has adopted a robust approach to Equality Impact Assessments (EIA) which are designed to eliminate discrimination and promote equality through identification of actions for development and maintenance through the higher education committee structure. The process examines course design and approval processes and frameworks associated with admissions and assessment. The College has a process that ensures a consistent practice in the support of assessment arrangements for HE students who have disclosed a disability or specific learning need. The ‘Alternative Assessment Arrangements’ process offers students an alternative assessment agreement which in partnership with staff and support teams allows students to plan and manage their assessment effectively. In 2013-14, 66 students across all levels 4, 5 and 6 took advantage of the alternative assessment agreement this academic year, which is a decrease from the previous year. Data collected by the learning support team indicated an increase in the number of students was received support successfully progressing to level 5 (82%). At level 5 66% of students either progressed to level 6 programme or into employment and 81% of level 6 student progressed into employment. Level 4 students Progression status 2013-14 2012-13 Progressed to Level 5 23 18 Enrolled on an alternative course 0 1 Progressed to Level 5 at another HEI 2 1 Repeat Level 4 0 1 Unknown 1 3 Employment 2 - TOTAL 28 24 Level 5 students Progression status 2013-14 2012-13 Progressed to Level 6 5 11 Empl...
Mature Students. We will add a target relating to the retention of mature students. We have identified, through detailed analysis, that our non-continuation rate at York for mature UK full- time first degree entrants is significantly higher than for the population of young UK full-time first degree entrants, averaging 9.3% over five years. We aim by 2021 to reduce the difference between the continuation rate at York for young and mature full time UK first degree students to within six percentage points. In order to reach this overall reduction for the 2019/20 entrant cohort, we will initially aim for an 0.3% annual reduction, rising to 0.4%, using 2013/14 as the baseline figure. However, when monitoring these annual changes we acknowledge the difficulty in comparing a linear reduction against a small population size which will show volatility from year to year. Performance will be measured using data from HESA PI Table T3a.
Mature Students. The University performs well on its proportion of full-time mature entrants who have come from a low participation neighbourhood and do not have a previous HE qualification. 16.3% of mature students were in this category in 2010/11, exceeding the adjusted sector average of 11.8%, which mirrored the performance in the previous year. Success in this measure is attributable in large part to the University’s Foundation Centre, which targets home applicants who have few or no formal qualifications, or have experienced a break in their education. Students in receipt of Disabled Students’ Allowance The proportion of full-time first degree students in receipt of disabled students’ allowance in 2010/11 was 4.1%, exceeding the adjusted sector average of 3.7%. Non-continuation rates Student retention is one of the University’s key strengths. Less than 1.6% (2009/10) of its students do not continue with their studies, which is better than the adjusted sector average of 2.5%. Financial reasons account for only 5% of withdrawals; the majority are academic or personal. In absolute terms the retention rates of mature students and students from Low Participation Neighbourhoods are not as strong but in both cases better the adjusted sector average.
Mature Students. The University is due to start running both a Nursing Foundation Degree and Undergraduate First Degree in 2018/19. In recognition of these courses attracting a higher than average Mature Student population and a lower than average retention rates nationally, the University will continue to offer a Mature Students Bursary, as concerns about financial security and potential financial hardship continue to be cited as a reason why mature students withdraw from their course prior to its completion.
Mature Students. Higher Education cohorts at Riverside College are predominately mature (69% are 21 or over: Source: TEF 3 metrics) with the majority mode of delivery being part-time (78% Source: TEF 3 metrics). A significant majority of our part-time students progress internally from our Level 3 provision. Whilst continuing to attract mature students to study Higher Education at Riverside College, the College does not consider mature learners to be under represented within its provision. However, in line with Priority 1, the College will continue to implement marketing strategies to promote community re-generation by improving accessibility for non-traditional Level 4 learners into Higher Education programmes TEF 3 metrics show the College achieving 5.7% above benchmark for continuation for full- time provision, with a positive flag against mature students studying full-time. TEF 3 metrics for part-time continuation show as non-reportable due to the fact that part-time provision was until academic year 16-17 previously indirectly funded through Staffordshire University.
