Common use of Student Success Clause in Contracts

Student Success. The quality of the student experience is crucial in providing both high impact and added value for our students. Over the last few years we have seen both high levels of participation in the National Student Survey and high levels of student satisfaction. We have listened very carefully to this feedback and analysed student participation and performance data. As a result we have adopted a three phase programme to ensure that we provide a student learning experience of the highest quality and relevance to our student body. Phase One was the re-organisation of our support services establishing a student focussed administrative service at the front door of the University (The Hub). We then brought all our learner support activities together within one service and recently combined our professional support for learning in the classroom ready to further develop the quality of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UK, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning and quiet library study space. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus will be on the learning that takes place in the classroom. We will make clear what is expected of a student for every course (an example of this is attached at Appendix 1). This will enable students to plan their time and commitments more easily and they will realize the breadth of learning opportunities to participate in. A key focus will be to build on our work in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time spent on ensuring students have grasped the underlying discipline based concepts. We will be supporting our lecturers with professional development and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart of the audit evaluation and monitoring approach, a key element of the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University has introduced a number of new initiatives to support this over the previous two years, and we will take forward our review of progress, by utilising the National Student Survey approach to feedback across all years of study, ensuring that we are gathering information from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier to any indication that one or another group of students is having difficulty in achieving their full potential. The relevant progression and success targets in our strategic assessment for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreement, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 will be the likelihood of securing employment with a meaningful financial return to address the costs of that study. A key focus will therefore be to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employment. This is already the case but the nature of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneurs, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from the University of Bradford comes with all the added extras that make our graduates not just employable, but the employees of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16.

Student Success. The quality As reported in the Access Agreements for 2014-15 and 2015-16, the University is delivering a wide ranging initiative entitled ‘Partners for Success’. This incorporates a comprehensive Project Plan, divided into four main categories: Target Setting; Admissions and Transition; Student Engagement and Support; and Employability and Employment. A Project Board has been formed to oversee the Partners for Success work and a Project Manager appointed to lead work in this area. Progress is monitored through reports to Academic Board and as part of annual monitoring at programme, faculty and central service level. Partners for Success actions include:  Extension of previous work on induction, transition and first year experience is now being designed and delivered. This includes:  Participation by programmes across six Schools in the second phase of the student experience is crucial national ‘What Works’ Student Retention and Success initiative. This initiative sets out to develop and evaluate interventions aimed at enhancing a sense of belonging in providing both high impact and added value for our participating students. Over ;  Extension of the last few years we have seen both high levels Level Up online support initiative, delivered from the point of participation confirmation in 2012 in the National School of Media across many Schools and programmes;  Appointment of Student Survey Success Advisors in all Faculties. These roles, piloted in one Faculty from 2013, are undertaken on a full-time basis by recent graduates and high levels serve to provide a wide range of student satisfaction. We have listened very carefully to this feedback informal support and analysed student participation bridging between students and performance data. As a result we have adopted a three phase programme staff;  Full support for students to ensure that we provide a student learning experience they are able to develop and record achievement of the highest quality and relevance to our student bodyemployability attributes. Phase One was the re-organisation of our support services establishing a student focussed administrative service at the front door of the University (The Hub). We then brought all our learner support activities together within one service and recently combined our professional support for learning in the classroom ready to further develop the quality of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UK, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning and quiet library study space. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus This work will be on the learning that takes place in the classroom. We will make clear what is expected delivered as part of a student for every course (University wide development, across all years, of an example of this is attached at Appendix 1)Employability Framework. This will include support for CV development and mock interviews, individual portfolio construction, and a wider range of employer-driven work experience;  A new integrated approach to Welcome Week delivering stronger induction to the wider University;  Expansion of outreach work with key local FE providers;  Successful initiatives in Student Academic Mentoring (40 projects funded in 2014-15) are being expanded across the institution, including exploration of the potential roles for senior students in providing personal tuition for junior students;  Enhanced co-ordination of mentoring initiatives through the Centre for Enhancement of Learning and Teaching;  Enhancement of the personal tutor role with developmental support for staff provided from the Centre for Enhancement of Learning and Teaching;  Joint work with Birmingham City University Students’ Union (BCUSU) seeking xxxxxx roles for students in all aspects of curriculum design and delivery;  Work in partnership with BCUSU to develop a full range of extracurricular activities aimed at enhancing employability;  Encouragement of programme directors and other key programme teams to make better use of timely data on student performance, with early identification of those ‘at risk’;  Adoption of a Careers Team approach that places emphasis on work located in faculties closer to curriculum delivery;  Additional posts of Employment Adviser linked to each Faculty, dedicated to supporting students to achieve graduate-level employment or further study;  Expansion of the University’s student jobs scheme, OpportUNIty, to exploit fully the range of employment opportunities on campus and the benefits of such employment for students;  Ensure for all students a work-related experience in each year of study;  Entrepreneurship support to be available for all students and for three years after graduation. The University is also planning to implement activity to reduce the ‘hidden costs’ of Higher Education, by providing targeted support to enable students to plan their access course materials and books. The most recent Student Income & Expenditure Survey indicated that full-time and commitments more easily and they will realize the breadth of learning opportunities to participate in. A key focus will be to build on our work students in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time 2011-12 spent on ensuring students have grasped average £459 on direct course costs, whilst those studying courses in creative arts and education reported the underlying discipline based conceptshighest expenditure (an average of £515). We will be supporting our lecturers with professional development and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart of the audit evaluation and monitoring approach, a key element of the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University of East London has introduced shown that there is a number of new initiatives to support this correlation between expenditure on course books and degree attainment, as students who achieved a first class degree spent on average £239 on books over the previous two yearsduration of their course, whilst those who achieved a third class degree spent just £146. Enabling students from a widening participation background to acquire course books and we materials without causing additional financial hardship will take forward our review of progress, by utilising the National Student Survey approach therefore allow them to feedback across all years of study, ensuring that we are gathering information from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier to any indication that one or another group of students is having difficulty in achieving reach their full potential. The relevant progression and success targets in our strategic assessment for Scoping work is currently underway to investigate how best to undertake this activity. In addition to this, the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over University is supporting the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access AgreementStudents’ Union project, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 will be the likelihood of securing employment with a meaningful financial return to address the costs of that study. A key focus will therefore be to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employmentBCU Active. This is already a Sport England/University funded widening participation project which provides students with the case but opportunity to take part in sport and physical activity. All the nature activities provided have coaches, equipment and transport provided for as low cost as possible to enable better access for hard-to-reach groups. The sessions are all focused around trying new activities and meeting new people in a fun, safe and friendly environment, helping to build support networks outside of the global challenges for economic academic environment. The University will also be submitting an expression of interest, in response to the HEFCE call (circular 04/2015) to pilot and social regeneration mean that evaluate measures of learning gain. This expression will most likely be collaborative in nature as we have seek to enhance work with and learn from colleagues at similar institutions to consider the support we currently provide so that ‘distance travelled’ by our students remain ahead of the packduring their studies. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneursThis will include measures around student improvement in knowledge, if that is their goalskills, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from the University of Bradford comes with all the added extras that make our graduates not just employable, but the employees of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16personal development.

Student Success. The quality University continues to undertake a wide range of the activity to support student success. This involves, among other activities:  An evolving approach to work on induction, transition and first year experience that is crucial in providing both high impact and added value for our students. Over the last few years we have seen both high levels of informed by previous participation in the National HEA‟s national „What Works‟ Student Survey Retention and high levels Success initiative, including through implementation of student satisfactiona „What Works‟ retention project. We have listened very carefully „What Works‟ set out to this feedback develop and analysed student participation evaluate interventions aimed at enhancing a sense of belonging in participating students, and performance datathe University‟s work has received national recognition and is often featured by the HEA as an exemplar of best practice. As a result we have adopted a three phase programme to ensure that we provide a student learning experience of the highest quality and relevance to our student body. Phase One was the re-organisation of our support services establishing a student focussed administrative service at the front door of the University (The Hub). We then brought all our learner support activities together within one service and recently combined our professional support for learning in the classroom ready to further develop the quality of student learning. Phase Two has seen the  Continued development of the Level Up online pre-transition initiative, delivered from the point of student focussed estate confirmation of place into their first few months at university. This has now been adopted by an increasing number of Schools and programmes across the University;  Appointment of Student Success Advisors in all Faculties. These roles, initially piloted in one Faculty from 2013, are undertaken on a full-time basis by recent graduates and serve to provide a wide range of informal support and bridging between students and staff. The role and numbers of graduates appointed has been rising with some Schools now recruiting their own. There are presently thirteen across the University;  The Graduate+ initiative that seeks to align student personal development, employability and belonging. Through initial participation in activities such as Welcome Week, we seek to make sure that students make connections with staff and students across the university. Once connected, we then start to explore their sense of purpose and how we can help them develop the resources to achieve that. In the first year of operation over 5000 students registered for this extra-curricular award and we aim to double that number in the next few years. Early evaluative data suggests that a purpose built student residential village significantly higher proportion of BME students (The Green51.3% vs 45%) designed are accessing the award programme and we need to better understand why that is happening.  An integrated approach to Welcome Week delivering stronger induction to the highest sustainable specification wider University and alignment with Graduate+ initiative;  Successful initiatives in Student Academic Mentoring (40 projects funded in 2016-17) are being embedded across the institution, including exploration of any public building the potential roles for senior students in providing personal tuition for junior students;  Joint work with Birmingham City University Students‟ Union (BCUSU) seeking xxxxxx roles for students in all aspects of curriculum design and delivery including through the UKStudent Academic Partners programme, a completely re-built where students and staff work together to identify and resolve student facility experience issues;  Encouragement of programme directors and other key programme teams to make better use of timely data on student performance, with early identification of those „at risk‟. The University was successful in being awarded by HEFCE call (Student Centralcircular 04/2015) which combines a Student Unionto pilot and evaluate measures of learning gain. This partnership project is being led by Birmingham City University with partners at Coventry, socialLiverpool Xxxx Xxxxxx and Staffordshire. This work includes measures around student improvement in knowledge, informal learning skills, work readiness and quiet library study spacepersonal development. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus It will be on aligned to measures offered through the learning that takes place UK Engagement Survey. Additionally, the University has been successful in the classroom. We will make clear what is expected attracting HEFCE Catalyst B funding as part of a student for every course regional university/FE colleges partnership (an example of this is attached at Appendix 1DRIVER). This will enable students initiative looks at a West Midland‟s approach to plan their time the BME attainment issue and commitments more easily how universities and they will realize the breadth of learning opportunities colleges might learn from each other and share data to participate inaddress BME attainment gap issues. A key focus will be to build on our work in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time spent on ensuring students have grasped the underlying discipline based concepts. We will be supporting our lecturers with professional development and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart of the audit evaluation and monitoring approach, a key element of the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University has increased its support for students to cope with the „hidden costs‟ of Higher Education, by providing information on the types of additional costs that students may encounter. This activity complements activity that is being undertaken by the Students‟ Union. A Student Incentives Scheme, aimed at providing targeted support towards course materials and other costs which may be a barrier to study, is being introduced (subject to successful procurement) in 2017/18, and this will be continued into 2018/19. The Students‟ Union will be a number fundamental part of decisions about which costs are the greatest barrier to access and progression, and what should be included as part of the scheme. The University has well-established Disability and Mental Health/Counselling teams, who offer tailored support ranging from 1:1 sessions to a Life Skills Summer School for entrants with Autistic Spectrum Disorders. Furthermore, it has provided funding for the Students‟ Union to employ a Mental Health Awareness Coordinator to raise awareness of the internal and external services available for students. The services offered are regularly evaluated, and have been expanded over recent years where they have been successful. Demand for Counselling services continues to increase, with 1,138 referrals in 2015/16 and a current caseload of 1,614 students (including, but not exclusively, many students with mental health disabilities). The team deliver support using various models: from the traditional 1:1 and group sessions covering issues from anxiety management, relationships, and mindfulness, through to sessions delivered by external agencies (such as Forward Thinking Birmingham) in relation to CBT. The University acknowledges that students with a Specific Learning Difficulty (whether formally diagnosed or not) may find the transition to higher education challenging and therefore piloted a day of events and activities in September 2016 for new initiatives students to introduce the key skills required for study at HE level. A similar event, reaching even more new students will be run in 2017 and continued thereafter if shown to be effective. The University wishes to support this over the previous two yearsa range of students‟ learning differences, and whether declared or not. In 2016/17 we will take forward our deploy two key assistive software packages on all open access machines, across all campuses. University staff are receiving training so that they can encourage students to utilise these facilities. Finally, the University has recently completed a review of progressall of its undergraduate courses, by utilising the National Student Survey approach to feedback across all years of study, ensuring that we are gathering information with new and revised courses being introduced from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier to any indication that one or another group of students is having difficulty in achieving their full potentialSeptember 2017. The relevant progression and success targets in our strategic assessment for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreement, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 underpinning academic strategy means that courses will be the likelihood more flexible and more accessible for all students (including disabled, mature and part-time learners). The University also intends to expand its range of securing employment with a meaningful financial return higher apprenticeships and other forms of work-based learning in order to address the costs of that study. A key focus will therefore facilitate access for all students, including those who are known to be to introduce a series of initiatives which will mean that Bradford Graduates are more less likely to gain graduate employment. This is already the case but the nature enter more traditional forms of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneurshigher education, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree such as those from the University of Bradford comes with all the added extras that make our graduates not just employable, but the employees of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16white socio-economically disadvantaged backgrounds.

Student Success. The quality As previously reported in our Access Agreements, Senate in 2011 adopted recommendations from its working group on retention, progression and achievement. More recently these have been augmented and incorporated into a university-wide initiative: „Partners for Success‟ which is being implemented from 2012-13. Partners for Success incorporates a comprehensive Project Plan, divided into four main categories: Target Setting; Admissions and Transition; Student Engagement and Support; Employability and Employment. A Project Board has been formed to oversee the Partners for Success work and a Project Manager appointed to lead work in this area. Progress will be monitored through reports to Senate and as part of annual monitoring at programme, faculty and professional service level. Partners for Success actions include: • evaluation of previous work on transition and induction with development of student-delivered induction material. For example, the Level Up online support initiative, delivered from the point of confirmation in 2012 in the School of Media, will be trialled elsewhere in the University; • expansion of outreach work with key local FE providers; • successful initiatives in Student Academic Mentoring are being expanded across the institution, including exploration of the student experience is crucial potential roles for senior students in providing both high impact personal tuition for junior students; • enhanced co-ordination of mentoring initiatives through the Centre for Enhancement of Learning and added value Teaching • programme teams being encouraged to develop new approaches which ensure full scope for personalisation of learning • joint work with Birmingham City Students‟ Union (BCSU) seeking xxxxxx roles for students in all aspects of curriculum design and delivery • work in partnership with BCSU to develop a full range of extracurricular activities aimed at enhancing employability • encouragement of programme directors and other key programme teams to make better use of timely data on student performance, with early identification of those „at risk‟; • expansion of the Careers Team and adoption of an approach that places additional emphasis on work located in faculties closer to curriculum delivery; • expansion of our “OpportUNIty” programme to exploit fully the range of employment opportunities on campus and the benefits of such employment for students. Over the last few years we have seen both high levels ; • ensure for all students a work-related experience in each year of participation in the National Student Survey and high levels of student satisfaction. We have listened very carefully to this feedback and analysed student participation and performance data. As a result we have adopted a three phase programme study; • provide full support for students to ensure that we provide a student learning experience of the highest quality and relevance to our student body. Phase One was the re-organisation of our support services establishing a student focussed administrative service at the front door of the University (The Hub). We then brought all our learner support activities together within one service and recently combined our professional support for learning in the classroom ready to further develop the quality of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UK, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning and quiet library study space. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus will be on the learning that takes place in the classroom. We will make clear what is expected of a student for every course (an example of this is attached at Appendix 1). This will enable students to plan their time and commitments more easily and they will realize the breadth of learning opportunities to participate in. A key focus will be to build on our work in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time spent on ensuring students have grasped the underlying discipline based concepts. We will be supporting our lecturers with professional development and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart of the audit evaluation and monitoring approach, a key element of the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University has introduced a number of new initiatives to support this over the previous two years, and we will take forward our review of progress, by utilising the National Student Survey approach to feedback across all years of study, ensuring that we are gathering information from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier develop and record their achievement of employability attributes; • support students in preparation for employment through, for example, CV development and mock interviews; • make available entrepreneurship support to any indication that one or another group of all students is having difficulty in achieving their full potential. The relevant progression and success targets in our strategic assessment for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreement, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 will be the likelihood of securing employment with a meaningful financial return to address the costs of that study. A key focus will therefore be to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employment. This is already the case but the nature of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneurs, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from the University of Bradford comes with all the added extras that make our graduates not just employable, but the employees of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16.three years after graduation

Student Success. The quality UEA is firmly focussed on student success being a product of both academic achievement and personal wellbeing. A review of Student Services took place in 2016 and a new Student Support Centre has been created. This is a one-stop-shop offering a range of professional, proactive and approachable services for students. A reorganisation of the structure, including a new Senior Management Team, and an investment in additional staff within areas where there is a high student experience demand has created a more effective, accessible and user-friendly service. As outlined in our performance review in section 3.1, a key area for improvement for UEA is crucial in providing both high impact closing the performance gaps revealed by differences in rate of achieving good honours degrees. The University’s Learning Enhancement Team is leading a project that aims to develop students’ assessment literacy by using examples of student work to deepen understanding of criteria and added value standards, increase self-efficacy and improve performance. It is a university-wide, collaborative project involving members of the Learning Enhancement Team, the Centre for Technology Enhanced Learning and academic staff. Our approach combines opportunities for peer-to-peer and teacher-led discussion of examples of student work in class with subsequent online access to short videos containing tutor commentary. This approach is being trialled with undergraduate students at different levels and on a range of degree programmes across all four UEA Faculties. A pilot of the project has been implemented in our students. Over the last few years we have seen both high levels School of participation Health Sciences to support students in the National Student Survey and high levels preparation of student satisfaction. We have listened very carefully to this feedback and analysed student participation and performance dataa 3000 word reflective essay. As a result of the pilot we have adopted seen substantial increases in self-reported levels of student confidence. We will also make use of data on fail rates and achievement of good honours to evaluate the impact of this work on student performance including working torwards reviewing this by all WP characteristics and hope to continue to roll out further to target specific performance gaps as review in our performance monitoring. Our performance review also particularly highlighted the need for further action in terms of retention of students with disabilities including specifically those with mental health issues. As part of the review of our student support services, it was recognised that an increasing number of students were reporting that they experienced mental health issues and a three phase programme significant number of these were not seeking help. It is widely known that attending face-to- face sessions can be a barrier for those who are fearful of how others might perceive this or it may seem too demanding a commitment when a student is already feeling overstretched. Offering a service to students via the internet, therefore, gives an alternative and more flexible source of support to those hard to reach students who we may otherwise not know are struggling until they reach a crisis point. We, therefore, plan to offer a new on-line support service in addition to our existing face-to-face support. Transferring the use of counselling skills to computer-mediated technology requires additional skills to those utilised within the face-to-face interactions and, as part of our plan of work, we aim to train relevant staff in the Wellbeing Service so that they can manage this transition. In addition, the University is currently training a number of students to deliver peer support groups as part of the Student Minds Peer Support initiative. Peer interventions can change the state of student mental health and the aim is for students to take action to xxxxxx an environment where everyone has the confidence to talk and listen to each other, the skills to support one another and the knowledge to look after their own mental health. As outlined in our 2017/18 Access Agreement, we will continue to ensure that we provide a any student learning opportunity funding reduction that may affect student success activities is supplemented through our Access Agreement expenditure. The changes to DSA funding will mean that some aspects of support will no longer be funded through this route. We note that the cost of reasonable adjustments is not countable expenditure7 but will include expenditure on 7 OFFA 2014. Changes to Disabled Students’ Allowances – how these affect your access agreement. support that goes beyond what would be considered ‘reasonable adjustments’ under the Equality Act 2010. The performance review also highlighted success of mature students with no previous experience of the highest quality and relevance to our student bodyHE as a key area of focus. Phase One was the re-organisation Research has shown that a strong sense of our support services establishing belonging for all students is extremely important. In recognition of this, a student focussed administrative service at the front door review of the University Mature Students’ Induction Day is currently taking place with an aim to better prepare students for university life and improve student success and retention. In addition, analysis of internal data highlights the large proportion of mature students who do not continue in their studies are based in our School of Health Sciences (The HubHSC). We then brought all our learner support activities together within one service and recently combined our professional support for learning A new role has been created in the classroom ready School for 2017/18, focussed on implementing targeted initiatives to further develop the quality of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UK, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning raise retention and quiet library study space. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus will be on the learning that takes place in the classroomsuccess. We will make clear what continue to utilise all available data to monitor and evaluate the impact of our student support and remain alert to any new issues as they arise. For example, the Non-Academic Experience survey, a new annual survey run by our Business Intelligence Unit (first introduced in autumn 2016) includes sections on engagement and satisfaction with the full student experience including with all student support and is expected analysed by age, ethnicity, disability and whether students are in receipt of a bursary. Trends from the first year of analysis include clear patterns of higher reported usage and satisfaction with a range of Student Support Services among a number of widening participation groupings. Furthermore, for 2017/18 we will have a WP strategic plan for student for every course (an example of this is attached at Appendix 1)success in place. This will enable students incorporate our state of knowledge in relation to plan their time engagement and commitments more easily output data as well as clear targets and they will realize the breadth of learning opportunities to participate in. A key focus will be to build on our work in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time spent on ensuring students have grasped the underlying discipline based conceptsoutcomes. We will be supporting our lecturers with professional development utilise data to support the identification of the performance and support programmes designed to recognise the value and importance needs of teaching and student achievementvarious groups. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently In 2018/19 we will ensure that be targeting funds to specifically address these and robustly monitoring the Student Union is at the heart impact and effectiveness of the audit evaluation and monitoring approach, a key element of initiatives in closing the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University has introduced a number of new initiatives to support this over the previous two years, and we will take forward our review of progress, by utilising the National Student Survey approach to feedback across all years of study, ensuring that we are gathering information from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier to any indication that one or another group of students is having difficulty in achieving their full potential. The relevant progression and success targets in our strategic assessment for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreement, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 will be the likelihood of securing employment with a meaningful financial return to address the costs of that study. A key focus will therefore be to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employment. This is already the case but the nature of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneurs, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from the University of Bradford comes with all the added extras that make our graduates not just employable, but the employees of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16gaps.

Student Success. The quality University continues to undertake a wide range of activity to support student success. This involves, among other activities:  A new approach to work on induction, transition and first year experience is now being designed and delivered. This includes:  Continuing participation by programmes across six Schools in the second phase of the student experience is crucial national ‘What Works’ Student Retention and Success initiative. This initiative sets out to develop and evaluate interventions aimed at enhancing a sense of belonging in providing both high impact and added value for our participating students. Over ;  Extension of the last few years we have seen both high levels Level Up online support initiative, delivered from the point of participation confirmation in 2012 in the National School of Media, across many Schools and programmes;  Development of a staff development module on the MEd to train staff in developing an effective first year experience within curriculum design;  Preparations to host the European First Year Experience conference in 2017 which will allow much further work across the university.  Appointment of Student Survey Success Advisors in all Faculties. These roles, initially piloted in one Faculty from 2013, are undertaken on a full-time basis by recent graduates and high levels serve to provide a wide range of student satisfactioninformal support and bridging between students and staff. We have listened very carefully to this feedback The role and analysed student participation and performance data. As a result we have adopted a three phase programme numbers of graduates appointed has been rising with some Schools now recruiting their own; 1 xxxx://xxxxxxxxxxx.xxx/live/wp-content/uploads/2016/01/education-in-england-web.pdf  Full support for students to ensure that we provide they are able to develop and record achievement of employability attributes. This work is being piloted and will be available for all students from September 2016 under the banner ‘Graduate+’ This will result in a personalised approach to identifying student learning experience attitudes, motivations and skills that will be supported through online and workshop delivery of memorable events.  An integrated approach to Welcome Week delivering stronger induction to the wider University and alignment with Graduate+ initiative;  Expansion of outreach work with key local FE providers;  Successful initiatives in Student Academic Mentoring (50 projects funded in 2015-16) are being expanded across the institution, including exploration of the highest quality potential roles for senior students in providing personal tuition for junior students;  Enhanced co-ordination of mentoring initiatives through the Centre for Enhancement of Learning and relevance Teaching;  New university policy and guidance on the personal tutor role with developmental support for staff provided by the Centre for Enhancement of Learning and Teaching. Also integration with Graduate+ initiative;  Joint work with Birmingham City University Students’ Union (BCUSU) seeking xxxxxx roles for students in all aspects of curriculum design and delivery including Student Academic Partners programme where students and staff work together to our identify and resolve student body. Phase One was the reexperience issues;  Work in partnership with BCUSU to develop a full range of extracurricular activities aimed at enhancing employability and building community through Graduate+;  Encouragement of programme directors and other key programme teams to make better use of timely data on student performance, with early identification of those ‘at risk’;  Adoption of a Careers Team approach that places emphasis on work located in Faculties closer to curriculum delivery and is aligned with Graduate+ work;  Embedding posts of Employment Advisers linked to each Faculty, dedicated to supporting students to achieve graduate-organisation of our support services establishing a student focussed administrative service at the front door level employment or further study;  Expansion of the University’s student jobs scheme, OpportUNIty, to exploit fully the range of employment opportunities on campus and the benefits of such employment for students;  Ensuring that all students can undertake a work-related experience in each year of study and creation of new opportunities through Graduate+;  Entrepreneurship support to be available for all students and for three years after graduation. In addition to this, the University is supporting the Students’ Union project, BCU Active. This is a Sport England/University funded widening participation project which provides students with the opportunity to take part in sport and physical activity. All the activities provided have coaches, equipment and transport provided for as low a cost as possible to enable better access for hard-to-reach groups. The sessions are all focused around trying new activities and meeting new people in a fun, safe and friendly environment, helping to build support networks outside of the academic environment. The University was successful in being awarded by HEFCE call (circular 04/2015) to pilot and evaluate measures of learning gain. This partnership project is being led by Birmingham City University with partners at Coventry, Liverpool Xxxx Xxxxxx and Staffordshire. This work includes measures around student improvement in knowledge, skills, work readiness and personal development. It will be aligned to measures offered through the UK Engagement Survey. The Hub). We then brought all our learner support activities together within one service and recently combined our professional University has increased its support for learning in students to cope with the classroom ready to further develop the quality ‘hidden costs’ of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UKHigher Education, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning and quiet library study space. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus will be by providing information on the learning types of additional costs that takes place in the classroom. We will make clear what is expected of a student for every course (an example of this is attached at Appendix 1)students may encounter. This will enable students to plan their time and commitments more easily and they will realize activity complements activity that is being undertaken by the breadth of learning opportunities to participate inStudents’ Union. A key focus will be In 2017-18, it is planned to build on our this work by introducing a scheme that provides targeted support towards course materials and other costs which may be a barrier to study. The most recent Student Income & Expenditure Survey indicated that full-time students in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time 2011-12 spent on ensuring students have grasped the underlying discipline based concepts. We will be supporting our lecturers with professional development average £459 on direct course costs, whilst those studying courses in creative arts and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure education (two subject areas that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart core parts of the audit evaluation and monitoring approach, a key element University’s portfolio) reported the highest expenditure at an average of the Student Charter£515. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University of East London has introduced shown that there is a number of new initiatives to support this correlation between expenditure on course books and degree attainment, as students who achieved a first class degree spent on average £239 on books over the previous two yearsduration of their course, whilst those who achieved a third class degree spent just £146. Enabling students from a financially disadvantaged background to help acquire course books and we materials without causing additional financial hardship will take forward our review of progress, by utilising the National Student Survey approach therefore support them to feedback across all years of study, ensuring that we are gathering information from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier to any indication that one or another group of students is having difficulty in achieving reach their full potential. It is however intended to extend the scope of this scheme with options beyond just course materials, by including support for costs which may be acting as barriers to participation for other groups. Possibilities under consideration include childcare and travel vouchers. The relevant progression Students’ Union will be a fundamental part of decisions about which costs are the greatest barrier to access and success targets in our strategic assessment for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreementprogression, and Widening Participation Strategic Assessment what should be included as part of the scheme. The University has well-established Disability and Mental Health/Counselling teams, who offer tailored support ranging from 1:1 sessions to a Life Skills Summer School for entrants with Autistic Spectrum Disorders. The services the teams offer are regularly evaluated, and have been expanded over 80% recent years where they have been successful. Demand for Counselling services has increased greatly over recent years, with the team receiving 850 referrals in 2014/15, and over 1000 in just the first half of our students fall within student 2015/16. The team is considering alternative models of support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available to the traditional 1:1 and group sessions, see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ to determine how best to respond to this increased level of need. Finally, the University is currently reviewing its undergraduate courses, with all new and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 revised courses being introduced from September 2017. The underpinning academic strategy means that courses will be the likelihood of securing employment with a meaningful financial return to address the costs of that studymore flexible and more accessible for all students (including disabled, mature and part-time learners). A key focus will therefore be to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employment. This is already the case but the nature As part of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneursreview, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from the University also intends to expand its range of Bradford comes with all the added extras that make our graduates not just employable, but the employees higher apprenticeships and other forms of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16work-based learning.

Student Success. Our Widening Participation and Lifelong Learning Strategy states “we seek to ensure that those from groups under-represented in HE are encouraged to progress to the University and that we meet individual needs to enable them to succeed”. We aim to maintain a high level of student retention and to improve employability for all students, with a particular focus on those from under-represented or disadvantaged groups. Drawing on our Assessment of Progress in section 2.1 above, key areas of focus for 2018-19 are: • Continuous improvement in continuation of young full-time first degree entrants from low participation neighbourhoods • Continuous improvement in continuation of BME students and white working class male students • Improvement in degree outcomes for BME students as compared with white students (narrowing the gap in achievement of 1st and 2(i) degrees) • Continuous improvement in employability and progression to further study for all our students from under-represented groups, especially BME and white working class male students We will therefore engage students in a suite of initiatives which support these aims, including those outlined below. We will monitor uptake by, and impacts on, students from postcodes with low HE participation rates, disabled students, BME students, male students, care leavers, young adult carers, and mature students. • The quality University offers a broad academic skills programme. This includes approximately 70 generic workshops and 350 one-to-one appointments each year. Our SkillsNet pages on Canvas and the Intranet provides online support and regularly updated academic skills resources. Academic skills advisers work with programme leaders and course tutors on early intervention methods to encourage greater numbers of failing students to access support, particularly those from under- represented groups. Trained Student Peer Mentors (SMART Buddies) will continue to support students with their academic skills. • In the academic year 2016/17, the university ran Peer Assisted Learning (PAL) schemes on three programmes, with 29 second and third year students facilitating weekly PAL sessions for their first year peers. Results from this have provided a strong rationale for rolling out the scheme to more programmes in 2018/19. We will continue to evaluate the impact on retention and progression, targeting programmes for PAL interventions that have lower retention rates for under-represented groups. • Academic Skills staff liaise regularly with programme leaders and course tutors to arrange tailored academic skills workshops in timetabled sessions, delivered at appropriate times to meet the needs of students’ assignments and feedback. Approximately 180 tailored workshops are delivered each year. • A Volunteering Module will continue to be offered to most undergraduate students, encouraging students to gain accreditation for volunteering while at the same time enhancing their employability and experience. We will continue to allocate financial support to low-income students who would otherwise be unable to participate. • Students from under-represented groups will be encouraged to undertake a Common Purpose Frontrunner Course which develops skills and leadership potential. • The University has developed an annual Winchester Research Apprenticeship Programme in which students work alongside academics on a ‘placement’ giving them deeper insight into the ways in which academics conduct research and become involved in activities such as bid preparation, literature search and data collection The Learning and Teaching Development (LTD) unit in partnership with the Student Union ran an iPilot scheme across seven programmes in 2015/16 and 2016/17, providing iPads to all first year students. The scheme ensures that students from under-represented backgrounds were not disadvantaged by the cost of accessing a mobile device and could benefit, alongside their peers, from active learning in classes, improved communication, increased digital literacy, and deeper awareness and engagement within the assessment process. We plan to continue running the scheme across the next two years evaluating its impact on the academic success and retention of students from under-represented groups. A Student Fellows research project exploring what impacts students’ sense of belonging at the University of Winchester demonstrated the importance of student engagement activities including membership of sports and societies and the Student Union. We will explore ways that we can fund and support students from under-represented groups to access student union activities, sports clubs and societies. The University pursues an inclusive learning approach and works to integrate and ‘normalise’ disability support with the rest of student life. A ‘Dyslexia Café’ is run twice a term, providing homemade cake and conversation with tutors in a public environment like the student bar, to raise awareness of dyslexia and other learning differences. A ‘Familiarisation Day’ is provided before the formal start of the student academic year to all students on the autistic spectrum, to provide a quiet and supported opportunity to become familiar with the campus and the University environment, and to meet other with the same condition. This has resulted in the setting up of a successful facilitated Facebook page for students to gain support and information from each other. Families can also attend the Familiarisation Day and are taken on a separate tour. The University also ran an Autism Awareness Week (to coincide with the national awareness week) to raise awareness for students and staff about the condition of autism. This included a stand in the main food hall, an idiom activity board, a Fact Board in the Library and an installation form a well-known artist addressing the experience of autism, pasted on the windows of the learning café. A 2018-19 goal is crucial to further integrate learning resources for students with learning differences, particularly online, getting resources for dyslexic students integrated into the main Academic Skills pages, for example. Two additional Mental Health Adviser posts have been agreed and will be recruited for the 2017-18 academic year, one to work specifically with Faculties and in providing both high impact and added value for our developing Peer Support amongst students. Over This reflects our figures which suggest that of those students who declare a disability, the last few years University has four times the national average of students declaring mental health difficulties. We are redirecting some of the emphasis into prevention and work with Faculties. The former follows a successful Mental Health Awareness campaign in March 2017, in which we have seen both high levels worked with the Student Union and many local agencies to put on a programme of participation events including a performance evening and a fair, destigmatising mental health and highlighting access to a range of support. We also recognise that we need a whole- institution approach to mental wellbeing, and in working more closely with faculties aim to increase positive understanding of and response to students with mental health difficulties in their academic life. We will continue to work closely with our Student Union (SU) on equality issues, for example through our Student Listeners scheme. This is a peer support service where students undergo a training programme delivered by Student Services staff. We are working together with the National Student Survey Union on a programme of ‘Respect’ talks during welcome week and high levels the induction process, encouraging a shared attitude of respect to and from all students and staff, and building the sense of Winchester as a community which treats all of its members with respect. Following the development of our first Accessible and Inclusive Learning Policy in 2015, the institution has funded two full time posts within Student Services as a means in which to support the University with the transition. Our non-medical help co-ordinator looks at meeting the gap in support for disabled students which has appeared since the removal of some areas of funding, e.g. for note taking and library assistance, and will in time, work to develop broader practical responses to barriers to learning. Our Inclusive Practice and Support Co-ordinator works on a more holistic level to support the development and integration of inclusive practices within our University culture. In the 2016-17 we explored ways of using technology to further enhance inclusivity, developed online resources and materials for staff, and a programme (re)validation inclusivity self-assessment pro-forma. In 2018, our key priority will be addressing individual level engagement and change, for which we will use an evidence based, tailored multi-method approach. This will involve conducting research into student satisfactionexperience, working with known advocates/champions to disseminate effective, inclusive practices and providing opportunities for dialogue. We also offer a ‘Back to Study’ workshop for mature students two weeks before Semester 1. This session helps students to engage with higher education study, address the challenges of referencing and academic writing, and facilitates the early development of a social network amongst mature students. Areas of accommodation are set aside for mature students. There is a room set aside for the use of commuting students, which provides a social space. In addition, the Student Union has introduced a Mature and Part- time Student Officer. We have listened very carefully to this feedback and analysed student participation and performance data. As a result we have adopted a three phase programme to ensure that we provide a student learning experience significant proportion of the highest quality and relevance to our student body. Phase One was the reunder-organisation of our support services establishing a student focussed administrative service represented students who live at the front door of the University (The Hub). We then brought all our learner support activities together within one service and recently combined our professional support for learning home rather than in the classroom ready to further develop the quality of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UK, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning and quiet library study spaceuniversity accommodation. We have introduced a Commuter’s Lounge and continue to explore other ways of supporting. During 2018-19 we will continue to investigate whether it is appropriate and helpful to support them through travel grants or other forms of support with the cost of transport. However in 2018 we will introduce a pot of money to fund applications for support with grants for prospective students from under-represented backgrounds to access financial support for travel to attend open days, taster lectures and interviews. Degree apprenticeships have the potential to provide a route into HE for those who have come through the level 2 and 3 apprenticeship and who may have been excluded from accessing HE in the past. Research also redesigned student sports facilities (Unique) and secured major improvements suggests that degree apprenticeships may be deemed more appealing to classrooms and laboratories Phase Three will begin during some students from under- represented backgrounds, particularly those classified as white working class males. Building on the period success of this Access Agreement and will draw investment the Gold Standard endorsement we have received from the Graduate Contribution SchemeTech Partnership for our BSc Digital and Technology Solutions degree apprenticeships which we currently run in partnership with CGI, Fujitsu and other industrial partners. We have employed an Apprenticeships Manager who will support the Director for Employer Partnerships to work with faculties, employers, external agencies and professional bodies to develop and deliver new degree apprenticeships that provide an alternative route into and through higher education in a range of new professional areas. Degree Apprenticeships have the potential to increase social mobility and improve equality of access to a quality degree, through on-the-job experience and a professional pathway for future development. The key focus University’s Distance and Flexible Learning Group has continued to meet and has set up an Academic Forum to sit alongside it, with specified joint membership, to further pedagogic approaches relating to teaching distance and flexible learners. In 2018-19 the Academic Skills Department is working to pilot a ‘class community’ for distance learners using the recently acquired Canvas technology, which would enable students who are seldom on site to participate in a virtual community to enhance their academic skills and programme experience. In an attempt to redirect some funding from financial support to access, success and retention, we will be on the learning that takes place in the classroom. We will make clear what is expected of a student for every course (an example of this is attached at Appendix 1). This will enable students to plan their time and commitments more easily and they will realize the breadth of learning opportunities to participate in. A key focus will be to build on our work in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time spent on ensuring students have grasped the underlying discipline based concepts. We will be supporting our lecturers with professional development and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart of the audit evaluation and monitoring approach, a key element of the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University has introduced exploring a number of new initiatives to support this over and areas of research in 2018-19. This includes considering progress based award schemes and the previous two years, provision of core texts and we will take forward our review study resources for first year students. An analysis of progress, by utilising the National Student Survey approach to feedback across all years of study, ensuring retention and degree attainment for different under-represented students at faculty level has indicated that we are gathering information from students which we can use for currently restricted by the development limits of immediate responses, alongside appropriate quantitative data across small student populations to identify new areas to pilot widening participation initiatives. To effectively develop sustainable and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier to any indication that one or another group of students is having difficulty in achieving their full potential. The relevant progression impactful retention and success targets in our strategic assessment initiatives we plan to fund research into differential outcomes at both a faculty and institutional level. As the limit of the data highlights the low student numbers for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass under-represented student groups, mainly BME and proceed white male students alongside fluctuating rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreement, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue access for students looking from low participation neighbourhoods and lower social classes, we will also undergo additional research to take up a place in HE in 2012/13 will be explore the likelihood of securing employment with a meaningful financial return reasons potential students from these groups choose not to address the costs of that study. A key focus will therefore be go onto to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employment. This is already the case but the nature of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneurs, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from study higher education at the University of Bradford comes with all the added extras that make our graduates not just employableWinchester. This will inform how we develop access activities, but the employees of choice in the district, support packages and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance for prospective under-represented students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16.

Student Success. The quality As previously reported in our Access Agreements, the University is undertaking an ambitious university-wide initiative: ‘Partners for Success’. This was launched in 2012-13 and has been further expanded in 2013-14. Partners for Success incorporates a comprehensive Project Plan, divided into four main categories: Target Setting; Admissions and Transition; Student Engagement and Support; Employability and Employment. A Project Board has been formed to oversee the Partners for Success work and a Project Manager appointed to lead work in this area. Members of the student experience Project Board, including Students’ Union officers, meet with senior management teams within faculties and professional service areas to discuss progress and share good practice. Progress is crucial also formally monitored through reports to Senate and as part of annual monitoring at programme, faculty and professional service level. Partners for Success actions include:  evaluation of previous work on transition and induction with development of student-delivered induction material. For example, the Level Up online support initiative, piloted from the point of confirmation in 2012 in the School of Media, has been extended to other areas of the University;  the University is working closely with Birmingham City University Students’ Union (BCUSU) to improve and expand on its offer during ‘Welcome Week’ in order to engender a greater sense of belonging to the University and contribute to improved retention;  expansion of outreach work with key local FE providers;  successful initiatives in Student Academic Mentoring are being expanded across the institution, including exploration of the potential roles for senior students in providing both high impact personal tuition for junior students;  expansion of the work of ‘Student Success Advisers’ already being piloted in some faculties;  enhanced co-ordination of mentoring initiatives through the Centre for Enhancement of Learning and added value Teaching  programme teams being encouraged to develop new approaches which ensure full scope for personalisation of learning  joint work with BCUSU seeking xxxxxx roles for students in all aspects of curriculum design and delivery  work in partnership with BCUSU to develop a full range of extracurricular activities aimed at enhancing employability  encouragement of programme directors and other key programme teams to make better use of timely data on student performance, with early identification of those ‘at risk’;  expansion of the Careers Team and adoption of an approach that places additional emphasis on work located in faculties closer to curriculum delivery;  strategic review of employability, employment and enterprise throughout the university;  expansion of our “OpportUNIty” programme to exploit fully the range of employment opportunities on campus and the benefits of such employment for students. Over the last few years we have seen both high levels ;  ensure for all students a work-related experience in each year of participation in the National Student Survey and high levels of student satisfaction. We have listened very carefully to this feedback and analysed student participation and performance data. As a result we have adopted a three phase programme study;  provide full support for students to ensure that we provide a student learning experience of the highest quality and relevance to our student body. Phase One was the re-organisation of our support services establishing a student focussed administrative service at the front door of the University (The Hub). We then brought all our learner support activities together within one service and recently combined our professional support for learning in the classroom ready to further develop the quality of student learning. Phase Two has seen the development of the student focussed estate with a purpose built student residential village (The Green) designed to the highest sustainable specification of any public building in the UK, a completely re-built student facility (Student Central) which combines a Student Union, social, informal learning and quiet library study space. We have also redesigned student sports facilities (Unique) and secured major improvements to classrooms and laboratories Phase Three will begin during the period of this Access Agreement and will draw investment from the Graduate Contribution Scheme. The key focus will be on the learning that takes place in the classroom. We will make clear what is expected of a student for every course (an example of this is attached at Appendix 1). This will enable students to plan their time and commitments more easily and they will realize the breadth of learning opportunities to participate in. A key focus will be to build on our work in supporting students with specific and general learning skills with a programme of intensive subject discipline support. This will be initially aimed at first year students and will see more time spent on ensuring students have grasped the underlying discipline based concepts. We will be supporting our lecturers with professional development and support programmes designed to recognise the value and importance of teaching and student achievement. We will introduce new more robust transition arrangements to ensure that students are fully able to take up the opportunities available to them. To ensure that all these activities are delivered consistently we will ensure that the Student Union is at the heart of the audit evaluation and monitoring approach, a key element of the Student Charter. An element of our Access Agreement expenditure will be to focus on improving retention and on promoting the skills necessary for future success. Much of this is integral to our University wide Academic Policy Framework.2 The University has introduced a number of new initiatives to support this over the previous two years, and we will take forward our review of progress, by utilising the National Student Survey approach to feedback across all years of study, ensuring that we are gathering information from students which we can use for the development of immediate responses, alongside appropriate and effective targeting of resources. In summary, providing a high quality student social and learning environment in which we see even greater satisfaction as well as improving progression and completion rates are key objectives. PERFORMANCE INDICATORS: STUDENT SUCCESS In measuring our progress in promoting student success we have sought to look for targets which are internal in the first instance, to ensure that we are able to respond earlier develop and record their achievement of employability attributes;  support students in preparation for employment through, for example, CV development and mock interviews;  expansion of programme of activities to any indication that one or another group of support students is having difficulty in achieving their full potential. The relevant progression into graduate employment  make available entrepreneurship support to all students and success targets in our strategic assessment for the period to 2013/14 are outlined below: Undergraduate Taught Programmes pass and proceed rates to rise by 5% over the period Improve overall satisfaction as measured by the National Student Survey. 3 2 based upon December 2010 monitoring of our Access Agreement, and Widening Participation Strategic Assessment over 80% of our students fall within student support arrangements 3 We will establish specific improvement targets during 2011/12 once sector adjusted benchmarks become available , see xxxx://xxx.xxxxx.xx.xx/pubs/rdreports/2010/rd12_10/ and xxxx://xxx.xxxxx.xx.xx/news/hefce/2010/nssresult.htm THEME THREE: EMPLOYMENT A key issue for students looking to take up a place in HE in 2012/13 will be the likelihood of securing employment with a meaningful financial return to address the costs of that study. A key focus will therefore be to introduce a series of initiatives which will mean that Bradford Graduates are more likely to gain graduate employment. This is already the case but the nature of the global challenges for economic and social regeneration mean that we have to enhance the support we currently provide so that our students remain ahead of the pack. As a highly vocational University we also seek to ensure that our students are equipped with the skills to be active entrepreneurs, if that is their goal, or to be an asset to their chosen employer. Our vision is to ensure that we continue to be true to our aim of ‘Making Knowledge Work’ and to be an institution where we can declare that graduating with a degree from the University of Bradford comes with all the added extras that make our graduates not just employable, but the employees of choice in the district, and the wider region. We will further engage employers in these initiatives and seek to raise investment from the private and public sectors. The Ecoversity student ambassador scheme develops the concept of sustainability by systematically working with groups of students who then promote this further among our student body and wider external communities through projects and with the school students through our sustainable schools network. Students have the option to gain academic credits and paid work placements thus enhancing their employability skills. Currently over 70% of our provision is recognised by external bodies as relevant to an area of employment or a profession. We have now agreed that all undergraduate courses will introduce assessed work experience into the curriculum and we have further exciting plans which focus on Employability, Entrepreneurship and Enterprise, including: Introducing real work experience through University companies, campus work schemes and internships Promoting entrepreneurship and enterprise amongst the student body Using the knowledge we have about our local communities to inform our understanding of our local students (their needs, their aspirations) Using the social enterprise model of the Amaze Yourself programme to enhance students’ employability and entrepreneurial skills Utilising our voluntary, business and community sector linkages to generate student placements. A key feature of enhancing individual employability skills and work readiness amongst graduates is through work experience and specifically sandwich education. This is particularly the case with young people from lower socio economic groups who may not have the same family links to graduate type employment. We are seeking to further grow the take up of such placements and as part the promotion of this activity to the student body we will waive sandwich year tuition fees for targeted students. In summary, we will establish and embed the concept of Bradford graduates being enterprising, entrepreneurial and work ready. HESA PERFORMANCE INDICATORS: EMPLOYMENT The relevant access and outreach targets set out in our strategic assessment is: We seek to improve our position against benchmark for students gaining employment or entering further study by 2 % points in the period to 2015/16.three years after graduation