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Third annual Access to HE
Summit

“What practitioners and
practitioner managers think”
Fiona Waye – Universities UK
Andrew...
The main impact factors
•
•
•
•
•
•
•

Higher fees/student finance
Policy change and incoherence
Poor secondary IAG
Poor i...
The main impact factors
•
•
•
•
•
•

Poor prior attainment
6/28
Need for WP-focused HEI marketing 6/28
Student number cont...
Top priorities for HE providers
•
•
•
•
•

Resource and improve retention work 4/20
Prioritise collaboration v competition...
Top priorities for HE providers
•
•
•
•
•
•

Involving academics in WP
1/20
Help raise prior attainment
1/20
Longer term p...
Impacts on post-graduate study
• Funding
17/17
i. Follow-on debt from U/G study
ii. More critical if from low income backg...
Challenges to fair recruitment
•
•
•
•
•
•
•

Recruiting staff trained in WP issues
5/19
Better use Contextual Admissions ...
Specific target groups
•
•
•
•
•
•
•
•

Mature and part-time
Institutions more broadly inclusive
White working class boys
...
Specific target groups
•
•
•
•
•

FE students
1/20
Parents
1/20
Vocational/non-A Level students
1/20
Black and minority et...
Challenges for better retention
•
•
•
•
•
•
•

Thorough accessible support services 12/20
Better prior preparation for HE
...
What practitioners think
•
•
•
•
•
•
•

Poor secondary and pre-entry IAG
Poor info on student fees & financial support
Ret...
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What practitioners think: a survey summary - Fiona Waye

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What practitioners think: a survey summary
Fiona Waye, Policy Adviser, Universities UK and Andrew Rawson, Director, Action on Access

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Transcript of "What practitioners think: a survey summary - Fiona Waye "

  1. 1. Third annual Access to HE Summit “What practitioners and practitioner managers think” Fiona Waye – Universities UK Andrew Rawson – Action on Access
  2. 2. The main impact factors • • • • • • • Higher fees/student finance Policy change and incoherence Poor secondary IAG Poor info on student finance Social disadvantage/aspiration Better more coherent outreach Mature and p/t students 20/28 14/28 13/28 8/28 7/28 7/28 7/28
  3. 3. The main impact factors • • • • • • Poor prior attainment 6/28 Need for WP-focused HEI marketing 6/28 Student number control 4/28 Identifying/reaching WP pupils 3/28 Re-deployment of WP staff 3/28 Need for better retention 2/28
  4. 4. Top priorities for HE providers • • • • • Resource and improve retention work 4/20 Prioritise collaboration v competition 3/20 WP student-friendly curriculum 3/20 More flexible provision 2/20 Poor info on student finance 2/20
  5. 5. Top priorities for HE providers • • • • • • Involving academics in WP 1/20 Help raise prior attainment 1/20 Longer term planning of outreach 1/20 Refocus IAG to KS 2/3 1/20 Ring-fence WP funding staff/activity 1/22 Explore any institutional bias v WP 1/20
  6. 6. Impacts on post-graduate study • Funding 17/17 i. Follow-on debt from U/G study ii. More critical if from low income background iii.Ability to pay, not simply ability iv.P/G will be the playground of the better off v. Follow-on effect: those from WP backgrounds not accessing P/G careers
  7. 7. Challenges to fair recruitment • • • • • • • Recruiting staff trained in WP issues 5/19 Better use Contextual Admissions data 4/19 Govt policies on funding 4/19 Effective accurate targeting 3/19 Socio-economic background 3/19 Inflexible programme/learning offers 3/19 Consistency/transparency in recruitment 3/19
  8. 8. Specific target groups • • • • • • • • Mature and part-time Institutions more broadly inclusive White working class boys Low participation neighbourhoods White working class Poor performing schools People in rural and coastal areas Looked after children 9/20 4/20 4/20 3/20 2/20 2/20 2/20 2/20
  9. 9. Specific target groups • • • • • FE students 1/20 Parents 1/20 Vocational/non-A Level students 1/20 Black and minority ethnic groups 1/20 Two other comments: HEIs are missionspecific and should identify their own target groups; a student from as ‘state school’ does not automatically count as a WP student
  10. 10. Challenges for better retention • • • • • • • Thorough accessible support services 12/20 Better prior preparation for HE 11/20 InstitutionaI inclusive policies/practices10/20 Engagement/belonging (practices) 7/20 Support available through life cycle 6/20 WP-sensitive T&L practices 3/20 Early identification of need 2/20
  11. 11. What practitioners think • • • • • • • Poor secondary and pre-entry IAG Poor info on student fees & financial support Retention/success as important as outreach Support through whole student lifecycle Flexible provision & accessible curriculum Renewed focus on mature and p/t study Socio-economic disadvantage/low aspiration and prior achievement.
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