Originally invited to talk about SASSGoneTalk about OFFA Agreements insteadAnd even mention new guidance 20th February.Try to show how we want to use the OFFA agreement – still getting thereWhat we don’t want to do is write it, get the agreement signed off and place it in the….
Bottom drawerWorth wondering how many outside HE have any idea what an OFFA agreement is
Instead try to use it as something that helps us make sense of thingsMany thingsVariety of different documents, strategies, plans and requirementsNestling together – different focus All committing us to do somethingUsing the OFFA agreement as part of a process to transcend and draw together
Developing the OFFA Agreement can help develop a processStarts to draw together the strategies, the actions, identifying the resources
Get the ducks in lineI know the two on the end – which one’s Cliff
A little about Teesside….
An a little more80% OFFA countable tends to suggest whole-institutions approaches
What gaps in performance – 80% OFFA countable – but are there particular groups that we can identify where outcomes are different and specific actions are necessary?
Looking at trend data tooWhere are we goingWhat’s emergingIs our trajectory going to get us where we want to beWhere do we want to be anyway – University Strategies, KPIs, Institutional Aims – what do they say?
Objectives and current trends translate to targets – some the headlines in OFFA – others operational – eg increase the number of disability needs assessments early in a student’s career because this increases access to DSAs, addresses the target of increasing numbers of students and enhances retentionTargets the need actions – what are we actually going to do to get us thereAnd who is going to do it and what do they need to do it – staff money time etcLinks into financial forecasting and planning cycleAnd then what do we need to put in place to monitor this? How do we know whether we are getting anywhere. Curious that OFFA think we need to be prompted to consider whether our spending is effective – have they met my Chair of Governors
The process ideally characterised by widespread consultation at all levels Management obviously Staff - academic and professional - course teams - learning and teaching - diversity of discipline and practice – but engaging in developing practice which makes a difference ] Students – through Union but also through student reps, through other feedback mechanisms Collaborative partners in delivery – HEBP etcInvolvement – broad as possible Ownership – agreement not a secret
Nestling the balls togetherAnd drawing together components within the OFFA agreement Maybe, eventually the SASS will unify the OFFA and the WPSA But for the moment they both sit there – with the Equality Act
Challenges2 shady menAnd their habit of getting the goalposts moved
Professor Eileen Martin presentation on taking a strategic institutional approach to access and student success
Taking a strategic
institutional approach to
access and student success
Professor Eileen Martin
Deputy Vice-Chancellor (Academic)
So how do you develop and implement a
• Agreement can help establish clear
• Define the ‘How?’ to deliver the
In other words…
Irrespective of the ‘type’ of institution
access agreements have relevance it is just
the emphasis which is nuanced. The
participation and success of students is of
importance to us all.
The Teesside Context
Providing opportunities, driving enterprise,
Working in partnership to enable individuals
and organisations to achieve their potential
through high quality learning, research and
The Teesside Context
• One of the sector’s leading institutions for
recruiting WP students
• Over 80% OFFA countable student population
• Strong regional recruitment with a range of
• Extensive collaborative arrangements for
• Getting institutional ‘buy-in’ at all levels
• Start with the data, across the whole
• Analysis of data
• Analysis of data
–where are we?
• Identifying trends
–where are we going?
• Clarifying and defining strategic objectives
– where do we want to go?
• Establishing targets
– What will move us there?
• Identifying actions
– Who is going to do what?
• Establishing resources
– What do we need to commit?
– How do we measure?
Staff at all levels
• Must be dynamic, ongoing, and progress
evaluated and reported at established
e.g. – recruitment/admissions committees
– Learning and teaching committees
– E&D events
– Student experience partnership committee
• Securing and maintaining engagement
– of partners
– of senior management
– making it meaningful to academic staff
– ensuring student involvement throughout
• Fit with internal planning cycles/overlap of
agreements (annual cycles)
• Long-term sustainability and effectiveness of
• Impact measures