Improving access and student success in higher education - Chris Millward
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A presentation from the Higher Education Funding Council Annual Meeting 2017.
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Improving access and student success in higher education - Chris Millward
- 1. Improving access and student success in higher education Chris Millward Director (Policy) The Royal Society 26 October 2017 Follow us on Twitter at #hefceam2017
- 2. HE expenditure on access and student success
- 3. First degree entrants by POLAR quintile UK-domiciled entrants to full-time first degrees at HEFCE-funded universities Source: HESES and HEIFES data.
- 4. UK and other EU part-time undergraduate entrants, 2008-09 to 2016-17 Source: Table 5 Column 2 in HESES and HEIFES
- 5. Non-continuation by POLAR quintile Full-time first degree students at HEFCE-funded universities Source: HESA Student Record
- 6. Degree outcomes by ethnicity
- 7. National Collaborative Outreach Programme (NCOP)
- 8. Occupations supported through the Degree Apprenticeships Development Fund (DADF) 0 2 4 6 8 10 12 14 16 18 20 Phase 1 (18 funded bids) Phase 2 (total of 27 bids)
- 9. Teaching Excellence & Student Outcomes Framework
- 10. TEF: Assessment Criteria Student Outcomes and Learning Gain Learning Environment Teaching Quality Student Engagement Valuing Teaching Employment and Further Study Employability and Transferrable Skills Positive Outcomes for All Resources Scholarship, Research and Professional Practice Personalised Learning Rigour and Stretch Feedback
- 11. 2017/18 2018/19 2019/20 Oct Nov Dec Jan Feb Mar Apr June TEF Next Steps Year 3 Specification guidance & metrics Year 3 Briefings & webinars Year 3 Submission deadline Year 3 Outcomes published Year 4 Provider-level assessments Year 5 Specification & 1st assessments for future TEF (5 year cycle) Independent Review Teaching intensity & costing guidance Metrics & guidance Teaching intensity deadline Submission deadline Receive TI metrics Costing information collection Results shared with participants SubjectPilot
- 12. Barriers to Student Success • 17 successful projects • £7.5 million HEFCE Catalyst funding • Project leads: 15 HEIs and 2 FECs • 64 HE providers involved in the projects overall plus 23 additional organisations Project themes • Transitions in HE • Student attainment • Learner analytics • Inclusive practice • Mental health • Employability
- 13. Thank you for listening c.millward@hefce.ac.uk Follow us on Twitter at http://twitter.com/hefce
- 14. How to find out more email hefce@hefce.ac.uk Twitter http://twitter.com/hefce website www.hefce.ac.uk governance-hefce email distribution list HEFCE update monthly e-newsletter
- 15. Copyright The copyright in this presentation is held either by the Higher Education Funding Council for England (HEFCE) or by the originating authors. Please contact customerservices@hefce.ac.uk for further information and re-use requests.
- 16. 2017 Slides • There has been substantial progress on widening access to HE during the last decade. • But there is a continued imperative for higher level skills to improve productivity and meet the future needs of business and public services. • And substantial gaps remain: key concerns with regard to place (both overall and relative to attainment) and part-time / mature students in particular. • We have sustained a remarkably high retention rate notwithstanding this growth, but HEFCE work shows clear and persistent gaps in outcomes for disadvantaged and BME groups. HEFCE is working in a number of ways to address these issues, including: • Targeting investment in local areas to support collaborative outreach through NCOP • Developing new degree level apprenticeships to provide new work-based routes into HE and work. • Addressing the barriers to student success by supporting innovation and sector-wide take up • Developing new ways of measuring student engagement and learning gain to enable targeted improvements in teaching and student support • Delivering the Teaching Excellence Framework to recognise and incentivise high quality learning and teaching, and positive outcomes for all types of students.
- 17. National Collaborative Outreach Programme • £60m targeted to specific local areas • 29 NCOP consortia covering 997 wards • collaborative outreach targeting young people in years 9-13 • designed nationally; developed locally • complements existing outreach • robust approach to evaluation NOTE: This is Madeleines NCOP slide Thought I would include it to see if it was useful. Edit or delete as appropriate. Leave the graphics.
Editor's Notes
- Looking through the student lifecycle once students have entered HE, we can see persistent differences in retention, degree and employment outcomes. This chart shows that disadvantaged students are more likely to leave their course of study after one year. In 2014-15, the non-continuation rate for quintile 1 students taking first degrees increased sharply from 8.1 to 8.8 per cent. The rate for quintile 5 students in 2014-15 was 4.9 per cent, little different to the 5.0 per cent in the previous year.
- This chart shows the differential attainment gap between black and minority ethnic students and white students but we also see differentiation in degree outcomes across groups (disadvantaged (low SES/POLAR) and disabled students), and at different stages of the lifecycle (PG progression, employment etc.) Chart data - BME A-level analysis: Population: all first degree graduates from English HEIs in 2013-14 Modelling – no, this slide just takes into account entry qualifications (x axis) – following slide shows modelled result
- Prior work by CFE identified a need for a step-change in evaluation practice of widening participation. This includes adopting more systematic and robust evaluation methods. To date there has been very little experimental work and exploration of different methods to evidence the impact of outreach activities. In response to this, CFE are developing an impact evaluation of NCOP in order to: Work collaboratively with HEFCE and consortia to devise and implement a range of experimental methods including Randomised-Control Trials (RCTs) and Quasi-Experimental methods to demonstrate a more robust evidence base of what outreach activities work; the degree to which different outreach activities work; under what circumstances outreach works; Understand in more detail the cost-effectiveness of different outreach initiatives.
- The operation of Year Two of the TEF has demonstrated that the process has operated in a fair and transparent way. Assessors were able to come to clear and robust findings on the basis of the metrics, provider submissions and guidance; the balance of evidence between metrics and submissions was broadly right; the moderation process worked well; and the results are generally perceived as credible and reflecting teaching excellence across the sector. Statistical analysis of the results has confirmed that there were no significant biases by region, gender, ethnicity, social disadvantage, subject breakdown and research income. We are therefore making no changes to the overall structure or methodology of the TEF, and will be retaining the method and process of assessment, the centrality of peer review, the criteria, the ratings, the core metrics and the use of the provider submission. The lessons learned exercise did, however, also highlight a number of areas for improvement: either refinements to the existing assessment process to ensure excellence is fully recognised, or steps to strengthen the way that TEF holds providers to account for delivering excellent teaching.
- So having identified the geographic areas where we wanted to focus we then set up the National Collaborative Outreach Programme. This is a four year £60m a year programme consisting of 29 consortia – comprising universities, colleges, schools, local agencies and third sector groups – delivering collaborative outreach in those specific areas where the HE participation of young people is both low overall and lower than expected based on GCSE attainment. It is a nationally designed, locally delivered programme and is sensitive to local context. We recognise that the reasons for low participation, and the likely solutions, will differ across the country. It is not for HEFCE to dictate what should happen on the ground. We have set the parameters of the programme and the consortia bring their local knowledge and understanding to bear to meet our goals. Consortia will be targeting their work in specific wards within their local areas, with the aim of increasing the numbers of students from disadvantaged backgrounds entering HE. We have been clear that NCOP should be complementary to broader outreach work of institutions and will not replace it. NCOP has collaboration at its core, recognising the need to work in partnership with a broad range of providers and organisations. The programme will build an infrastructure for England and a platform for local, targeted and place based agency. We have encouraged consortia to link up with those leading other initiatives, for example the Opportunity Areas, to ensure a joined up approach at local level. The programme is evidence led and takes an innovative approach to monitoring and evaluation ensuring consortia are tightly managed and robust evidence of impact is secured.