Intervention strategy 1 - To support Primary and Secondary school pupils across Derby City and Derbyshire to gain the knowledge and skills needed to be accepted onto higher education courses that match their ambitions and expectations
Intervention strategy 2 - To understand the reasons why Black applicants are less likely to be offered a place on courses than students from other ethnic groups and take action to increase the offer rate
Intervention strategy 3 - To enable students of colour to progress successfully through their studies and attain the highest possible degree outcomes
Intervention strategy 4 - To enable students who previously received free school meals to progress successfully through their studies and attain the highest possible degree outcomes
Intervention strategy 5 - To enable students who disclose a mental health condition to successfully progress through their studies
Intervention strategy 6 - To enable Asian students to progress to highly skilled employment or further higher-level study
The University has developed intervention strategies to address the identified risks to equality of opportunity and achieve its objectives and targets. The intervention strategies:
Contain the activities that will be completed to mitigate the risks to equality of opportunity and achieve the objectives and targets set out within this plan
Explain who will be involved in the design, delivery and evaluation of those activities, plus an approximate cost of delivering all of the activities
Are informed by evidence drawing on both sector best practice and local insights from the University's students
Include an evaluation plan to ensure that learning and dissemination are continual processes
The University is committed to disseminating the findings of the evaluation of interventions as widely as practicable. The publication plans are intended to be indicative and will be expanded as outputs become available and opportunities for dissemination arise.
In addition to external publication, where relevant, evaluation outcomes will be used to inform content of programmes delivered by the University to enable change in sector practice to remove barriers to access and progression e.g., Initial Teacher Education.
The long-term outcome (impact) of each intervention strategy is to deliver the related objectives (as set out in Section 3) and to achieve the targets (as recorded in the OfS fees, information, and targets document).
Intervention strategy 1
To support Primary and Secondary school pupils across Derby City and Derbyshire to gain the knowledge and skills needed to be accepted onto higher education courses that match their ambitions and expectations (linked to Objective 1).
Risks to equality of opportunity: Knowledge and skills; information and guidance; perception of higher education; application success rates; cost pressures; and progression from higher education.
Activity 1.1 KS3/4 mentoring support
Mentoring programme for KS3/4 learners delivered by UoD students.
Input: Time: learners; University staff; school staff; University students. Partners: University of Derby Schools; East Midlands Widening Participation Research and Evaluation Partnership (EMWPREP); Brightside; DANCOP; Derby City PEIA.
Outcomes: Learners in the short-term will have increased motivation to study; increased knowledge of HE; increased ability to reflect; and increased engagement with HE students. In the medium-term, learners will have sustained a positive attitude to study; increased capacity to make informed decisions about HE; and increased confidence to succeed in HE. In the long-term, learners will have an increased sense of belonging in HE; increased applications, participation and achievement in HE; reduced non-communication rates; increased social and cultural capital from participation in HE; increased employment prospects and earning potential; and increased health, wellbeing and life expectancy.
University students in the short-term will benefit from a reduction of non-continuation and cost pressures; increased relevant work experience/ professional practice; and increased self-efficiency. In the medium-term, they will benefit from increased employability skills. Long-term, University students will benefit from increased employment prospects and earning potential; increased health, wellbeing; and life expectancy.
Cross intervention?: IS: 2; 3; 4; 5; and; 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate the KS3/4 mentoring programme, including: literature reviews/ desk research on monitoring programmes; pre- and post- surveys with learners and mentors; teacher evaluation; reflective activities for learners and mentors; external evaluation; focus groups; school attainment data; and long-term tracking through EMWPREP.
Summary of publication: Short-term (2024-25 - 2026-27): case studies; conference papers; sharing with specific networks including Network Evaluating & Researching University Participation Interventions (NERUPI), National Education Opportunities Network (NEON), The Forum for Access and Continuing Education (FACE), Transforming Access and Student Outcomes (TASO); UoD Knowledge Hub; Derby City/ Derbyshire networks; D2N2 Local Enterprise Partnership.
Medium-term (2027-28 - 2028-2029): As above plus publication on UoD website.
Long-term (2029-30 - onwards): As above plus peer-reviewed papers; journal articles (including Widening Participation and Lifelong Learning Journal, Open University); and book chapters; TASO repository.
Activity 1.2 K3/4 learning skills, metacognition and writing support
Think, Reflect, Succeed Derby Scholars.
Input: Time: Learners; University staff; School staff; University students. Partners: University of Derby Schools; EMWPREP; DANCOP; Derby City PEIA.
Outcomes: Learners in short-term will have increased motivation to study; increased knowledge of HE; increased ability to reflect on skills and capabilities; increased engagement with HE students; and increased self-efficacy. In the medium-term, progress is made towards future ambitions; study strategies are applied in the classroom; increased critical thinking skills through experimentation, reflection, analysis, synthesis, and evaluation; enhanced capacity for independent learning and self-directed study; and increased confidence to succeed in HE. In the long-term, attainment is raised and is no longer a barrier to HE; sustained positive attitude to study; enhanced ability to plan, monitor and evaluate learning independently; increased applications, participation and achievement in HE; reduced non-continuation rates; increased social and cultural capital from participation in HE; increased employment prospects and earning potential; and increased health, wellbeing and life expectancy.
Cross intervention?: IS: 2; 3; 4; 5; 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate the KS3/4 learning skills, metacognition and writing support including: literature review/ desk-based research; pre- and post- surveys with learners; teacher evaluation; event evaluation; focus groups; staff and student ambassador observations; school attainment data; and long-term tracking through EMWPREP.
Summary of publication plan: As above.
Activity 1.3 KS3/4 tackling non-academic barriers to progression
Progress to Success; Derby Scholars; Rise High.
Input: Time: Learners; parents/ carers; University staff; School staff. Partners: University of Derby; Schools; EMWPREP; DANCOP.
Outcomes: Leaners in the short-term will have an increased knowledge of HE; increased intention to attend higher education; increased knowledge of course choice and the application process for HE; increased knowledge of the financial support; personal and academic support within HE; increased capacity to make informed decisions about HE; and increased confidence to successfully apply to HE. In the medium-term, learners will have increased confidence to succeed in HE; increased sense of belonging; and increased application to HE. In the long-term, increased applications, participation and achievement in HE; reduced non-continuation rates; increased social and cultural capital from participation in HE; increased employment prospects and earning potential; increased health, wellbeing and life expectancy.
For parents/ carers, there will be increased confidence to talk to their child about future educational decisions; increased positive attitudes towards HE; increased intention to support and encourage their child to attend HE; increased aspiration for their child to attend HE; increased motivation and wellbeing.
Cross intervention?: IS: 2; 3; 4; 5; 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate KS3/4 tackling non-academic barriers to progression, including: literature review/ desk-based research; pre- and post- surveys with learners; event evaluations; teacher evaluation; reflective activities, staff and student ambassador observations; external evaluation; focus groups; and long-term tackling through EMWPREP.
Summary of publication: As above.
Activity 1.4 KS2 reading and writing support
Reading and writing support programme delivered by UoD students.
Input: Time: Learners; University staff; School staff; University students. Partners: University of Derby; Schools; EMWPREP; Derby City PEIA.
Outcomes: Learners in the short-term will have increased motivation to study; increased skills and capabilities; increased positive engagement with HE students; increased self-efficacy and social self-efficacy; and increased resilience. Medium-term will be increased confidence in abilities; increased confidence in future success; increased wellbeing; and increased reading and writing skills. In the long-term, learner's attainment is raised and is no longer a barrier to HE; sustained positive attitude to study; enhanced ability to plan, monitor and evaluate learning independently; increased applications, participation and achievement in HE; and increased health, wellbeing and life expectancy.
University students in the short-term will benefit from a reduction of non-continuation and cost pressures; increased relevant work experience/ professional practice; and increased soft skills. Medium-term will see increased employability skills. In the long-term, University students will benefit from increased employment prospects and earning potential; and increased health, wellbeing and life expectancy.
Cross intervention?: IS: 2; 3; 4; 5; 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate KS2 reading and writing support including: literature review/ desk research; pre- and post- surveys with learners and UG students; teacher evaluation; reflective activities; external evaluation; focus groups; school attainment data; and long-term tracking through EMWPREP.
Summary of publication: As above.
Activity 1.5 KS2 tackling non-academic barriers to progression
Primary Explorers.
Input: Time: Learners; University staff; School staff; University students. Partners: University of Derby; Schools; EMWPREP; Derby City PEIA.
Outcomes: Learners in the short-term will benefit from increased knowledge of HE; increased intention to attend higher education; increased knowledge of course choice in HE; increased knowledge of pathways into HE/careers; increased knowledge of the financial support; and personal and academic support within HE. In medium-term there will be increased capacity to make informed decisions about HE; and increased confidence to successfully apply to HE. Learners in the long-term will benefit from increased applications, participation and achievement in HE; reduced non-continuation rates; increased confidence to succeed in HE; increased sense of belonging; and increased health, wellbeing and life expectancy.
Parents/ carers will gain increased confidence to talk to their child about future educational decisions; increased positive attitudes towards HE; increased intention to support and encourage their child to attend HE; increased aspiration for their child to attend HE; and increased motivation and wellbeing.
Cross intervention?: IS: 2; 3; 4; 5; and 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate KS2 tackling non-academic barriers to progression, including: literature review/ desk research; pre- and post- surveys with learners; event evaluations; teacher evaluation; reflective activities; staff and student ambassador observations; external evaluation; focus groups; and long-term tracking through EMWPREP.
Summary of publication plan: As above.
Activity 1.6 KS1-4 School Improvement/ Enhancement of workforce
Curriculum design reviews: Mentored ITT/E students to research Core Content Framework Standard 2; Behaviour Improvement; Evaluation of assessment strategies in Humanities and Science Departments; Development activities for SEND Teaching Assistants.
Input: Time: University staff; School staff; LA staff; University students. Partners: University of Derby; Schools; Derby City LA; Derby City PEIA; Derbyshire LA.
Outcomes: In the short-term there will be increased staff awareness and understanding of the required range of areas and knowledge bases. Medium-term will see ambitious curricula in place; increased staff competence and confidence in range of areas and knowledge bases; improved strategies employed within classrooms to enhance deep learning; increased pupil engagement in learning; decreased behaviour issues for learners; assessment strategies and practices within school context adapted to include synoptic assessments; and improved awareness and understanding of the needs of children with SEND. In the long-term, staff will be fully competent and confident in range of areas and knowledge bases; and improved attainment outcomes for learners.
Cross intervention?: IS: 2; 3; 4; 5; and 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate KS1-4 School Improvement/ Enhancement of workforce, including: literature review/ desk-based research; lesson observations; reflective activities; focus groups; analysis activities; surveys; and long-term collation of outcomes.
Summary of publication plan: Medium-term (2027-28 - 2028-29): As above plus publication on UoD wbesite.
Long-term (2029-30 onwards): As above plus peer-reviewed papers, journal articles (including widening Participation and Lifelong Learning Journal, Open University); and book chapters; TASO repository.
Total cost of activities: £2,800,000
Evidence base and rationale:A needs analysis has been informed at national level by the Office forNational Statistics (ONS, 2017), the OfS Causeway Education Attainment Raising Toolkit(Causeway, 2022), and the National Outreach Coverage Dataset, published by the Higher Education Access Tracker (HEAT, 2021). It has been informed local level by the D2N2 Local Enterprise Partnership Local Skills Report (D2N2, 2022), Derby City PEIA Delivery Plans, EMWPREP School Profiles, individual school attainment information, and DANCOP datasets.
The University’s approach has been developed following a literature review, scoping exercise of sector research, the identification of existing evaluation into ‘what works’, and the application of a theory of change methodology. The activities described in this intervention strategy form long-term outreach initiatives aimed at raising the awareness and attainment and supporting the realisation of ambitions of under-represented and target learners through a multi-intervention approach creating ‘drip feed’ touchpoints for cohorts of learners.
Evidence shows this approach has proven impacts on learners in attainment, motivation and understanding; and ensures sustainable change. (Causeway, 2022; Harding and Bowes, 2022; OfS, 2021 etc.
Evaluation: The University has developed mixed methods evaluation strategies that will apply to the activities described in the six intervention strategies presented in the plan.
The aim is to generate OfS Type 2 standards of evidence to measure impact and establish whether the activities have led to their intended outcomes and are contributing towards meeting the University’s overall objectives.
Findings from the evaluation activity will be disseminated each year, and/or at key points during the delivery. The University will share evaluation findings through sector conferences and events, the TASO repository of evidence and other relevant professional networks. Learning will also be shared through the University website (as appropriate) and the University’s APP Knowledge Hub.
To help grow a sector body of knowledge regarding what works and what does not in access and participation, and inform future practice, the University will seek to publish findings in relevant peer reviewed journals and blogs.
Intervention strategy 2
To understand the reasons why Black applicants are less likely to be offered a place on courses than students from other ethnic groups and take action to increase the offer rate (linked to Objective 2, Access Target PTA_1)
Risks to equality of opportunity: Application success rates.
Activity 2.1 Analyse admissions data to gain a better understanding of why Black applicants are less likely to receive an offer at the University
Knowledge of broader sector context;
Identify disciplines and programmes where Black applicants are less likely to be offered a place;
Understand the impact of predicted grades, prior entry qualifications and subject of study on offer rates
Input: Time: University staff; (Senior Strategic Analysts, Admissions officers, Admissions tutors); UCAS end of cycle data; and PeopleSoft data.
Outcomes: The short-term outcomes are increased knowledge of why Black applicants are more likely to be rejected for specific disciplines and programmes. Medium-outcomes assist the review of selection processes and the development of pre-application support for Black applicants. Long-term outcomes are increase in offer rate, Black applicants.
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods evaluation to type 1/2 standard to evaluate existing admissions data, including literature review, analysis of internal and external application data (UCAS).
Summary of publication plan: Short-term to medium-term (2024-25 - 2026-27): case studies; conference papers; sharing with networks (Academic Registrars' Council Admissions Practitioners Group), UoD Knowledge Hub; and publication to the UoD website.
Long-term (2027-28 onwards): as above and including peer-reviewed papers, journal articles and book chapters as appropriate; TASO repository.
Activity 2.2 Review inclusivity of selection processes
Secure feedback from Black applicants on selection processes;
Review criteria for scoring applicants (personal statement);
Update pre-interview preparation material, interview questions, composition of panels, criteria for scoring interviews
Input: University staff; (Admissions Officers, Admissions Tutors); University students; Applicants; Student Ambassadors; Union of Students.
Outcomes: The short-term outcomes are increased knowledge of how selection processes are viewed from the applicant's perspective. Medium-term will see increased sense of belonging and confidence to succeed in higher education for Black applicants. The long-term outcomes are increase in offer rates, Black applicants.
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods evaluation to type 1/2 standard to evaluate inclusivity of selection processes, including surveys and/or focus groups with Admissions Officers; Admissions Tutors; Applicants; and application data (UCAS).
Summary of publication plan: As above.
Activity 2.3 Pre-application support for Black applicants
Selecting subjects as prerequisites for HE programmes;
Update guidance on appropriate qualifications and evidence to include in applications;
Admissions processes: personal statements and interview processes
Input: Time: University staff; (Admissions Officers, Admissions Tutors); University students; Applicants; Student Ambassadors; and Union of Students.
Outcomes: The short-term outcomes are Black applicants engage with pre-application support activities. Medium-term will see Black applicants benefit from engagement with pre-application support activities. Long-term outcomes are increase in offer rate, Black applicants.
Cross intervention?: IS: 1, 3.
Method(s) of evaluation: Mixed methods evaluation to type 1/2 standard to evaluate pre-application support, including surveys with University staff and applicants; and application data (UCAS).
Summary of publication plan: As above.
Total cost of activities: £200,000
Evidence base and rationale:The intervention strategy has been developed through a review of the best evidence currently available from both sector research and locally derived evidence. To strengthen the evidence base, the University will analyse its admissions data across to gain a better understanding of why black applicants are less likely to be offered a place at the University and where the key challenges lie.
Findings from the data analysis exercise, alongside findings and data collected from consultations with key stakeholders including admissions tutors, officers, and applicants, will be used to inform any necessary changes to selection processes to make the application process more inclusive. Also, through consultation, admissions tutors, officers, and applicants will be engaged in identifying the most appropriate and effective ways to enhance pre-application support for target group applicants.
Evaluation: As above (see IS1)
Intervention strategy 3
To enable students of colour to progress successfully through their studies and attain the highest possible degree outcomes (linked to Objective 3, Success Targets PTS_1,2,5 and 6).
Risks to equality of opportunity: Perception of higher education; limited choice of course type and delivery mode; insufficient academic support; insufficient personal support; and progression from higher education.
Activity 3.1 Review inclusivity of taught curriculum content, delivery, and assessment methods to enhance outcomes for students of colour
Programmes with greatest differentials in continuation and attainment outcomes:
New provision as part of the validation process;
All existing provision on a rolling basis;
Generate good practice repository and inclusive curriculum/ assessment tool kits to support future renew activities
Input: Time: University staff, University students. Knowledge resources: Sector Good Practice Guides, Toolkits Culturally Sensitive Curriculum Scales, Compassionate education resources APP Knowledge Hub; Research/ evaluation.
Outcomes: The short-term outcomes are staff and students benefit from safe spaces to have meaningful dialogue on inclusive learning and teaching environments. Medium-term will see increased student sense of belonging and wellbeing; increased module average grades and first-time pass rates; improved staff confidence to identify and address issues in curriculum design and assessment issues. Long-term outcomes are improved continuation and attainment rates (good honours).
Cross intervention?: IS: 4, 6.
Method(s) of evaluation: Mixed methods to type 1/2 to standard to evaluate review of inclusivity of taught content, delivery and assessment methods including: literature reviews and good practice guidance/ inclusive curriculum and assessment tool kits applicable to our students of colour, pre and post activity - review analysis of student outcomes and satisfaction, pre and post activity evaluations of staff perception and confidence. Student outcome data (OfS).
Summary of publication plan: Short to medium-term (2024-25 - 2026-27): case studies, conference papers, sharing with networks (Advance HE, FACE, QAA, OfS), UoD Knowledge Hub, good practice guides to be made available via open access.
Input: Time: University staff, University students, Union of students, Placement partners. Report and Support platform.
Outcomes: In the short-term, increased number and variety of placement opportunities for students. Medium-term sees an increased number of students successfully completing placements; greater sense of purpose and improved self-efficacy for students; increased student sense of belonging and wellbeing. In long-term, there are increased attainment rates (good honours) for students; increased progression to graduate employment and further, higher level study.
Cross intervention?: IS: 4, 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate Inclusive Placement Initiative, including: literature reviews and good practice placement guidance, narrative partner evaluations, pre and post intervention evaluation of student placement experience. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 3.3 Equality Ambassador scheme to represent the experiences of students
Input: Time: University staff, University students, Union of students. Financial support for ambassadors.
Outcomes: In the short-term, ambassadors have the confidence to undertake the role; students benefit from safe spaces to discuss their experience. Medium-term sees ambassadors develop transferable skills which can be applied in their future career; increased module average grades and pass rates; students able to input to good practice repository and curriculum/ assessment tool kits; improved staff confidence to identify and address issues in curriculum design and assessment methods; increased student sense of belonging and wellbeing. In long-term, improved continuation and attainment rates (good honours).
Cross intervention?: IS: 4, 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate Equality Ambassador Scheme, including: student narrative feedback, student pulse surveys on key issues, reflective activities by ambassadors and focus groups. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 3.4 Research into factors affecting the lived experience of students of colour and race inequality of higher education
Input: Time: University staff, University students, Student Ambassadors, Union of Students. Financial support for PhD programme. Race and Education Research Cluster.
Outcomes: In the short-term, students benefit from safe spaces to discuss their experience; staff benefit from greater understanding of student's lived experiences. Medium-term sees increased student sense of belonging and wellbeing; input to good practice repository and curriculum/ assessment tool kits. In the long-term, improved continuation rates and attainment rates (good honours).
Cross intervention?: IS: 4, 6.
Method(s) of evaluation: Mixed methods to type 1/2 standard for research work, including: literature review and outputs produced from research studies. Student outcomes data (OfS).
Summary of publication plan: As above plus: 2024-25 onwards: peer reviewed journal publications at appropriate points throughout the research process.
Total cost of activities: £750,000
Evidence base and rationale: The intervention strategy draws upon the body of published literature, sector resource guides and the findings of the Student Attainment Project (SAP 2). Whilst studies provide a useful understanding of the relevant risk factors in relation to BAME continuation and attainment, and mechanisms of the risks to equality of opportunity, there remains a paucity of evidence as to the most appropriate interventions to address these risks. The interventions (and embedded evaluation plans) have been created to address the findings of the theory of change methodology that has been applied to this objective.
Central to the plan is the development of self-efficacy in both students and staff to identify and address issues. This will be achieved through the creation and curation of resources and the development of fora within which equality can be safely discussed. We consider the engagement of student ambassadors to be critical for gaining insight to the student lived experience.
There is also a specific focus upon placement experiences, particularly with respect to health placements where the greatest number of BAME students are involved.
Evaluation: As above (see IS1)
Intervention strategy 4
To enable students who previously received free school meals to progress successfully through their studies and attain the highest possible degree outcomes (linked to Objective 4, Success Targets PTS_4 and 7).
Risks to equality of opportunity:Risks to equality of opportunity: Perception of higher education; limited choice of course type and delivery mode; insufficient academic support; cost pressures; insufficient personal support; and progression from higher education.
Activity 4.1 Review inclusivity of taught curriculum content, delivery, and assessment methods to enhance outcomes for students who previously received free school meals
Programmes with greatest differentials in continuation and attainment outcomes
New provision as part of validation process
All existing provision on a rolling basis
Generate good practice repository and inclusive curriculum/ assessment tool kits to support future review activities
Input: Time: University staff, University students. Knowledge resources: Sector Good Practice Guides, tool kits, compassionate education resources APP Knowledge Hub; research/ evaluation.
Outcomes: Short-term outcomes see staff and students benefit from safe spaces to have meaningful dialogue on inclusive learning and teaching environments. Medium-term there is increased student sense of belonging and wellbeing; increased module average grades and first-time pass rates; improved staff confidence to identify and address issues in the curriculum design and assessment methods. In the long-term there will be improved continuation and attainment rates (good honours).
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate review of taught curriculum content, delivery, and assessment methods, including: Literature review and good practice guidance/ tool kits applicable to students who previously received free school meals, pre- and post- analysis of student outcomes and satisfaction, pre- and post- intervention evaluation of staff perceptions and confidence. Student outcomes data (OfS).
Summary of publication plan: Short to medium-term (2024-25 - 2026-27): case studies, conference papers, sharing with networks (Advance HE, FACE, QAA, OfS), UoD Knowledge Hub. Also good practice guides to be made available via open access.
Input: Time: University staff, University students, Union of Students, placement partners. Report and Support Platform.
Outcomes: Short-term outcomes see an increased number and variety of placement opportunities for student. Medium-term will see increased number of students successfully completing placements; greater sense of purpose and improved self-efficacy for students; and increased student sense of belonging and wellbeing. Long-term outcomes are increased attainment rates (good honours) for students; increased progression to graduate employment and further, higher level study.
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate Inclusive Placement Initiative, including: Literature review and placement related good practice guidance, partner narrative evaluations and pre- and post- intervention evaluation of student placement experience. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 4.3 Equality Ambassador scheme to represent the experiences of students
Input: Time: University staff, University students, Union of Students. Financial support for ambassadors.
Outcomes: In the short-term, ambassadors have the confidence to undertake the role; students benefit from safe spaces to discuss their experience. In the medium-term, ambassadors can develop transferable skills which can be applied in their future career; increased module average grades and pass rates; students able to input to good practice repository and curriculum/ assessment toolkits; improved staff confidence to identify and address issues in curriculum design and assessment methods; increased student sense of belonging and wellbeing. In the long-term, there will be improved continuation and attainment rates (good honours).
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods to type 1/2 standard for Equality Ambassador Scheme, including: student narrative feedback, student pulse surveys on key issues, reflective activities by ambassadors and focus groups. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 4.4 Research into factors affecting the lived experience of students who previously received free school meals
Input: Time: University staff, University students, Student Ambassadors, Union of Students. Financial support from PhD programme.
Outcomes: In short-term, students benefit from safe spaces to discuss their experience; staff benefit from greater understanding of student's lived experience. Medium-term sees increased student sense of belonging and wellbeing; input to good practice repository and curriculum/ assessment toolkits. In long-term, there will be improved continuation and attainment rates.
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods to type 1/2 standard for research work, including: literature reviews and outputs produced from research studies. Student outcomes data (OfS).
Summary of publication plan: As above, plus, 2024-25 onwards: peer reviewed journal publications, articles, book chapters at appropriate points throughout the research.
Activity 4.5 Review of financial support offer to maximise impact
Input: Time: University staff, University students, Union of Students. OfS financial support evaluation toolkit.
Outcomes: In the short-term there will be increased financial security. Medium-term will see decreased financial concerns for students. Long-term will see improved continuation and attainment rates (good honours).
Cross intervention?: IS: 3.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate impact of financial support, including: literature reviews, student surveys and statistical analysis. Student outcomes data (OfS).
Summary of publication plan: As above.
Total cost of activities: £750,000
Evidence base and rationale: This intervention strategy has drawn upon a body of published literature, sector resource guides and the findings of the Student Attainment Project (SAP 2). Whilst the studies that have been consulted provide a useful understanding of the relevant risk factors and mechanisms of risks to equality of opportunity for students that had previously been entitled to free school meals, there is a paucity of evidence as to the most appropriate interventions to address these risks. Applying a theory of change methodology, the interventions have thus been created to address the identified risk to equity of opportunity to the target group and to offer a progressive model of evaluation to inform the evolution and detail of the plan going forward.
Central to the plan is the development of self-efficacy in both students and staff to identify and address any issues through consultation. This will be done through the creation and curation of appropriate resources and the development of fora within which equality can be safely discussed.
Student ambassadors and research will be critical for gaining insight to the student lived experience and to inform the ongoing delivery of activity and evaluation of interventions going forward.
Evaluation: As above (see IS1)
Intervention strategy 5
To enable students who disclose a mental health condition to successfully progress through their studies (linked to Objective 5, Success Targets PTS_3).
Risks to equality of opportunity: Insufficient academic support; insufficient personal support; and mental health.
Activity 5.1 Healthy campus strategy to facilitate a whole community approach to support the mental health and wellbeing of students
Input: Time: University staff, University students. UUK Stepchange Framework, Advanced HE Mental Health Toolkit.
Outcomes: In the short-term, University staff and students recognise the benefits of a whole community approach to mental health and wellbeing. Medium-term sees University staff promote and support student mental health across all areas of the University; University staff and students are empowered to take responsibility for their own mental health. In long-term, University is transformed into a healthy setting; improved continuation rate.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to type 1/2 to evaluate Healthy Campus Strategy standard, including: staff and student narrative feedback, post evaluation of staff and student experience. Student outcomes data (OfS).
Summary of publication plan: Short to medium-term (2024-25 - 2026-27): case studies; conference papers; sharing findings with networks (UUK, OfS, National Association of Disability Practitioners (NADP) and AMOSSHE, the Student Services Organisation); UoD Knowledge Hub.
Activity 5.2 Talk Campus global mental health support network application to provide instant access to peer-to-peer support
Input: Time: University staff, University students.
Outcomes: In short-term, students download and use the Talk Campus application; students benefit from peer-to-peer support. Medium-term sees improved student health and wellbeing; students signposted into key student services and self-service support; specialist staff able to focus time on complex mental health issues. In the long-term there will be improved continuation rate.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate Talk Campus, including: student narrative feedback, evaluation of student engagement with Talk Campus, analysis of regular Talk Campus app data report e.g., engagement levels, topics discussed and mood. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 5.3 Associate and Trainee Counselling Programme - clinical placements for counsellors in the advanced stages of training and counsellors who are qualified and wish to gain experience in HE and accumulate hours for accreditation
Input: Time: University staff (Counselling and Mental Health Team), University students.
Outcomes: In the short-term, students who are struggling with mental ill health receive high quality and timely clinical interventions. In the medium-term, there will be improved student confidence, health and wellbeing. Long-term outcomes see improved continuation rate.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate Associate and Trainee Counselling Programme, including: counsellors and student narrative feedback, pre versus post evaluation of student confidence and growth, analysis of free text responses to the pre and post counselling feedback. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 5.4 Supporting staff to support students through activities:
Training sessions on topics around mental health, wellbeing, and support
Self-help resources to compliment staff training
Toolkit on referrals so students receive time, accurate, information advice and guidance
Toolkit on triggering conversations for staff and students
Input: Time: University staff, University students.
Outcomes: Short-term sees staff engage in training sessions and access self-help resources and toolkits to support student mental health. In the medium-term, increased staff confidence in supporting student mental health; improved student health and wellbeing. In the long-term there will be an improved continuation rate.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate supporting staff to support students activities, including: staff narrative feedback, post evaluation of staff training sessions and usefulness of resources, data analysis of engagement with the resources provided. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 5.5 Multi-agency approach to student support. A seamless referral pathway and discharge protocols for students who require clinical support via a range of external stakeholders
Input: Time: University staff (Student Services, Colleges and wider professional service), University students, NHS.
Outcomes: In the short-term, students have wider access to clinical support. Medium-term sees improved student health and wellbeing. In the long-term, there will be an improved continuation rate.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Type 1 to evaluate multi-agency approach to student support through student satisfaction. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 5.6 Support for students who take a break from their studies and are at greater risk of not returning and therefore not continuing
Input: Time: University staff (College Student Services), University students. E-resources and web-based material.
Outcomes: In the short-term, students receive personalised plan to support their return to campus; clearer guidance for staff and students. Medium-term sees student personal plans increase student confidence and facilitate a successful return to campus; improved student health and wellbeing. Long-term sees improved continuation rate.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate support for students who take a break from their studies; post evaluation of students; empirical analysis of student confidence; data analysis; success and progression of students taking part in the scheme. Student outcomes data (OfS).
Summary of publication plan: As above.
Total cost of activities: £500,000
Evidence base and rationale: Students are vulnerable to anxiety and depression. Good mental health is associated with increased learning, creativity and productivity, more positive social interactions and relationships, improved physical health and better outcomes. The University will develop a Healthy Campus strategy to facilitate a whole community approach to support the mental health and wellbeing of students, use mental health support network applications to provide instant access to peer-to-peer support, and ensure our staff are trained to offer the best possible support to students' mental health. The intervention strategy has been developed through a review of the best evidence currently available from both sector research and locally derived evidence.
Evaluation: As above (see IS1)
Intervention strategy 6
To enable Asian students to progress to highly skilled employment or further higher-level study (linked to Objective 6, Progression Target PTP_1).
Risks to equality of opportunity: Insufficient academic support; and progression from higher education.
Activity 6.1 Individual strengths profiles and debriefs for Asian students on courses with low progression rates for Asian students (Graduate Outcomes Survey) and high numbers of Asian students who report that they are currently 'exploring their career options' (Careers Registration Survey) through
Input: Time: Career Coaches, Career Advisors, Student and Graduate Outcomes Manager, University students. External supplier- strengths profiles.
Outcomes: The short-term sees students participating in the strengths and profiling sessions, and participation increasing confidence, self-awareness. Medium-term will see students further reporting their employability progress (application success, confidence, networks). Measuring engagement with broader careers service will offer an indication of outcomes - the confidence to participate in activities, meet with a Careers Advisor, gain work experience. In the long-term, increase in progression rates for students over the duration of the APP.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to type 1/2 standard to evaluate Individual strengths profiles and debriefs, including engagement data, student surveys, the Graduate Outcomes Survey and the Careers Registration Survey. Student outcomes data (OfS).
Summary of publication plan: Short to medium term (2024-25 - 2026-27): sharing findings with OfS, networks (FACE, Institute of Student Employers); UoD Knowledge Hub.
Activity 6.2 Asian student engagement in CES activities. Increase the number of Asian students engaging and benefitting from core CES activities
Specifically including: Placement Academy (Level 5); Class of '24-28 (final year).
Input: Time: Career Coaches, Career Advisors, College Career Partner, Student and Graduate Outcomes Manager, Student and Graduate Engagement Manager, academic staff responsible for employability within their area, University students.
Outcomes: In the short-term, there will be an increase in students engaging with core CES activities and benefitting from tailored information, advice and guidance. (add a couple of examples of general short term outcome for students). Medium-term sees increase in students gaining work experience through summer internship and/or year placements (and here). In the long-term, students making better informed career decisions and make strong applications for jobs/ PG progression. Increase in progression rates for students over the duration of the APP.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to Type 2 standard including engagement data (CES core activities), student surveys, the Graduate Outcomes Survey and the Careers Registration Survey. Employer surveys. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 6.3 Improve access to activities provided by employers and external careers organisations
Including:
Top 100, Graduate Outcomes and Careers Registration employers for BAME/Asian students
Large graduate recruiters
Everything D&I
Zero Gravity
(5) Bright Network
Input: Time: Talent Development Officers, Community and External Engagement Manager University students. External suppliers- zero financial cost.
Outcomes: In the short-term, there is an increase in students' awareness of employer and external organisation activities and able to engage and benefit from these activities. Medium-term sees increase in student employability through exposure to and benefit from real world work experience and learning opportunities, and access to industry role models. Students developing relationships with employers (networking). Long-term sees students making better informed career decisions, taking advantage of the experiences and relationships that they have formed through employer programmes. Increase in progression rates for students over the duration of the APP.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to Type 2 standard to evaluate engagement data (activities provided by employers and external careers organisations), student surveys, the Graduate Outcomes Survey and the Careers Registration Survey. Focus groups. Employer surveys. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 6.4 Access to case studies of Asian role models who have been successful in specific industries / workplaces and providing mentoring opportunities with Asian mentors
Input: Time: Talent Development Officers, Alumni, Employers, Graduate Transitions Manager, University students. External provider for mentoring platform.
Outcomes: In the short-term, students beginning to see successful career role models that their characteristics. Increase the number of students engaging with the mentoring programme and being paired with an Asian mentor. In the immediate-term, students benefitting from networking opportunities and increase in career aspirations and confidence, exposure to networks, and ability to articulate their employability strength. Long-term sees students making better informed career decisions. Increase in progression rates for students over the duration of the APP.
Cross intervention?: IS: 3, 4.
method(s) of evaluation: Mixed methods evaluation to Type 2 standard to evaluate mentor engagement data, student surveys and focus groups, the Graduate Outcomes Survey and the Careers Registration Survey. Mentor surveys/ focus group. Employer surveys. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 6.5 Access to regional networking opportunities through 'Target Generation Next' membership
Input: Time: Head of Employer and Community Engagement, Student and Graduate Outcomes Manager, University students: student members promoting and sharing their experiences.
Outcomes: In the short-term, increase in number of students gaining 'Target Generation Next' membership and beginning to develop and benefit from exposure to professional networks. Medium-term sees an increase in student confidence, exposure to networks, and ability to articulate their employability strengths and potential. In the long-term, students making better informed career decisions. Increase in progression rates for students over the duration of the APP.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to Type 2 standard to evaluate engagement data (Target Generation Next), student surveys and focus groups, the Graduate Outcomes Survey and the Careers Registration Survey. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 6.6 University Futures - enhanced Personal Academic Tutor support
Input: Time: College Career Partners, Head of Discipline, Personal Academic Tutors, University students.
Outcomes: In the short-term, there will be an increase in students understanding of the University Futures Award and how engagement can boost their employability prospects. Medium-term sees an increase in students access to co-curricular, employability-related activities through successful engagement in the University Futures Award, which boosts their employability opportunities. Long-term sees students making better informed career decisions. Increase in progression rates for students over the duration of the APP.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to Type 2 standard to evaluate impact of enhanced Personal Tutor Support including, student surveys and focus groups, the Graduate Outcomes Survey and the Careers Registration Survey. Student outcomes data (OfS).
Summary of publication plan: As above.
Activity 6.7 Review 'Live Brief' offer (with Practera) to ensure inclusivity of communities, employers, people who represent the labour market and reflect the student demographic
Input: Time: College Career Partners, Heads of School, Personal Academic Tutors, Talent Development Officers and Career Coaches, University students. External supplier delivery costs (minimum of £75 per student enrolled).
Outcomes: Short-term sees increase in student confidence, commercial awareness, team working, analytical ability, independent learner, digital skills, connectivity with industry partners, 360 review for all student participants. In the medium-term, increase in number of students successful in achieving work experience. Long-term sees students making better informed career decisions. Increase in progression rates in students over the duration of the APP.
Cross intervention?: IS: 3, 4.
Method(s) of evaluation: Mixed methods to Type 2 standard to evaluate review of ‘Live Brief’ offer, including monitoring data, student surveys/and focus group, the Graduate Outcomes Survey and the Careers Registration Survey. Employer evaluation. Student outcomes data (OfS).
Summary of publication plan: As above.
Total cost of activities: £750,000
Evidence base and rationale: A literature review and sector scan (including TASO resources and evidence) has been conducted in order to identify evidence of impactful activity regarding improving outcomes for students of colour, and the student population more generally.
As a result of the research a range of activities specifically tailored to Asian students have been identified, including skills recognition, peer mentoring, role models/case studies (‘seeing is believing’), employer networking and greater engagement/opportunities to participate in employer programmes for BAME students. In addition, a communication and targeting strategy has been developed to gain greater engagement with this group, across the broader careers service offering.