future directions strategy implementation professor liz thomas dr helen may
TRANSCRIPT
Future DirectionsStrategy Implementation
Professor Liz Thomas Dr Helen May
Overview Effective Widening Access strategy
Setting objectives Policy alignment Collaboration Monitoring and evaluation
Inclusive Learning and Teaching strategy Engagement and belonging Success for all
Concluding remarks
Improving the alignment between WA and inclusive L&T strategies
By recognising the relationship between: Pre-entry preparation and post-entry
retention and success. Transition and post-entry experience. Diverse student population (inc.
international students) and L&T. Inclusive L&T and the retention and
success of all students.
Commonality of considerationsacross strategies.
Considerations for an effective WA strategy
Setting Objectives Taking stock
What kind of institution are you? How have you performed against access and retention
indicators? What activities have been effective?
Looking ahead What kind of institution do you want to be? Where are the issues that you need to address? To what extent will your planned activity enable you to
achieve your vision?
Strategy/policy No. of HEIs % of HEIs
Admissions 117 91%
Equality and diversity
68 53%
L&T strategy 68 53%
Corporate plan 67 52%
Estates strategy 12 9%
Human resources
9 7%
Policy Alignment
Policy alignment with Widening Participation Strategic Assessments
Collaboration Staff engagement:
Work with all staff to integrate WABetween departments and services
Student engagement. Community engagement. Regional engagement. Employer engagement.
Monitoring and Evaluation
Set priorities for evaluation. Volume measures. Targeting effectiveness. Outcome indicators. Baseline targets and milestones. Data. Attribution. Cost effectiveness.
HEA/HEFCW workshop on 20th May at UWIC will focus on developing WA and Reaching Wider strategies and impact assessment.
Considerations for an inclusive learning and teaching strategy
Success for all Success is enabling all students to develop
academically, professionally and personally to fulfil their potential.
Student success stems from a high quality learning and teaching process that: Promotes student-centred learning. Nurtures supportive and meaningful peer and
staff/student relations. Is informed by knowledge of students. Is relevant to students’ personal interests, learning
preferences and future goals. Fosters students’ knowledge, confidence
and identity.
Engagement and belonging “Student engagement lies at the heart of
retention and success and therefore offers institutions the answer to their improvement. Essentially institutions need to attend to not just the number and range of interventions or services they provide, but the quality and extent of the students’ interactions with those as well as the institution more broadly. Successful higher education depends on a partnership between a student and the institution they attend.”
What works? Student retention and success programme
Concluding remarks Develop appropriate inclusive LT and WA
strategies relevant to your institution. Recognise the need to work across the student
lifecycle. Promote a shared responsibility for widening
access, student engagement, retention and success.
In your strategy, embed ways of engaging staff in WA and inclusive LT.
Be proactive to engage all students and develop their sense of belonging.
HE Academy Resources The following publications are downloadable from:
http://www.heacademy.ac.uk/ourwork/teachingandlearning/inclusion
Thomas, L. and Jamieson-Ball, C. (eds.) (2011) Engaging students to improve student retention and success in Higher Education in Wales York: HEA
Colley, H.; Thomas, L. and May, H. (2009) A review of Welsh Institutional Widening Access Strategies 2006/7 to 2008/09 and Reaching Wider Funded Proposals 2008/10. York: HEA
HE Academy Resources
Berry, J. and Loke, G. (2011) Improving the degree attainment of Black and minority ethnic students. York: HEA
Self-review: May, H. and Thomas, L. (2010) Self-evaluation Framework: Embedding Equality and Diversity in the Curriculum. York: HEA
Commentary: Thomas, L. and May, H. (2010) Inclusive learning and teaching York: HEA.
Guidance: May, H. and Felsinger, A. (2010) Strategic Approaches to Disabled Student Engagement London: Equality Challenge Unit/HEA
HE Academy resources
Research report: May, H. and Bridger, K. (2010) Developing and Embedding Inclusive Policy and Practice. York: HEA
Research syntheses: Rickinson, M. (2010) Disability equality in HE. Hockings, C. (2010) Inclusive learning and teaching Stevens, J. (2010) Social class and higher
education Jones, R. (2008) Student retention and success Troxel, W. (2010) Student persistence and success
in US Higher Education.
External resources Thomas, L et al (2010) Review of Widening Participation
Strategic Assessments 2009 Ormskirk: Action on Access Staff development module: University of
Wolverhampton, 30 credit multi media open access module for teaching staff in HE http://www.wlv.ac.uk/teachinclusively
Guide: Sandra Griffiths (2010) Teaching for Inclusion in Higher Education: A Guide to Practice. Queens’ University
