Forging links with the local community
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Forging links with the local community
description
Forging links with the local community. Our students – who are they?. Diversity Undergrad/postgrad Full time/part time Varied pathways (Highers, GCEs, access, HNs). Our students – who are they?. Scots Females (57% of 2002 ft ug entry) Locals Nurses (27% of 2002 ft ug entry). - PowerPoint PPT Presentation
Transcript of Forging links with the local community
Forging
links with
the local
communit
y
Our students – who are they?
• Diversity
• Undergrad/postgrad
• Full time/part time
• Varied pathways (Highers, GCEs, access, HNs)
Our students – who are they?
• Scots
• Females (57% of 2002 ft ug entry)
• Locals
• Nurses (27% of 2002 ft ug entry)
Our students – who are they?
Scots
OtherUK
Non-UK
Full time
undergraduates -
2002 Entry
Our students – who are they?
Scots
OtherUK
Non-UK
Full time
undergraduates -
2001 Entry
Our students – 2002 entry
0 5 10 15 20 25
Dunfermline HS 11
Stirling HS
Bathgate Academy
St Margarets
Lauder College
Clackmannan College
Telford College
Stirling Access
Alva Academy
Falkirk College
Denny HS
Linlithgow Academy
Our students – all 2000/02 entries
0 20 40 60 80
Clackmannan College
Wallace HS
Queen Anne HS
Larbert HS
Denny HS
St Modan's HS
Stirling Access
Linlithgow Academy
Alva Academy
Falkirk College
Proportion of school-leavers from publicly funded schools in Scotland entering full time HE
0%
5%
10%
15%
20%
25%
30%
35%
92-3 93-4 94-5 95-6 96-7 97-8 98-9 99-0 00-1 01-
Proportion of school-leavers from publicly funded schools in Forth Valley entering full time HE
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
94-5 95-6 96-7 97-8 98-9 99-0 00-1 01-
Clackmannan
Falkirk
Stirling
Range of HE transition rates in Forth Valley schools, 2000-01
0%
10%
20%
30%
40%
50%
60%
Clacks Falkirk Stirling
Peak
Base
Range of HE transition rates in Forth Valley schools, 2000-01
0%10%20%30%40%50%60%70%80%90%
100%C
lack
s
Fal
kirk
Sti
rlin
g
Do
llar
Aca
dem
y
Peak
Base
Going private!
Numbers of 17-year olds in Scotland, 2002-18
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
Numbers in Forth Valley aged 15-19 in 2002 and 2012
01,0002,0003,0004,0005,0006,0007,0008,0009,000
10,000
Clacks Falkirk Stirling
2002
2012
Numbers in major Scottish cities aged 15-19 in 2002 and 2012
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
Glasgow Edinburgh
2002
2012
Numbers in smaller Scottish cities aged 15-19 in 2002 and 2012
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
Abdn Dnd Abdnshr Angus
2002
2012
Who are our postgrads?
• Diverse
• Research/taught
• Full-time/part-time
• Home/overseas
• Across all subjects
Who are our postgrads?
• Mostly taught
• Mostly full time
• Mostly Management
• Significant numbers of overseas
Who are our postgrads?
0
50
100
150
200
250
300
Full time T Part time T
Nat SciHum SciManArts
Who are our postgrads?
0
20
40
60
80
100
120
140
160
180
Home f-t T OS f-t T
Nat SciHum SciManArts
Who are our postgrads?
0
2
4
6
8
10
12
14
16
Home f-t R OS f-t R
Nat SciHum SciManArts
Who are our postgrads?
0
2
4
6
8
10
12
14
16
Home f-t R Home p-t R
Nat SciHum SciManArts
Changes in postgraduate numbers, 1996/1997 to 2000/2001
Part-time Overseas
Dundee + 67% + 66%
GCU + 3% + 10%
Heriot Watt + 45% + 136%
Stirling + 21% - 23%
Postgraduates – Stirling’s share of Scottish market, 2000-01
Biologicalscience
Social,economic& political
studies
Business &admin
Computingand maths
Languages Humanities Education
Part-time 4.8 6.0 4.9 1.5 1.9 2.5 5.3
Overseastaught
9.7 6.5 12.9 3.6 5.0 2.3 2.1
Identifying some of the implications . . .
POSSIBLE PRIORITIES
Full-time undergraduate - securing our local position and developing the overseas intake
Part-time undergraduate - possibilities of growth and diversification
Taught postgraduate - part time consolidation with possibly growth and some diversification, full time growth especially overseas
Research postgraduate - part time consolidation, with possibly growth, full time growth especially overseas
POSSIBLE QUESTIONS
Are all of these desirable, and if so how to achieve them?
How can we build our reputation and attractiveness as a centre for part time ug and pg study?
Does our local community represent a largely untapped resource for teaching and learning?
What is the University’s “footprint” in the locality and how are we seen by others?
POSSIBLE QUESTIONS
Are we, collectively, acting as a good local citizen?
