The wider sector perspectives, Sarah Howls, HEFEC
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Transcript of The wider sector perspectives, Sarah Howls, HEFEC
Maximising student opportunity
Sarah Howls
Head of Student Opportunity
Woburn House
24th February 2015
HEFCE’s role: Business plan 2015-2020
HEFCE aims to create and
sustain the conditions for a
world-leading system of higher
education which transforms
lives, strengthens the economy
and enriches society
HEFCE’s priorities
How our strategic position
and sector analysis
translates into policy
activity to widen access,
improve retention and
student success and
support onward
progression
Will focus on a few key areas:
• Demonstrating impact of HE activity and HEFCE funding
• Addressing unexplained differences in outcomes
• Provision and support for disabled students
• Progression to taught postgraduate study
Evidence to drive policy and show impact
• Achieved national coverage
• Involving 200 universities and colleges
• Will reach 4,300 schools
• Provide single point of contact
• 35 local networks funded
• 3 national networks
National Networks for Collaborative Outreach
Year Widening accessImproving
retentionTotal
Improving retention
(CPI adjusted, 2005
price level)
1999-
2000£19,874,614 £0 £19,874,614
2000-01 £31,276,264 £0 £31,276,264
2001-02 £37,016,633 £0 £37,016,633
2002-03 £47,653,007 £0 £47,653,007
2003-04 £47,705,487 £218,185,539 £265,891,026 £225,631,374.35
2004-05 £60,124,336 £213,236,862 £273,361,198 £217,588,634.69
2005-06 £63,383,227 £220,924,080 £284,307,307 £220,924,080.00
2006-07 £105,180,666 £239,891,585 £345,072,250 £234,498,128.05
2007-08 £110,374,983 £245,934,377 £356,309,360 £234,894,342.88
2008-09 £110,910,706 £253,167,829 £364,078,535 £233,334,404.61
2009-10 £141,097,278 £224,485,112 £365,582,391 £202,603,891.70
2010-11 £141,895,449 £226,699,474 £368,594,923 £197,990,806.99
2011-12 £141,630,239 £226,514,863 £368,145,102 £197,829,574.67
2012-13 £140,617,776 £224,983,976 £365,601,752 £182,913,801.63
2013-14 £88,694,749 £228,025,618 £316,720,367 £180,829,197.46
2014-15 £66,499,986 £272,700,010 £339,199,996
HEFCE SO funding since 1999-2000
Widening access and improving retention funding
Year First degree entrants
Non-completions
Number of additional graduatesActual
Based on 2003-04
non-completion rate
2003-04 258,530 37,230 37,230 0
2004-05 258,035 35,610 37,155 1,550
2005-06 276,685 38,460 39,845 1,385
2006-07 265,895 35,630 38,290 2,660
2007-08 280,065 35,570 40,330 4,760
2008-09 297,165 35,365 42,790 7,430
2009-10 309,115 39,565 44,515 4,945
2010-11 309,790 34,075 44,610 10,535
2011-12 334,230 34,760 48,130 13,370
Greater numbers graduating
Number of additional graduates due to improvements in retention
Attributing outcomes to activity
We need to develop a
robust evidence base that
demonstrates the impact
of HEFCE-funded HE
activity to widen access,
improve retention and
success and support
progression on
individuals, the economy
and society
• Commissioned two pieces of work
• One will develop institutional data return
• The other will use deep dives and econometric analysis to assess impact of activity and investment
• Undertaken in parallel
• Inform each other
• Deliver robust data framework for institutional returns to HEFCE
• Identify long term, sector wide research needs to address gaps in evidence
The outcomes framework
Work to develop measures of impact
Differential outcomes
Ambitions to improve social
mobility can only be fully
realised if students are able to
achieve their full potential
Qualification and progression outcomes across POLAR quintilesPercentage point difference of the outcome from the sector-adjusted average for each of the four
outcomes, split by POLAR3 quintile
Source: ‘Higher education and beyond: outcomes from full-time first degree study’, HEFCE, 2013
Qualification and progression outcomes for men and womenPercentage point difference of the outcome from the sector-adjusted average for each of
the four outcomes, split by sex
Source: ‘Higher education and beyond: outcomes from full-time first degree study’, HEFCE, 2013
Different ethnicities - different outcomes
Source: ‘Differences in degree outcomes: key findings’, HEFCE 2014
Shining a light on what we know
Commissioned Kings College, University of Manchester and the ARC network to:
• Gather and collate existing evidence and practice
• Develop typology of causation, interventions and approaches
• Critically review and evaluate
• Call for evidence – 3 December 2014
• Final report – May 2015
Critical review of research and practice
Supporting disabled students
Building on HEFCE’s long history
of funding and working with
the HE sector to develop and
continually enhance its
provision and support for
disabled students
Will involve two research studies:
1. Research to understand the nature, level and cost of institutional provision for students with severe to moderate mental health conditions and/or complex physical impairments in higher education
2. Research into support for students with specific learning difficulties (SpLDs) and the effect on learning outcomes
Review of provision and support for disabled students
Study 1: Severe to moderate mental health problems
• Institutional funding and support
• External agencies
• In-house vs external support
• Agency relationships
• Resourcing and support decisions
• Balance of funding in DSA
• Key pressure points/challenges
What evidence we need to get (1)
To inform advice to Govt and our own policy for disabled students
Study 2: Students with SpLDs
• Key issues in the provision of support
• Models of support
• Level, type and funding of support
• Relationship between support and learning outcomes
What evidence we need to get (2)
To inform advice to Govt and our own policy for disabled students
Emerging themes from mental health/intensive support needs study
Themes are drawn from
an interim report based
on only 3 case study visits
so no conclusions can be
drawn. The institutions
were one general HEI, one
specialist HEI and one FEC
• Key influencers on strategy:
Moral
Legal
Business case
• Ensuring every students who can access HE academically has equal opportunity to do so
• Information about a student’s disability separated from the admissions process so that offers are based on academic record only
Institutional policies and strategies (1)
Institutional policies and strategies (2)
• Some evidence of formal
policies
• Limited awareness of policies
across institution
• Little difference in approach
once students disclose but
HEIs can be more proactive
with early disclosure
• Strong commitment to
support international
students but variable for
non-DSA eligible
Increasing demand from students with mental health problems.
Demand from students with other impairments stable
Possible drivers of demand:
• Students more likely to disclose
• Doctors more likely to diagnose
• Wide social and life challenges
• New student environment (no networks)
• Academic pressures
• Financial pressures
Demand for support
Relationships with external agencies
• Little evidence of systematic/strategic relationships
• Planning students’ transitions not always successful (issues of cuts to social care budgets)
• Issues of patient confidentiality
• Some reports of GPs sending students back to HEI as quicker
• Time and resources needed to build networks/trust
Working with others
Access to postgraduate study
Postgraduate education is
important to all,
particularly as societies
become more globally
inter-dependent
PG progression: POLAR
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Academic year (qualifying)
Tra
nsit
ion
rate
(1yr)
Taught masters - high
Other PG - low
Taught masters - low
Other PG - high
PG research - high
PG research - low
Certain17%
Likely27%
Not sure25%
Unlikely22%
Definitely not9%
IAGS 2013: how likely are you to progress to pg study?
What factors put you off studying at postgraduate level?
%
21
62
13
33
25
7
2
3
1
18
44
16
16
'
Not applicable
Lack of flexibility in delivery method
Lack of flexibility in timetable
Lack of comparable information
Family and personal commitments
PG study is time consuming
PG qualifications are not a requirement
Not knowing what to study
Being in a job
I do not want to study at PG level
Fear of debt
Overall cost of living
Course fees
FREQUENCY
0 10 20 30 40 50 60 70
IAGS 2013: what factors put you off studying at PG level? (students who were neither ‘certain’ nor ‘likely’
Postgraduate Support Scheme (PSS)
• The Postgraduate Support Scheme (PSS) invited proposals for £25 million funding for pilot projects that test options for finance and activity aimed at stimulating progression into taught postgraduate education, particularly among currently under-represented groups and in areas that support the Government’s ambitions for economic growth.
• 20 pilot projects have been funded to support more than 1,700 students across 40 universities through a range of activities including financial and pastoral support, mentoring and networking, curricula change, funded studentships, work placements and a variety of bursary and loan schemes.
• A programme analyst is jointly funded by HEFCE and ESRC and drawing out findings from projects, highlighting innovations, challenges and gaps, and feeding into HEFCE advice to Government about postgraduate funding from 2015-16.
PSS and PG funding 2015-16
In July 2013, BIS announced it would study success of PSS to
inform investment of an additional £50m repurposed
from the National Scholarship Programme to support students
from less advantaged backgrounds to access PG
education.
PG Funding 2015-16 and beyond
• In the Autumn Statement, Government signalled its intention to provide further PSS funding in 2015-16 and also develop a PGT loan scheme for 2016-17
• £50m for 2015-2016
• Building on PSS 2014-15
• £5,000 awards to be match funded (£10,000 per student)
• Loans for 2016-17:
– Income contingent
– Under 30 years old
– Postgraduate taught masters in any subject
– Up to £10,000
• General election
• Spending review
• Measuring success
• Focused funding method
Challenges for HEFCE
‘Universities and colleges are major contributors to inter-and intra-generational social mobility. They enable individuals from all backgrounds to achieve their full potential as citizens, as professionals, and as highly skilled and valued employees. While progress has been made in the last five years to improve access to higher education from under-represented groups, there is still more to do. Continuing the improvement in participation from all under-represented groups, and eliminating unacceptable disparities in achievement and progression outcomes, therefore remain important objectives on which HEFCE will continue to lead’.
Source: Creating and sustaining the conditions for a world-leading higher education system: HEFCE business plan, 2015-2020
Why HEFCE supports student opportunity
How to find out more
e-mail [email protected]
Twitter http://twitter.com/hefce
web-site www.hefce.ac.uk
governance-hefce e-mail distribution list
HEFCE update, our monthly e-newsletter