Action on Access WP and Access Eupdate Issue 139: 18 June 2021

Action on Access WP and Access eUpdate Issue 139: 18 June 2021

This eBulletin is created and produced by Andrew Rawson, Director, Action on Access, and currently emailed to 1,530 colleagues in the wider access widening participation and student success community.

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Contents Welcome to the June 2021 Action on Access eBulletin...... 3 What’s New ...... 4 Skills and Post-16 Education Bill, 18 May 2021 ...... 4 ‘The Skills and Post-16 Bill enters the Lords’, second reading,15 June 2021; David Kernohan ...... 4 ‘Access and Participation to Higher Education - Time for reflection and reconsideration?’, Mandy Crawford-Lee, FE News, 20 May 2021 ...... 4 ‘Access and Participation Plans and Higher and Degree Apprenticeships’, FACE blog, 22 May 2021 ...... 4 Universities ‘need full transformation’ towards lifelong learning’, THE article, Simon Baker, 1 June 2021 ...... 5 Lifelong loans ‘could create long-term cost for English sector’, THE article 1 June 2021, John Morgan, deputy news editor ...... 5 ‘Weekend reading: How higher education needs to fit into lifelong learning’, HEPI blog, 15 May 2021 ...... 5 ‘HE and FE unite locally as England-wide policy still ‘disjointed’’, THE article, 18 June 2021...... 6 Cash boost for English technical education ‘counters degree myth’, THE article 11 June, Chris Havergal ...... 6 ‘Mapping the policy influence of Augar: How many of the 53 recommendations have been addressed by the Government?’, 2 June 2021, Rich Pickford, Knowledge Exchange and Impact Officer and Nottingham Civic Exchange Lead at Nottingham Trent University...... 6 Poll. Finding an alternative to the category BAME (Black and Asian Minority Ethnic) ...... 6 ‘The case for putting foundation years on more stable ground’, Chris Husbands, 20 May 2021...... 7 ‘Graduate employability case studies’, OfS ...... 7 ‘’A geography of employment and earnings’, Office for Students ...... 7 ‘Improving opportunity and choice for mature students’, Office for Students Insight Brief ...... 7

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Equality and diversity data published, Office for Students ...... 8 ‘Quality and standards: The road to more rigorous regulation’, OfS ...... 8 OfS annual report and accounts ...... 8 Four reports published 20 May 2021 relating to the evaluation of the Uni Connect Programme, Office for Students ...... 9 'The outlook for outreach' ...... 9 Verifying UCAS self-defined care leavers ...... 9 'Race matters... but CLASS is the biggest barrier', Times article Trevor Phillips ...... 9 ‘How A Student Shadow Board Can Support A Learning Community’, FACE blog, Dr Stéphane Farenga, Director of Student Participation and Success, University of Hertfordshire ...... 10 ‘Learn from disabled students so everyone benefits from the digital revolution’, OfS blog. Josh Fleming, Head of Strategy, OfS, 20 May 2021 ...... 10 ‘Measuring Disadvantage’, Professor John Jerrim for the Sutton Trust, 14 May 2021 ...... 10 ‘An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’, Caroline Sarah Jones, Education Faculty, Manchester Metropolitan University ...... 10 ‘Is tomorrow’s university system already emerging?’, HEPI blog from Ian Matthias and Mike Boxall (PA Consulting)...... 11 ‘Navigating the Labyrinth’, Socio-economic background and career progression within the Civil Service, Social Mobility Commission ...... 11 Edge Hill University part-time blended learning EdD for professionals working in all education sectors...... 11 What’s Still Current ...... 12 Provider guide to delivering high-quality apprenticeships, ESFA, 1 April 2021 ...... 12 ‘Beyond BAME: Rethinking the politics, construction, application and efficacy of ethnic categorisation’, Higher Education Race Action Group ...... 12 The Journal of Educational Innovation, Partnership and Change, most recent issue ...... 12 Graduate employment and skill guide ...... 12 Missed this? ...... 13 ‘Supporting student well-being from afar’, THE Campus ...... 13 ‘Lifelong options: Improving opportunities for adult learners, supporting local and national prosperity”, OfS event 27 May ...... 13 NNECL Quality Mark Launch on Thursday 24 June 2021 ...... 13 ‘Prevent and address harassment and sexual misconduct’, OfS...... 13 ‘Our position on antisemitism’, OfS ...... 13 What’s wanted ...... 14 Understanding who works in WP: survey request...... 14 The Adult Learner, 2022 ‘Measuring success in adult, community and further education’, The Irish Journal of Adult Learning...... 14 Data Futures: balancing burden and benefit, Richard Puttock, Director of Data, Foresight and Analysis at the Office for Students ...... 14 Edge Hill University part-time blended learning EdD for professionals working in all education sectors...... 15 Call for Papers. 'Lessons from digital spaces: opportunities and challenges for widening participation through online learning‘, a special edition of the Widening Participation and Lifelong Learning (WPLL) journal...... 15 WP Events...... 15 Vacancies...... 26 Head of Directorate & Strategy Delivery, LSE Directorate ...... 26 Outreach Systems & Data Administrator (maternity cover), Imperial College London, South Kensington ...... 26 Widening Participation Coordinator, University of Cambridge ...... 27 Outreach Officer, Marketing, Recruitment and Communications, University of West London ...... 27 Impact Partnerships Manager, ImpactEd ...... 27 Head of Programme Quality, The Access Project (TAP) ...... 28 Senior Access and Engagement Manager, Academic Office, Durham University ...... 28 Widening Participation Officer (ACES), University of Edinburgh ...... 29 Student Experience Manager, MBA Programme, London Business School ...... 29 Pro-Vice-Chancellor for Equality, Diversity and Inclusion & People, University of Nottingham ...... 29 Research Analyst (Mental Health), House of Commons ...... 30 Deputy Head of Admissions (Applicant Engagement), Oxford Brookes University ...... 30

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Director of Policy, Ethics and Governance, UKRI Medical Research Council (MRC) ...... 31 Pro-Vice-Chancellor Equality, Diversity & Inclusion, Durham University ...... 31 Vice Principal (Operations and Infrastructure), Anglia Ruskin University, Peterborough ...... 31 Vice Principal (Academic Development), Anglia Ruskin University, Peterborough ...... 32 Assistant Principal (Head of Faculty Cluster) 2 posts, Anglia Ruskin University, Peterborough ...... 32

Welcome to the June 2021 Action on Access eBulletin.

The next issue of the eBulletin will be published on Friday 16 July 2021. Copy deadline: Wednesday, 14 July 2021. We look forward to receiving information you wish to share with colleagues.

Editorial Another lockdown date passed without a final return to more ‘normal’ conditions. Students entering or in higher education have suffered from inequalities of access to technology, as well as challenges at home and pressures on income. I have been so impressed that driven by innovation, energy and sheer pluck for months, colleagues across the sector have worked so hard to ensure the best support for learners to access HRE and for current students to succeed and not to drop or get left behind. And I have been very pleased over the last months to continue to publish our eBulletin and Jiscmail, our comms service to so many of you in our wider community across the sectors and I have been pleased to add so many new names to the mailing list. The June edition reiterates and comments on some of the many recent views and prospective changes around the Skills White Paper, student loan repayment, credit accumulation and transfer, Lifetime Skills Guarantee, Higher Level Technical Education, OfS’s briefing paper ‘Improving opportunity and choice for mature learners’ and the role of the Institute for Apprenticeships and Technical Education as regulator along with the Office for Students. All of these will have significant future impact on the practices of the Higher Education Sector. The OfS itself has produced a flurry of reports including their annual report and accounts, partnerships’ evaluation of a range of outreach activities, and the wider impact of the Uni Connect programme together with data on equality, diversity and student characteristics and a similar report on equality and diversity re. OfS staff. We can expect more to come in the coming months with consultations on the future of funding and income for courses in the offing, along with the outcomes of a range of consultations on everything from quality in Higher Education to admissions. An impact on widening participation practice with a focus on increasing social mobility through higher and degree apprenticeships aligned to higher level technical qualifications, with FE and HE being pushed to work further together to create a better sense of place, and locality. We have to ask what does it really mean for Lifelong learning? And all this amid COVID-19 recovery? Exhausted? You will be!

I hope you enjoy and find useful this month’s eBulletin. Andrew Rawson, Action on Access.

Quotations of the month

”The measures in today’s (Skills and Post-16 Education) Bill will bring greater parity between further and higher education, and help to deliver the Prime Minister’s Lifetime Skills Guarantee, ensuring everyone is given the chance to gain the skills they need, when they need them, as set out earlier this year in the Skills for Jobs White Paper.” Mandy Crawford-Lee, Director of Policy, UVAC, see item below, ‘Access and Participation to Higher Education - Time for reflection and reconsideration?’

“We will tailor advice and guidance to the needs of mature students – both through our online resource Discover Uni and outreach through local Uni Connect partnerships. We will look to increase the focus on mature students as we agree changes to universities’ access and participation plans following the pandemic, so that the plans more fully address increased demand for local and flexible learning among adults.” “Chris Millward, Director for Fair Access and Participation at the Office for Students, see item below, ‘‘Improving opportunity and choice for mature students’, Office for Students Insight Brief.

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What’s New

Skills and Post-16 Education Bill, 18 May 2021 The first draft has been laid before Parliament. The Skills and Post-16 Education Bill outlines the legislation behind the government’s planned reforms; the scope of the bill is “Make provision about local skills improvement plans; to make provision relating to further education; to make provision about functions of the Institute for Apprenticeships and Technical Education and relating to technical education qualifications; to make provision about student finance and fees; to make provision about assessments by the Office for Students; to make provision about the funding of certain post-16 education or training providers; and for connected purposes.” It will also help deliver the Prime Minister’s Lifetime Skills Guarantee as set out earlier this year in the Skills for Jobs White Paper. Chapter Headings: Education and Training for Local Needs; Lifelong Learning; Quality of Provision; Protection for Learners. A useful summary here. See Gavin Williamson’s “Introduction to the Bill” in FE News.

‘The Skills and Post-16 Bill enters the Lords’, second reading,15 June 2021; David Kernohan Peers wanted to discuss policy, but had to debate a skeletal bill. WonkHE policy watch. The massive delay to implementation is due to the need to co-design an entirely new funding process with the Student Loans Company – and reading between the lines parallel work on aligning the LLE with benefit entitlements is at a very early stage as well (there’s a “will write” letter pending on that. Committee stage, the first chance for line-by-line examination of the bill, is yet to be scheduled. So with the Bill through to the Committee of the Whole House next, there’s still a lot of detail to fill in and a lot of arguments to be had. What came over today was the sheer scale of the project and the astonishing amount of policy development work that has yet to be done – it all screams “unexpected implementation delay” to this old programme manager – and the difficulty in expecting the notably subtle minds of some very experienced peers to address the letter of proposed legislation before the policy has solidified. You can read the whole proceedings in Hansard here. And link to watch the debate here. See also UK Parliament record here.

‘Access and Participation to Higher Education - Time for reflection and reconsideration?’, Mandy Crawford-Lee, FE News, 20 May 2021 The author (Director of Policy, the University Vocational Awards Council), presents her overview of the changing qualification and skills landscape, prompted by the Skills And Post-16 Education Bill, “which sets the stage for a new outlook for post-16 education where every young adult has a range of opportunities open to them, removing the illusion that a degree is the only path to a good career.”. The article continues ”The measures in today’s Bill will bring greater parity between further and higher education, and help to deliver the Prime Minister’s Lifetime Skills Guarantee, ensuring everyone is given the chance to gain the skills they need, when they need them, as set out earlier this year in the Skills for Jobs White Paper.” The article includes (FE) sector reactions including Stephen Evans, Learning and Work Institute; David Hughes, Association of Colleges; Tom Bewick, Federation of Awarding Bodies, Jane Hickle, Association of Employers and Learning Providers as well as a brief summary of the Bill’s key measures.

‘Access and Participation Plans and Higher and Degree Apprenticeships’, FACE blog, 22 May 2021 Interesting blog from Mandy Crawford-Lee, Director of Policy and Operations, VAC on the The Skills for Jobs White Paper and the recent Queen’s Speech with thought on how this might impact on Access and Participation Plans in the context of the changing qualification and skills landscape. The blog explores: adult skills provision; HE providers delivering technical education including apprenticeships that are key to realising the Government’s skills agenda, for example, through nursing, policing, social work, digital and engineering programmes; enabling people from

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5 underrepresented backgrounds to access higher education and technical and professional level jobs; and productive alignment between two key Government policy areas of widening participation and secondly, developing the higher-level skills the economy and society needs.

Universities ‘need full transformation’ towards lifelong learning’, THE article, Simon Baker, 1 June 2021 “Tinkering with an outmoded’ approach is not enough, building a ‘spirit’ of lifelong learning in universities is ‘critical’ if higher education is to tackle the economic challenges accelerated by the Covid-19 pandemic”, Tan Eng, the president of one of Asia’s top universities has said. In a keynote address to open Times Higher Education’s Asia Universities Summit, Tan Eng Chye, president of the National University of Singapore, said a “full transformation” was needed in universities’ approach. In this article Professor Tan is quoted that the National University of Singapore had made lifelong learning “the key central piece of our educational framework” by pivoting to a model where undergraduate degrees were just the start of students’ educational association with the institution. Its Lifelong Learners Programme – which, he said, already allowed tens of thousands of workers to take modular degree and non-degree courses in “close alignment” with industry needs – needed to “scale up even more”. NUS was also changing its undergraduate programmes to allow for more interdisciplinary teaching and course structure in a bid to give graduates a better platform for a lifelong education, he said. “We need a full transformation and not just tinkering with an outmoded approach,” said Professor Tan. “Four years of undergraduate education is insufficient, and imbuing a spirit of lifelong learning is critical. For universities to pivot to lifelong education, our operational model and mindset must shift greatly.”

Lifelong loans ‘could create long-term cost for English sector’, THE article 1 June 2021, John Morgan, deputy news editor The government’s drive to create life eligibility for student loans could end up leaving a heavy long- term legacy for the university sector, with the Treasury seeing the policy as pretext to cut wider loan costs and “spatchcocking a good idea”, sector figures fear. (Ed. I had to look up “spatchcocking” so to save you having to do so, the definition is “to add (a phrase, sentence, clause, etc.) in a context where it is inappropriate.”) The article suggests that some in the sector think the Department for Education believes the new lifelong loans can be introduced initially as a separate “product”, others think the government is planning to use a unified system, running across further and higher education. A unified system would leave the Treasury anxious about the increased costs of opening to adult learners a loans system it regards as too porous. One figure with knowledge of Whitehall said the DfE would “almost certainly trade off a fee cut” if that ensured the flexible Lifelong Loan Entitlement for modular study – included in the department’s Skills and Post-16 Education Bill – could be established.

‘Weekend reading: How higher education needs to fit into lifelong learning’, HEPI blog, 15 May 2021 This blog explores how higher education needs to be part of a chain of progression for education and skills that stretches over the life course. That it should be a key component in that pathway to the statutory right to learn which is at the centre of R2L’s vision Graeme Atherton, Director of the National Education Opportunities Network (NEON), University of West London and Gordon Marsden, Shadow Minister for Higher and Further Education and Skills from 2015 to 2019, co-founders of the campaigning group called Right to Learn (R2L) launched in December 2020 explore widely issues and implications for higher education and lifelong learning: this Government’s view of what constitutes quality and worth in higher education; the right to learn as a human right; structures for credit accumulation and transfer; the blending of vocational and academic; adult and life-long bursaries; place-focused universities; lifelong learning and post-COVID recovery; higher education supporting and fully engaging with lifelong learning as part of a broader cross-generational strategy.

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‘HE and FE unite locally as England-wide policy still ‘disjointed’’, THE article, 18 June 2021. This THE article from John Morgan presents different models to bridge the divide between universities and colleges as they might move towards more unified tertiary education systems of HE-FE collaboration aimed at boosting regional economies being adopted across the sector, including this month's announcement of a major partnership between Greater Manchester's universities and colleges. England is certainly unique, and perhaps uniquely hampered, in having a FE-HE hierarchy/divide within its tertiary education system. Government efforts to address that divide are moving at glacial speed, though a variety of drivers – including the Augar review, Brexit and levelling up, the civic agenda, and the advent of city region mayors – are currently leading to local efforts to redress the absence of coherence across the tertiary landscape at national level.

Cash boost for English technical education ‘counters degree myth’, THE article 11 June, Chris Havergal The Westminster government has announced 11 June 2021 a multimillion-pound investment in higher technical education in England, as part of a bid to “counter the myth that a degree is the only way to a good job”. Universities will be able to access much of the funding, alongside further education colleges and institutes of technology – but it is part of a broader attempt by ministers to rebalance England’s post-secondary education system away from three-year university degrees and towards vocational study and lifelong learning. The article describes the £2 million to support the development of modular-level training “focused on upskilling employees to help address future skills gaps in high-value manufacturing”. Allowing students to access student loan funding for modular-level courses at any stage of their adult life is the key principle of England’s planned lifelong loan entitlement. And there will be up to £10 million for institutes of technology to develop short courses in technology and engineering disciplines aimed at working adults. £18 million will go towards a new “growth fund” to help further and higher education providers to expand higher technical education. The fund “will help providers to invest in equipment and develop the business links they need to offer training that will meet growing employer demands for skills in sectors including digital, construction, health and science”, the Department for Education said.

‘Mapping the policy influence of Augar: How many of the 53 recommendations have been addressed by the Government?’, 2 June 2021, Rich Pickford, Knowledge Exchange and Impact Officer and Nottingham Civic Exchange Lead at Nottingham Trent University. This HEPI guest post explores how many of the recommendations had been engaged with by Government, and reflects on how many of the recent policy announcements reflected the conclusions of the Augar Review and have already shaped the Government’s thinking on post-18 education reform. It gives a visual graphical description and analysis of where the Augar’s recommendations have been actioned and where we are still awaiting a response. The guest blog shows that certain aspects of the report have gained far more attention than others, which may reflect their political salience and general support, but not necessarily their importance to the sector. The blog covers Skills, Higher Education, Further Education, Apprenticeships, Student Contribution and Maintenance, and looks at some of the impacts. The author concludes that just over half (51%) of the recommendations have seen some form of active policy response and we are expecting further movement on others during the Comprehensive Spending Review and the full response to Augar when it is published. The author will continue to monitor the Government’s ongoing policy activity and will be using a version of this matrix to track it, please feel free to share comments and updates …. To download and view the current full matrix click here. HEPI polled students on their opinions of the Augar fee system. You can find the results here.

Poll. Finding an alternative to the category BAME (Black and Asian Minority Ethnic) Earlier this year the Higher Education Research Action Group (HERAG) established a small working group to consider alternatives to the acronym ‘BAME’ referring to ‘Black, Asian Minority Ethnic’ which has outlived its purpose in relation to ‘race’ equality policy frameworks; this has led many organisations to seek alternative. HERAG published a report, which we featured in the last Action on Access eBulletin, entitled Beyond BAME: Rethinking the politics, construction, application, and

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7 efficacy of ethnic categorisation. Stimulus Paper which set out possible alternatives but made no specific recommendation. As a follow-up to the paper and in order to provide a steer to the sector, the Office of Teaching and Learning at Coventry University in conjunction with the HERAG is conducting a very short anonymous poll which should take no more than 2/3 minutes to complete. The more responses the greater will be the value of this exercise. The results of the poll are intended to be shared before the end of June. You can access the poll from the following link: https://coventry.onlinesurveys.ac.uk/finding-an-alternative

‘The case for putting foundation years on more stable ground’, Chris Husbands, 20 May 2021. HEPI guest post about foundation year courses at university as a vital second chance to under- attaining young adults to retrain and upskill or mature students who want to re-engage with education, helping students who have not met the required entry requirements, or students who have not studied the right subjects to enter their degree of choice. Within the context of imminent post-Augur government decisions Foundation courses may be in danger. Importantly, Foundation year courses provide an important platform for reaching disadvantaged students; building skills; responding to local skills shortages; open up pathways for students who are too often overlooked. The guess post affirms that foundation courses: • provide a route to success for students who would otherwise not access opportunities; • disproportionately meet the needs of students from more disadvantaged and underrepresented backgrounds; • represent quality and value for students, taxpayers and employers; • ensure a greater likelihood of progression and complements other access routes including through FE; and • help provide the skills needed to deliver sustainable recovery and regional prosperity in a post-COVID economy.

‘Graduate employability case studies’, OfS This collection of case studies showcases the wide range of new initiatives and measures that 23 universities and colleges have introduced this year, in response to the challenges brought on by the pandemic, to support final year students and recent graduates as they transition from university to graduate life.

‘’A geography of employment and earnings’, Office for Students This report presents a method developed by the Office for Students for grouping areas based on measures of local graduate opportunity. This method could help contextualise graduate outcomes by capturing some of the labour market differences experienced by graduates living in different parts of the UK. The report finds that graduates are most likely to enter well-paid jobs if they live in London or the South East. However, opportunities for highly-skilled work can be found widely across the country. You can also explore the data through interactive maps

‘Improving opportunity and choice for mature students’, Office for Students Insight Brief Latest OfS Insight brief looks at the challenges universities and colleges face to ensure that mature students are supported to access and succeed in higher education and progress into skilled employment. This year, UCAS data shows full-time undergraduate mature applicants from the UK rising by 24 per cent to 96,390 – an extra 18,540 students – with applications for nursing from students aged 35 and over increasing by 39 per cent. This follows a decade in which the total number of mature students – those aged over 21 – entering higher education fell by 19 per cent, a reduction of around 47,000 students - a decline which has largely been driven by a fall in those students studying part-time and for courses below a full degree. The significant increase in demand may reflect signs of people looking to improve and change their skills and knowledge following the COVID-19 pandemic. This comes as government plans introduce its Lifetime Skills Guarantee, including the Lifelong Loan Entitlement to help people access training

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8 throughout their lives. According to a new Insight brief by the OfS – ‘Improving opportunity and choice for mature learners’ – universities and colleges face several challenges to ensure that mature students are supported, and that this growing momentum is not lost. For example: mature students are also more likely to come from the most disadvantaged backgrounds and must often balance study with additional responsibilities and, are more likely to discontinue their studies onto their second year, eight percentage points lower than young students and also significantly less likely to achieve a first or 2.1. Chris Millward, Director for Fair Access and Participation at the Office for Students, said: “We will tailor advice and guidance to the needs of mature students – both through our online resource Discover Uni and outreach through local Uni Connect partnerships. We will look to increase the focus on mature students as we agree changes to universities’ access and participation plans following the pandemic, so that the plans more fully address increased demand for local and flexible learning among adults.”

Equality and diversity data published, Office for Students The OfS has updated their equality, diversity and student characteristics data which looks at the proportion and numbers of students in higher education by age at entry, disability, educational disadvantage, ethnicity and sex. See the OfS page, with official and experimental data, ‘Equality, diversity and student characteristics data’. For the full report, please see: equality, diversity and student characteristics publication. The OfS has also published statistics on equality, diversity and inclusion for staff at the Office for Students. See the report here.

‘Quality and standards: The road to more rigorous regulation’, OfS As it develops its next set of proposals for regulating quality and standards, OfS director of regulation Susan Lapworth explains in this blog what to expect, and sets out in a blog the action the OfS is already taking to maintain high-quality courses and rigorous standards. The blog asserts the OfS aim to make sure that all students from all backgrounds are enabled to go on to fulfilling lives and careers with qualifications that stand the test of time. And says that as government policy develops, students studying in modular and flexible ways, taking advantage of the future Lifelong Loan Entitlement, will also continue to have regulatory protection. The blog describes more consultation to come. The OfS also published two letters to providers: • A letter inviting providers to review and update their systems, policies and procedures to make sure they are in line with our recent statement of expectations for preventing and addressing harassment and sexual misconduct • an update on the TEF.

OfS annual report and accounts The Office for Students (OfS) has published its annual report and accounts for 2020-21. The report covers the OfS’s third year of operation, and our progress in delivering against our regulatory objectives. A far better read than you might imagine - showing • how the pandemic has affected its strategy delivery for HE • asserting its values • pages 23-32 reporting its impacts on progress toward equality of opportunity, measured through its KPMs; impact by access and participation plan reforms; improving its understanding of the student population, and Admissions; the impact of the Uni Connect programme; and the use of evidence and evaluation in access and participation. Reading the report is recommended to remind ourselves of the five key strategic objectives, strategic outcomes and key performance measures “for all students from all backgrounds” on their five Key Strategies: Participation, Experience, Outcomes, Value for Money, and Efficiency and Effectiveness. See the report

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Four reports published 20 May 2021 relating to the evaluation of the Uni Connect Programme, Office for Students CFE third evidence meta review summarises the impact evidence from partnerships’ evaluation of a range of outreach activities. CFE emerging insights – Uni Connect & COVID-19 focuses on how COVID-19 has affected Uni Connect outreach delivery, activity effectiveness, learners’ lives, and their engagement with the programme. Emerging insights from 11 of the 29 partnerships. OfS analysis of young participation in the areas targeted by Uni Connect, official statistics release, prepared by the OfS, establishes a baseline for quantitative analysis into the ongoing impact of the programme. This data covers two years’ programme delivery to year 12 and 13 learners. The OfS will continue to assess data to evaluate the programme’s longer-term impact and is actively seeking feedback on the methodology used to improve this. Ipsos Mori phase two formative evaluation focuses on the Uni Connect programme’s outreach hubs, newly established in phase two, for example it found that the perceived impartiality has been a key enabler of strategic engagement with schools, colleges and stakeholders. If you have any questions, concerning the reports contact: [email protected].

'The outlook for outreach' This research authored by Dr Neil Raven for the National Education Opportunities Network examining the Access and Participation Plans (APPs) of 171 Higher Education Providers seeks to illustrate the crucial role that collaborative outreach initiatives play in the formation of a comprehensive policy approach to access and participation. Based on desk research the report shows that what the existing APPs contain may fall short of what is required. It sits alongside the growing body of evidence pointing to the impact of the Uni Connect programme on progression to higher education. It illustrates that if the steady progress that has been made in widening access to HE over recent years is to be maintained then a national collaborative initiative and robust strategic plans from HE providers must co-exist. In summary, this more detailed examination identifies that in their APPs some providers were aware and prepared to acknowledge the work, role and impact of the Uni Connect programme but this was not the case with all. The same findings indicate the potential to draw on instances of good practice in the programme’s coverage, and for consortia to encourage their partner HE providers to recognise and fully acknowledge the programme’s institutional as well as regional contribution to addressing inequalities in HE access. As the author of the report Neil Raven states: 'Whilst the report confirms the real commitment of HE providers to widening access, it also highlights the essential and complementary role that Uni Connect plays and the need to secure the programme's long-term future.'

Verifying UCAS self-defined care leavers There is at least anecdotal evidence that UCAS self-defined care leavers include a large number of students who are not genuinely care leavers and it is important that all HEIs need to check this. There may be a challenge across the sector, that some HEIs are not contacting care leavers who have self- declared through UCAS to verify that they are actually care leavers and simply accepting the UCAS data. One consequence is that national continuation, success and progression data for care leavers in HE is inaccurate; another that scarce resources could be re-routed from the intended learners. We are not sure how wide this problem is though, and not aware of any hard evidence but this is something higher education providers need to be aware of. Thanks to Will Calver, Widening Access consultant, University of Greenwich for raising the issue.

'Race matters... but CLASS is the biggest barrier', Times article Trevor Phillips Equality campaigner and former head of the Commission for Racial Equality Trevor Phillips warns 'shoehorning' America's culture wars into British life is a 'desperate mistake'. Trevor Phillips’s comment piece in The Times this week urged Britons to stop importing America's culture war over race, calling it a 'desperate mistake' and arguing that class is more important than racial background in causing inequalities in society. The former head of the Commission for Racial Equality accepted that 'race matters' in Britain, but added: 'In truth it is what we call ''class'' that presents the biggest barrier to ambition and talent. 'Trevor Phillips pointed to recent comments by the chairman of the

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Social Mobility Foundation, Alan Milburn, who last week found that coming from a less affluent background dramatically reduced your chances of becoming a senior lawyer or doctor. He urged the government to begin ask more questions about people's background, rather than just race, to gain a more detailed picture of the barriers faced by working class children. Article also on Trevor Phillips’s piece on the Daily Mail online.

‘How A Student Shadow Board Can Support A Learning Community’, FACE blog, Dr Stéphane Farenga, Director of Student Participation and Success, University of Hertfordshire Participatory Pedagogy has the power to really change student engagement. In essence, platforms could be established to counter inequalities in the student experience by embracing a more equal, democratic relationship between staff and students. This blog articulates three key principles (co-participation, sharing of knowledge, co-creation of new knowledge) used to elevate students to experts in order to avoid deficit models and confront hegemonic practices and knowledge, such as modes of teaching, assessment and support. This allows students from under-represented backgrounds to reflect on inequalities in experience, offer purposeful responses and co-develop meaningful policies and practices to enhance their experience. The application of meaningful co-participation theory has led to new practice in his academic school and the establishment of an innovative Student Shadow Board. This staff-student partnership is resulting in deeper student involvement and co-working with staff in fostering an inclusive learning community. For more information on how the Board is being implemented, please contact Stéphane: [email protected]

‘Learn from disabled students so everyone benefits from the digital revolution’, OfS blog. Josh Fleming, Head of Strategy, OfS, 20 May 2021 Blog by Josh Fleming, Head of Strategy, Office for Students and Piers Wilkinson, Student Voice Commissioner, Disabled Students’ Commission. The pandemic stimulated recent expansion of digital learning has led to a range of positive changes. It is critical that we build on these improvements if we are to transform the experience of disabled students in higher education. Given that the sector has learned a huge amount during the last year about how best to support disabled students, the blog reflects on how to build on this work for the future to improve the experience of disabled students in higher education – and disabled students themselves must be front and centre of this work if lasting and positive change is to be realised for all. The blog explores these issues.

‘Measuring Disadvantage’, Professor John Jerrim for the Sutton Trust, 14 May 2021 This research brief looks at various common measures used in HE; eligibility for free school meals; POLAR; TUNDRE, IMD and Acorn – not least within the context of and contextual admissions and widening participation schemes. The report finds that one of the most common measures used – POLAR - is a poor way of measuring socio-economic disadvantage because it was never designed to do that. It can also discriminate against certain groups - BAME students, those living in London, those with young mothers and those who rent. Ranking ACORN then IMD as preferences within a more nuanced set of recommendations.

‘An investigation into barriers to student engagement in Higher Education: Evidence supporting 'the psychosocial and academic trust alienation theory’, Caroline Sarah Jones, Education Faculty, Manchester Metropolitan University This research article uses the ‘psychosocial and academic trust alienation theory’ to look at barriers to student engagement. The research reports specific classroom and assessment activities, relationships with teaching staff and peers, staff absences and staff turnover, all having a significant impact on students’ psychosocial and academic trust. Recommendations for practice include: • counselling, coaching and mentoring support from teaching staff • initiatives to reduce staff turnover and sickness • social pedagogical teaching approaches • teacher training, and • peer based learning opportunities to cultivate communities of practice.

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The author suggests these strategies could strengthen Widening Participation student’s psychosocial and academic trust, thus reducing barriers to student engagement in Higher Education, contributing to increased social mobility success rates in the United Kingdom and beyond.

‘Is tomorrow’s university system already emerging?’, HEPI blog from Ian Matthias and Mike Boxall (PA Consulting) Thoughtful HEPI guest post building on what the authors call four genuinely transformational ideas as universities use the momentum of crisis-led innovations to rethink their future public roles and how they are delivered. Universities for Others: universities becoming much more outward looking and deeply connected to the various communities that they serve; e.g. Civic University Agreements. This entails a shift in university mindsets and strategic goals, away from peer group rankings and institutional advantages, to asking ‘who are we here to serve?’, ‘what do they need from us?’ and ‘how can we best meet those needs?’. Local Learning Ecosystems: achieved through well-orchestrated and open sharing of knowledge, information and resources within open ecosystems of civic, business, financial and educational partners. Social equity and economic prosperity depend on place-based problem solving. Knowledge and Learning Enterprises: The economic challenge for enterprising universities is to ‘do well by doing good’, which will entail a shift in mindsets. And Digitally-enabled People Power via the post-pandemic, extraordinarily rapid increase in the use of digital technologies to deliver educational and operational services remotely and at scale, enabling inter alia a widening participation and increasing positive social mobility. The authors regret that the examples of new approaches and ways of working are mostly confined to specific areas of the university and impact only at the margins of established business-as-usual. The challenge now is to harness the momentum of COVID-19-induced innovations to embed the principles of relevant, open, enterprising and digitally-empowered learning to build a more diverse, socially- engaged and resilient community of universities.

‘Navigating the Labyrinth’, Socio-economic background and career progression within the Civil Service, Social Mobility Commission A report highlighting how socio-economic background shapes career progression within the Civil Service, and an action plan outlining recommendations to improve. This report, the first independent data-driven analysis of social background and career progression in the Civil Service, and a complement to its work on progression out of low pay, contains some difficult home truths. It shows civil servants from disadvantaged backgrounds are significantly under-represented in the organisation and even if they do “get in” they struggle to “get on” Only 18% of senior civil servants are from working-class or low socio-economic backgrounds while the figure is 43% among the most junior grades. Strikingly the composition of the Senior Civil Service has barely changed since 1967, the last time this data was collected though the report does make clear that the Civil Service leads in many ways on socio-economic diversity and inclusion, although pointing out that more work is urgently needed. The barriers to progression identified here extend far beyond the Civil Service. This report should act as a catalyst for all employers to shift their thinking on socio-economic inclusion from who ‘gets in’ to who ‘gets on’. This report should act as a catalyst for all employers to shift their thinking; and the authors believe that the recommendations outlined in their action plan can drive positive change in a range of different professions.

Edge Hill University part-time blended learning EdD for professionals working in all education sectors. This Professional Doctorate in Education (EdD) offers research-based professional development to experienced professionals whose practice is concerned with education. Applications from professionals within all fields of education are welcomed, including professionals based in early years, schools or higher education settings, and professional educators working in health, social care or other occupations in the private and public sectors. The academic rigour of the EdD is comparable with that of a PhD, while being characterised by its focus on professional practice. Designed to meet the needs of full-time professionals, the EdD will enable you to extend your understanding of theory, practice and policy in the context of your profession. You will become an independent and reflective researcher, develop advanced research

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12 skills and gain a critical understanding of research methodologies, as you undertake research that leads to an original contribution to knowledge within your area of professional practice. (Starting October 2021). Further details are available from: https://www.edgehill.ac.uk/courses/education-professional-doctorate/, or by contacting the Course Leader, Professor Carol Robinson [email protected]. Alternatively, contact Liz Thomas directly to discuss your ideas, [email protected]. The closing date for applications is 27th August, but you are strongly advised to make contact with the University prior to this date to gain support with your application.

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What’s Still Current

Provider guide to delivering high-quality apprenticeships, ESFA, 1 April 2021 A guide for training providers in England that currently offer apprenticeship training, and for those that are considering offering apprenticeship training in the future. The guide focuses on the essential steps required to prepare for and then deliver high quality apprenticeships. It will be updated over time which may include links to additional content. Apprenticeships should meet the skills needs of apprentices and the needs of employers of all sizes; understanding the local skills and employment market can help with planning the apprenticeship training offer.

‘Beyond BAME: Rethinking the politics, construction, application and efficacy of ethnic categorisation’, Higher Education Race Action Group This Stimulus Paper, authors Chrissie DaCosta, Steven Dixon-Smith, and Gurnham Singh published April 2021 offers a critical commentary on the historical and contemporary politics of counting and categorisation, especially in the context of empire and development of the modern multicultural ethnic societies. And the paper examines the debate surrounding the efficacy of the BAME category and possible alternatives. Advance HE Higher Education Race Action Group. Anyone can sign up to the HERAG jiscmail list, which is an opportunity to keep in touch with events, news and research on race equality in the sector, and to post anything which might be of interest to other members.

The Journal of Educational Innovation, Partnership and Change, most recent issue Volume 7, No 1 is entitled “Enriching BAME staff-student partnerships in higher education” and contains fifteen articles that explore the experiences, the creativity and the highs and lows of staff and students from Black, Asian and Minority Ethnic (BAME) groups who are working in partnership to improve the quality of higher education. The Journal articles seek to open up difficult conversations that have hitherto been largely neglected within the field of staff-student partnerships. They examine ways of developing and implementing inclusive curricula through student engagement in co- designing, co-delivering and co-provisioning content, and unpack the complexity of barriers to the furthering of social diversity and inclusivity to create change. The journal is supported by the Arena Centre for Research-based Education at UCL and this issue has been generously sponsored by the University of Westminster.

Graduate employment and skill guide Working with the Department for Education, the sector and employers, the OfS has published a new online graduate information resource. It has been produced with 2021 graduates in mind, but current students and recent graduates may also find it helpful. The OfS also published a series of short case studies with examples of the ways in which universities and colleges are supporting their graduates.

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Missed this?

‘Supporting student well-being from afar’, THE Campus Webpages which you might not have come across giving advice on supporting student well-being through your online teaching practices in the context of a quality digital education. Not just about teaching but taking a more holistic view of the student experience – and central to this is well-being. The toll that Covid-19 has taken on many students’ mental health is well documented, so this collection of resources looks at what can academics do to support well-being online and ensure students feel connected and supported from a distance. Advice on designing and delivering online teaching to promote student well-being alongside learning. Online teaching tips; well-being pedagogies; using online coaching; supporting emotional needs through distance learning; many, many other issues covered.

‘Lifelong options: Improving opportunities for adult learners, supporting local and national prosperity”, OfS event 27 May The OfS has published a recording of this event which took place on 27 May. The event included key notes from Michelle Donelan MP, Minister of State for Universities and Lord Bilimoria of Chelsea CBE DL and a range of expert perspectives on how mature students can be supported to succeed.

NNECL Quality Mark Launch on Thursday 24 June 2021 Places are limited so make sure you get booked on here. For more information on the NNECL (National Network for the Education of Care Leavers) Quality Mark guidance and information (including FAQ's), the team of appointed assessors as well as opportunities for expressions of interest click here. Please note that a Quality Mark focused webinar on Tuesday 13th July 2021 will enable institutions to learn more about the process and ask any questions that you may have. More information and to register here. If you have any questions please do get in touch: [email protected]

‘Prevent and address harassment and sexual misconduct’, OfS More and more evidence has come to light in the last few years about harassment and sexual misconduct in higher education. The OfS has an important role in aiming to ensure that every student is supported to access, succeed in and progress from higher education covering three broad areas: • providing a consistent set of standards through our statement of expectations to support universities and colleges to develop and implement effective systems, policies and processes • working with a range of partners to develop and share sector-wide effective practice, guidance and resources. • providing funding for higher education providers to develop practical and innovative approaches and solutions.

‘Our position on antisemitism’, OfS The Office for Students aims to ensure that all students, whatever their background, have a fulfilling experience of higher education. The OfS has adopted the IHRA definition of antisemitism as a guide to interpreting and understanding antisemitism. The IHRA definition does not affect the legal definition of racial discrimination, so does not change OfS approach to implementing its regulatory duties, including regulatory expectations of registered providers. Nonetheless, the OfS has adopted the IHRA definition because it believes that it is a useful tool for understanding how antisemitism manifests itself in the 21st century. See the OfS advice and guidance here.

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What’s wanted

Understanding who works in WP: survey request Understanding who works in Access to higher education work and how they perceive their role is an under-researched area. We want to develop a broader understanding of who works in the field, where they work and what they do - and we need your input to ensure the range of experiences of working in the sector are represented in our current projects. If all or part of your role is focused on supporting people to access higher education, no matter what job title you have or organisation you work for, you can help us by completing the survey below. You’ll be asked some questions about your current and previous roles, what brought you to working in WP and your day-to-day activities. It should take no more than 15 minutes and your answers are voluntary and anonymised. Survey Link: Understanding who works in WP Please share with contacts and colleagues, in and outside universities. This research is being carried out by Professor Colin McCaig, Dr Jon Rainford and Ruth Squire. Any questions can be directed to [email protected].

The Adult Learner, 2022 ‘Measuring success in adult, community and further education’, The Irish Journal of Adult Learning This year’s edition of The Adult Learner’ will explore our understanding of success in adult, community, and further education. What do we mean by learner success? Should we have set definitions of success or does this differ depending on the individual or the programme? What constitutes both individual and collective success in adult learning? Does policy dictate the measurement of success or can we use these measurements to shape adult education policy? Call for Papers. Papers that explore the following topics are particularly welcome: • Progression and its relationship to our understanding of success • Pathways through adult education (including community education, further education, and higher education) • ‘Hard’ and ‘soft’ outcomes of adult learning • Concepts of learner growth and development • Metrics and adult educational policy • Performance objectives and learner success • The wider (societal) benefits of adult learning (e.g. promoting climate consciousness, building social cohesion, increasing democratic consciousness, etc.) Deadline for abstracts: 25 June 2021.

Data Futures: balancing burden and benefit, Richard Puttock, Director of Data, Foresight and Analysis at the Office for Students This blog discusses the balance of burden and benefit in data collection, and sets out next steps in the Data Futures programme. The programme is led by HESA, with Jiscmail as the technical delivery partner, and shaped by engagement with higher education providers. Data Futures uses data and information in a variety of ways: • to understand individual providers’ performance, applying a proportionate approach • to target, evaluate and improve access and participation • to ensure prospective students have reliable information about higher education providers and courses • to understand trends and risks at sector level. Consultations on the new data strategy are planned later this year, including the approach to collecting student data. Prior to that the OfS wants to engage with senior managers and data practitioners in universities and colleges to better understand data burden and how it is experienced. As a first step, over the next month a series of virtual roundtables will discuss data burden and how the OfS, and HESA, might seek to reduce it while continuing to deliver our regulatory objectives. The discussions explore: • the nature and causes of burden in student data collections • options for managing burden and ensuring proportionality • elements of the current Data futures model that are particularly burdensome, whether collected annually or more frequently.

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Edge Hill University part-time blended learning EdD for professionals working in all education sectors. This is a great opportunity to further your career in higher education, and I’d be really pleased to work with anyone interested in developing a proposal and making an application, with a view to supervising your research project, (starting October 2021). Further details are available from: https://www.edgehill.ac.uk/courses/education-professional-doctorate/, or by contacting the Course Leader, Professor Carol Robinson [email protected]. Alternatively, contact me directly to discuss your ideas, [email protected]. The closing date for applications is 27th August, but you are strongly advised to make contact with the University prior to this date to gain support with your application.

Call for Papers. 'Lessons from digital spaces: opportunities and challenges for widening participation through online learning‘, a special edition of the Widening Participation and Lifelong Learning (WPLL) journal During the global pandemic new opportunities arose through extended investment of time and resources designed to foster online engagement and enhance online learning. However, this shift further exposed issues of inequality around technological access, drawing sharp focus toward issues of participation and pedagogy, including digital literacy, digital inclusion and digital poverty. It’s timely to reflect upon the opportunities and challenges presented in order to support quality online learning for students from widening participation (WP) backgrounds. Call for papers for this special edition of the WPLL journal invites academics and practitioners involved in designing, delivering and supporting online learning to share insights from research and praxis. Student-focused papers are particularly encouraged, rather than those focused on technological implementation. Through a focus on the learner experience, this special edition hopes to identify ways to manage challenges and better support access, engagement, and inclusion in digital spaces. The goal is to further quality online learning with a focus on students from WP backgrounds, and broader benefits for inclusive practice for all. If you would like to discuss a potential contribution please email the journal team at wpll- [email protected]. For full details about how to submit an article, please refer to the WPLL Journal Guidance. If you wish to discuss your article prior to submission please contact Jennifer Stokes on [email protected]. Deadline for submissions: 30 September 2021.

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WP Events

21 June, 6.00-7.20 pm: ‘How can England’s New Mayors Rebuild Adult Education? Regional mayors and other regional leaders to discuss their plans and Centenary Commission ideas. Power is being devolved to England’s regions. For the first time elected Mayors and combined authorities are setting policy and allocating spending on Adult Education. What should their main aims be? How can they make sure a rich educational offering is available to all adults – including those in excluded and “left behind” communities? What other problems do they face? The Centenary Commission on Adult Education has made important recommendations on why adult education matters and on how it should be renewed. At this seminar, leading figures from regional combined authorities will discuss their ideas and plans with commission members and other experts. The webinar, chaired by former House of Commons Speaker John Bercow, will discuss the challenges and opportunities available. Speakers will include: Andy Burnham, Mayor of Greater Manchester Region Jules Pipe, Deputy Mayor of London Tracy Brabin, Mayor of West Yorkshire Julie Nugent, Director of Skills & Productivity, West Midlands Combined Authority Centenary Commission chair, Dame Helen Ghosh, Master of Balliol College Oxford; Deputy Chair Sir Alan Tuckett; and Commissioner Dr Cilla Ross, Principal of the Co-operative College, will also contribute.

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21-24 June 2021: NASMA’s Annual Conference 2021 NASMA’s first wholly virtual conference exploring and discussing all elements of student funding, aiming to offer delegates even more flexibility and the option to attend a greater number of sessions, moving from a 2-day format to a four-day one. The conference offers a range of diverse engaging and professional workshops on offer, as well as some interesting keynote sessions. All workshops will be allocated on a first-booked, first-served basis, some with a limited number of spaces so book as early as possible to avoid disappointment. An ideal opportunity for you to update your skills and knowledge, network, share good practice with other sector professionals and ultimately be a highly beneficial and enjoyable experience NASMA is the National Association of Student Money Advisers with members in all four countries in the UK and the leading authority on all matters relating to student advice and funding. NASMA acts as a focus for information exchange between practitioners in the field of student funding, bringing together professionals from across the sector and encouraging the free exchange of ideas. It works closely with national decision makers and their influencers on student finance policy, and with other relevant sector organisations to promote the needs of students and our members. Members from: Student Money Advisers in Universities, Colleges of Higher Education, Students’ Unions, Guilds and Associations; Discretionary Fund and Bursary Administrators in Higher Education Institutions; and staff in Further Education Colleges whose remit includes money advice and/or discretionary fund administration

22 June 2021, 1.30-3pm: Supporting Gypsy, Roma and Traveller Towards or Into Higher Education – Training for Outreach Professionals Gypsy, Roma and Traveller people (GRT) represent one of the most marginalised higher education minorities yet currently there is a lack of national direction and impetus for widening access to, and supporting the retention and success of this group. At the University of Sussex we have been working towards GRT inclusion through targeted university outreach. Our unique model presented at this session highlights the need for close partnership working between academics, outreach, education providers and local communities. This free training, aimed specifically at outreach professionals at universities, schools and colleges will cover: • the specific barriers faced by GRT people and the need for inclusive practice before, during and after higher education • the experiences and expertise of developing GRT specific outreach at the University of Sussex in partnership • space for you to consider how you might take our insights forward into your own outreach practices to support GRT towards or into higher education. Confirmed Speakers: Dr Emily Danvers and Dr Tamsin Hinton-Smith (University of Sussex Department of Education) Chris Derbyshire (University of Sussex Widening Participation), Tommy Buck (Friends, Families and Travellers) and Bethany Harri-Lirette (University of Sussex Student). Access at: https://universityofsussex.zoom.us/j/95744507059 Register your interest in attending here Please note – there is another training intended for a more general audience on 24th at 1.30-3pm. It is absolutely fine to attend either but in this session we will reflect more on the specific challenges and opportunities for outreach practitioners.

23 June, 6pm: ‘Promise from the pandemic - Inspiring access and educational reform after Covid-19’, Social mobility summit, Bridge Group, hosted Wadham College, Oxford Join an expert panel to consider how the pandemic has affected access to education and social equality, at Wadham College, Oxford and worldwide. We will explore the challenges and opportunities that have arisen from the experiences of Covid-19, what the College has learned through its Access to Excellence programme - and how these lessons can inform progressive change for the future. The event, hosted by Warden Ken Macdonald QC, will feature cutting edge insights from Sir Michael Barber (global authority on education reform), Sandra Wallace (Chair of the Social Mobility Commission and Managing Director of law firm DLA Piper), and Dr Sally McGrath (Deputy Head Teacher, Biddenham School in Wadham’s link region). There will be a panel Q&A chaired by Nik Miller (Bridge Group and More Partnership), with plenty of time for audience contributions. Register here.

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23 June 2021: ‘Student Mental Health: responding to the crisis,’ The Royal National Hotel, London COVID-19 has intensified dislocation amongst campus communities, propelled healthcare students onto the front line of a global pandemic and upended traditional teaching models; but it will pass - and when it does, pre-existing issues will resurface compounded. This conference will break-down the cultures, economic factors, social and institutional pressures that contributed to dramatic rises in disclosures of mental health issues and student suicides at universities in the UK – providing delegates with the knowledge and tools to ensure that students return to campuses better equipped to support them after the pandemic. Delegates will take away 10 CPD points as well as exploring why more students are turning to unconventional incomes during their studies, how the university experience can compound cultural and environmental conditions that lead students to access and supply drugs; as well as discussing how cross-institutional co-operation as well as legislative reviews of attitudes towards information sharing could prevent students reaching a point of crisis. Book here.

23-24 June 2021: Enhancing the student experience, Universities UK Covid-19 has disrupted the student experience as we know it. From online learning to bubbles in student accommodation, the student experience has been in the spotlight on a national scale like never before. This online conference hosted by Universities UK will bring together sector leaders to look at how the sector can enhance the student experience in a drastically fast-moving world. The conference is an opportunity for delegates to hear from and engage with experts as well as network with colleagues and speakers. During this conference delegates will have the chance to hear from experts from institutions across the United Kingdom. We will be looking into how to build on the experience of students, and explore new opportunities to ensure that your student experience strategy is ever evolving to meet the needs of a changing generation of students.

24 June 2021, morning: Next steps for skills and apprenticeships in Northern Ireland, Policy Forum for Northern Ireland keynote seminar This conference will examine current policy priorities for skills and apprenticeships in Northern Ireland. The agenda focuses specifically on issues in Northern Ireland, though the content might still be of interest. The discussion is timed to follow the expected opening of consultation on a new skills strategy for Northern Ireland, to succeed the Success through Skills - Transforming Futures strategy which ran from 2011 to 2020 - as well as the recently announced Economic Recovery Action Plan, with a focus on upskilling the workforce and driving R&D activities. The agenda will bring out latest thinking on: • up-skilling the workforce post-pandemic • addressing skills shortages in the digital, creative and construction sectors • strengthening the overseas talent pipeline • preparing the workforce for the green transition • widening access to apprenticeships and supporting lifelong learning Speakers include: Jackie Henry, Chair, Skills Strategy Advisory Group; and Senior Partner, Deloitte Northern Ireland; Graeme Wilkinson, Director of Skills, Department for the Economy; Julian David, Tech UK; Dr Margaret Duddy, Education and Training Inspectorate; Terry Fennell, FDQ; Dr Declan Keeney, Ulster University; John Kennedy, Education and Training Inspectorate; Richard Kirk, Workplus; Maggy McCartney, Fleming Agri; Gavin McGuire, Federation of Master Builders; Philip McNally, KPMG Ireland; Gordon Parkes, Northern Ireland Electricity; Professor Terri Scott, Northern Regional College; and Ken Webb, South Eastern Regional College and College Principals’ Group. Book here.

24 June 2021, 1.30-3pm: Supporting Gypsy, Roma and Traveller Towards or Into Higher Education Gypsy, Roma and Traveller people (GRT) represent one of the most marginalised higher education minorities yet currently there is a lack of national direction and impetus for widening access to, and supporting the retention and success of this group. At the University of Sussex we have been working towards GRT inclusion through targeted university outreach. Our unique model highlights the need for close partnership working between academics, outreach, education providers and local communities. This free training, aimed at anyone interested in doing work in this area will cover:

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• the specific barriers faced by GRT people and the need for inclusive practice before, during and after higher education • the experiences and expertise of developing GRT specific outreach at the University of Sussex in partnership • space for you to consider how you might take our insights forward into your own institutions and contexts to support GRT towards or into higher education. Confirmed Speakers: Dr Emily Danvers and Dr Tamsin Hinton-Smith (University of Sussex Department of Education) Chris Derbyshire (University of Sussex Widening Participation), Tommy Buck (Friends, Families and Travellers) and Bethany Harri-Lirette (University of Sussex Student) Access at: https://universityofsussex.zoom.us/j/95744507059 Register your interest in attending here Please note – there is another training intended for a more specific audience of outreach practitioners on 22nd June at 1.30-3pm. It is absolutely fine to attend either but in this session we will reflect more on the general challenges and opportunities for anyone interested in developing work to support GRT inclusion.

24 June 2021: HEPI Annual Conference The event will include the launch of the results of the Advance HE / HEPI 2021 Student Academic Experience Survey, keynote addresses by the Chief Executive of the Office for Students, Nicola Dandridge, and the Rt Hon. James Purnell, President and Vice-Chancellor of the University of the Arts London, as well as a session on crisis and disaster management. More information and to book here.

29 June 2021: ‘Improving SEND Provisions: Developing Policy to Best Help Special Needs Children & Overcoming Funding Challenges’, Public Policy Exchange Webinar This year will mark seven years since the introduction of major reforms that significantly changed the legal framework for special educational needs and disability (SEND) provision in England following the Children and Families Act 2014. Since then, there is growing evidence of major strain on the system, both in funding shortfalls and ineffective implementation. The All-Party Parliamentary Group on SEND reported that the Covid-19 pandemic has “amplified the problems and issues that were already present in the SEND system”. The Coronavirus Act 2020 changed the absolute duty on local authorities to make provision for SEND pupils to “reasonable endeavours”. But even as this was reversed from September 2020, local authorities face a worsening financial context which hinders their support for those with SEND. The webinar programme includes: • evaluate the implementation of the SEND Code of Practice as set out by the Children and Families Act 2014 • discuss ways to improve multi-agency collaboration involving local authorities, the third sector, schools, health providers and parents • understand the role of the National SEND Tribunal and how it affects the rights of special needs children • identify best approaches across the four nations of the UK for supporting pupils with SEND • create ideas to best aid the transition between school and the adult world for those living with SEND • discuss local authorities’ requirement to publish a ‘local offer’ and how that can be improved, especially in regards to partnership with children and young people with SEN or disability and their parents, and education, health and care partners Key Speakers Include: • Neil Wilson, Event Host and Councilor at Newham Council • Barry Jones, Associate at the National Development Team for Inclusion • Chris Rossiter, Chief Executive at Driver Youth Trust • Dr Joseph Mintz, Senior Lecturer in Education at UCL. • 30 June 2021: ‘Equality Diversity and Inclusion: championing work and learning that empowers and sustains change’, UALL Work and Learning Network This event is set out to explore and contribute to themes surrounding equality, diversity and inclusion (EDI). There will be key speakers to bring EDI into focus, brief presentations and a final EDI panel discussion. The Colloquium will address the following questions: • What does EDI look like in your current programme of studies or curriculum? • How does this relate to work and learning practice from past decades?

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• What does EDI look like in the workplace? • Are there areas of synergy or dissonance between educational and work places? The event will consider the following themes: • how EDI issues are championed within learning and work studies e.g. work-integrated learning (WIL), apprenticeships, placements, internships, continuing education, doctoral studies, staff training, voluntary and community context, coaching, part-time and full-time work-based learning (note that work can be considered as paid or unpaid). • power and social justice – looking at EDI activism in today’s higher education setting. • organisational and partnership imperatives for EDI • how do we align and reconcile older practices with newer practices in EDI? • decolonising the curriculum, what needs to happen? • ageism and working with various generations (mature students to apprenticeships). • policy and practice, realising social justice goals – case studies that champion change. Please send your 300-word abstract for a poster or paper by Sunday the 6th June 2021. Proposals from new practitioners and researchers are particularly welcome. We further invite you to write up your work as a paper for the Work Based Learning e-Journal International. For information and to send your extended abstracts and case studies - contact: Paula Nottingham [email protected]

30 June 2021: Reforming post-16 technical and academic qualifications at level 3, Westminster Education Forum policy conference This conference will examine the future of post-16 technical and academic qualifications at level 3 and below following the DfE’s recent consultations - and takes place in the context of the Skills for Jobs white paper, and the second wave of the T Level rollout due to take place in September 2021. Areas for discussion include: • balancing quality and choice in the qualification system • delivering for labour market needs • progression routes and providing clarity to students and employers. Speakers include: Lucy Andrew, Deputy Director, Technical Education & Qualifications Reform Division, Department for Education; Angela Fairchild, Deputy Director, Technical Education & Qualifications Reform Division, Department for Education; Tom Bewick, CEO, Federation of Awarding Bodies; Robert Nitsch, Chief Operating Officer, Institute for Apprenticeships and Technical Education; Paul Steer, Head of Policy, OCR; Adrian Anderson, University Vocational Awards Council; Dr Graeme Atherton, National Education Opportunities Network and AccessHE; Alun Francis, Oldham College; Ruth Gilbert, Career Colleges Trust; Siân Owen, Pearson Education; Jane Paterson-Todd, Cambridge Ahead; Catherine Sezen, Association of Colleges. Book here.

30 June 2021: ‘Beyond BAME (Black and Asian Minority Ethnic): in search of a new category’ Organised by the Higher Education Research Action Group (HERAG), which published a ‘stimulus paper’ entailed ‘Beyond BAME: Rethinking the politics, construction, application, and efficacy of ethnic categorisation’. Though the paper considers a number of alternatives to BAME, it does not make any specific recommendation. The aim of this workshop, therefore, is to facilitate an informed discussion in order to provide institutions with a rational for adopting alternatives. The organisers hope that out of the dialogue we may be able to build some consensus on what terminology might be more appropriate. More information and to sign up here.

1-2 July 2021: NEON 2021 Annual Symposium The theme of the online 2021 Summer Symposium is “Access, Participation and the Post-Covid Tertiary System”. As the higher education system, like the rest of the world, grapples with the Covid- 19 and its impact this year’s symposium will focus on the how the pandemic will interact with broader social and political trends to shape the work of those in the access and participation field. Alongside the pandemic there is a desire amongst policymakers to re-shape the curriculum at Level 3, extend provision of higher technical qualifications and reform the higher education admission system to ‘level up’ opportunities across the country. In this context the symposium will consider how access and participation work can be pivotal to enabling what could be a very different tertiary system to provide opportunities to succeed for students from all backgrounds. The conference will look at the impact of Covid-19 on access/participation work and innovations in delivery that have emerged as well research and practice with learners undertaking vocational qualifications or studying in further education settings and/or collaborations between further education

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20 and higher education. We would also examine the relationship between higher education participation/access & participation practice and inequalities associated with region, gender, ethnicity, place and other protected characteristics.

2 July 2021, 12-1pm: ‘Health Inequalities, Ethnic Health Inequalities, Structural Racism: What is it and what are we doing about it at UCLan?’, Prof Gershan Davis Public Health England states that “ethnic inequality remains a marginalised issue within much public health, as well as wider social policy in England.” COVID 19 has clearly brought the issue of socioeconomic and racial inequalities into focus in the Health and Social Care sector. This GRaCE seminar will discuss these current issues as it affects the community and Healthcare workforce and how we aim to make a difference by supporting and copromoting positive self-determination strategies with local and wider BAME communities as well as the development of appropriate interventions.

6 July 2021, 13:15-16:00: ‘The Future of Race Equality in Higher Education’, University of Winchester, Centre for Student Engagement A line-up of experienced speakers will share their reflections for how we as a sector can support progression in this area of race equality – not only for ourselves as professionals but for our students’ chances of equitable experiences and outcomes from UK Higher Education. This micro-conference will feature the following speakers: • Amatey Doku (Consultant, Nous Group) • Maisha Islam (Student Engagement Research and Projects Officer, University of Winchester) • Shakira Martin (Head of Student Experience, Rose Bruford College) • Dennis Beale (Founder, Power of Perception) If you have any questions: [email protected] For more information on the programme and/or to book here. Registration will close Thursday 1 July 2021.

6-8 July 2021: ‘Teaching in the Spotlight: What is the Future for HE Curricula?’, Teaching and Learning Conference 2021, Advance HE This conference will position the spotlight firmly on teaching in a global context. In particular, the conference will explore where we go from here in terms of teaching and learning in HE, and how will we deliver the curricula of the future. The conference will aim to: • create space for delegates to engage in creative thinking around teaching and learning towards continuous curriculum enhancement and innovation • increase the knowledge and confidence of delegates to continue to develop and improve their teaching practice and have a positive impact on the success of their students • engage with leaders and influencers from across the HE sector who share a passion for teaching and learning for student success in HE • examine how curriculum design can positively advance inclusion and equality. So what is the future for HE curricula? Has the urgency for digital learning caused a seismic shift in HE delivery that will change the future of the sector? Have inequalities in higher education been narrowed or have new ones emerged? Do we have a workforce with the skills required to deliver this new model of HE? Do the curricula we have deliver the skills and knowledge graduates need for the post-pandemic world? And where do we go from here as we move through the 2020-21 academic year and into 2021-22 and beyond?

7 July 2021, 10-12.30: ‘Roma: Equity vs Equality Virtual Conference’ This conference, which will be hosted on Microsoft Teams, will be of interest to professionals working with Roma learners and will offer the opportunity to hear the latest research and engage in conversations about working in collaboration with the Roma community. It will offer delegates the opportunity to: • hear about the latest research around Roma educational experiences • debate these in connection with the lived experience of wider communities • engage in conversations around inclusion, policymaking, building trust.

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7-8 July 2021: ‘Improving health outcomes: transforming lives’, THE’s 2021 Health and Well- being Forum A full two-day programme featuring speakers from University of Oxford, University of Manchester, Royal College of Surgeons, University of Toronto, plus many more institutions. The Forum will look at new approaches to mental health, prioritising post pandemic health and wellbeing, enhancing research capabilities through collaboration, in addition to many other themes and issues which face the global higher education market. The event will also provide exclusive insight into the metrics and methodology behind the THE Impact Rankings 2021, with a focus on SDG3: Good health and well-being, with health and well-being and the huge rise in attention to mental health being a core focus of this event. Agenda themes: Rethinking health research and innovation; Global collaboration and the future of healthcare; Building resilient societies.

8 July, 9:30-11:00am: ‘Graduate recruitment in a post Covid-19 world’, Bridge Group How has pandemic affected undergraduates from a disadvantaged background in their learning and job prospects? This webinar is in collaboration with the Social Mobility Foundation and the Department for Opportunities. What new skills may they require for work in a post-pandemic world? Scrutinising what employers, universities and policy-makers can do to ensure graduate recruitment of those from lower socioeconomic backgrounds does not decline as a result of Covid-19. Our panel will be discussing: • have disadvantaged young people been disproportionately affected in the graduate recruitment market? • what has been the behaviour of employers during a pandemic? • how should university careers services respond? • are there any sectoral trends? • what new skills do young people need to succeed in a post pandemic world? Speakers: • Andrew Bargery, Campus & Schools Engagement Leader, PwC • Elaine Boyes, Executive Director, the Association of Graduate Careers Advisory Services (AGCAS) • Janine Chamberlin, UK Country Manager, Linkedin • Nik Miller, Chief Executive, Bridge Group • Sarah Atkinson, Chief Executive, Social Mobility Foundation and Department for Opportunities • Stephen Isherwood, Chief Executive, Institute of Student Employers. Register here.

8 July 2021, 12-1pm: ’Re-considering the Award gap in relation to South Asian male students at UCLan: Early findings from a qualitative study into stories and journeys’, Pradeep Passi Awarding gaps persist as a phenomenon in UK Higher Education. Pradeep will provide an overview and critique of the current literature in relation to the contributors to awarding gaps relating to Black, Asian and Minority Ethnic students in the UK. At this GRaCE summer seminar Pradesh will also share early findings of his research into the award gap relating to South Asian male students and offer some suggestions as to the way forward in addressing this matter at UCLan. There will be ample opportunity to discuss and explore ideas and thoughts.

12 July 2021, 11am-12 noon: ‘UK Immigration Policy: Impact on immigrants' mental health and mental health services’, Dr Peggy Mulongo Globally, there is an extensive immigration flux, and the UK is amongst the main European countries hosting a large number of Immigrants. UK immigration policies can be complex and may conflict with healthcare provision’s ethics, particularly in relation to mental health services. This GRaCE seminar will explore this topic further, to help address health inequalities UK immigrants may face.

13 July 2021: ‘NNECL Quality Mark’, NNECL Webinar Launched on 24th June 2021 this NNECL webinar gives the opportunity to learn more about the developments and process for the NNECL Quality Mark. The event will feature an update from Patricia Ambrose (NNECL Director) and Moira Mitchell (NNECL QM Consultant) as well as case studies from colleagues who recently participated in the Greater Manchester Combined Authority Quality Mark Pilot Project.

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The session will outline the process involved and there will be time for questions to assist you in preparing your institution for the Quality Mark submission process.

13 July 202, morning: ‘Improving children’s mental health in the wake of the pandemic - policy priorities, services and targeted support, workforce development, tackling root causes’, Westminster Education Forum policy conference The seminar will examine current policy priorities for improving child mental health in England, with a particular focus on the impact of the pandemic. The agenda includes: • How multi agency partnerships identify and support children with mental ill health - key findings from joint targeted inspection • Immediate priorities for supporting child mental health post-pandemic - the return to in-person education, identifying children most affected, and strengthening support networks • Tackling root causes behind poor mental health affecting children and offering targeted support for disproportionately-impacted groups in society • Improving child mental health services - capacity and demand, sharing data and best practice, preventative measures and fostering a whole-system approach • Key policy priorities for supporting child mental health going forward Speakers include: Dr Prathiba Chitsabesan, Associate National Clinical Director, Children and Young People’s Mental Health, NHS England; Wendy Ghaffar HMI, Specialist Adviser, Cross Remit Safeguarding, Social Policy, Ofsted; Richard Andrews, Healios; Dr Arnon Bentovim, The Child and Family Practice; Cecilia Corbetta, Place2Be; Dr Julie Greer, Cherbourg Primary School, Eastleigh; Katie Ghose, KIDS; Enid Lewis, Park Lane Primary School, Wembley; Dr Elaine Lockhart, Royal College of Psychiatrists; Dr Karen Street, Royal College of Paediatrics and Child Health; Sally Thomas, National Education Union; and Fiona Venner, Leeds City Council; and Dr Polly Waite, University of Oxford. Book here.

13 July 2021, morning: ‘Implementing the Turing scheme, next steps for international student exchange, and improving outcomes for students, social mobility, and the UK’s international positioning in HE’, Westminster Higher Education Forum policy conference This conference will examine priorities, opportunities, and challenges for the rollout of the Turing Scheme, announced by the Government as the replacement for the Erasmus+ Programme. In the context of: • the announcement of the International Learning Exchange Programme, the parallel scheme from the Welsh Government • the International Education Strategy 2021, the update aimed at ensuring that it continues to meet the UK’s needs in the changing landscape for international HE in the light of changes brought about by Brexit and COVID-19 Speakers include: Lord Bilimoria, President, UK Council for International Student Affairs; Chancellor, University of Birmingham and President, CBI; Celia Partridge, Assistant Director, Partnerships and Mobility, Universities UK International; Steve Woodfield, Head, Whitehall and Stakeholder Engagement and Lead, Turing Scheme International Engagement, British Council - and Professor Colin Riordan, President and Vice-Chancellor, Cardiff University, on developing Wales’s International Learning Exchange programme. Areas for discussion include: • implementation - key priorities, expectations, and challenges for the Turing scheme • opportunities - and assessing the prospects for widening access to international exchange • international partnerships - and the impact of the scheme on the UK’s position within global HE. Book here.

13 July 2021, 2 pm: ‘New Ways to Attract & Engage Prospective Students’, Salesforce Student recruitment has been faced with unprecedented pressures since early 2020. And while there is a glimpse of normalcy in the future, in the present, strategies, processes, competition, and expectations are still evolving at a high rate. This webinar will explore how recruitment and admissions teams have been impacted, how they reacted to these changes, and how they can capitalise on technology in new ways, by looking at themes such as: • what are the top trends that have seen the most drastic shift? • how can universities best interact with prospective students? • how can universities capture student interactions during the recruitment process? Speakers (from Salesforce)

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• Corey Snow, Director, International Solution Architecture • Bruna Schwerz, Marketing Specialist • George Alecou Valerkou, Product Marketing Manager.

14 July 2021, 12.00-1.30: ‘Teacher Reflection on Diversity and Belonging in higher education learning’, Edge Hill University This session in the Edge Hill University FREE online programme of CPD for people working in education, ‘Teacher Reflection on Diversity and Belonging in higher education learning’ will present key findings about student engagement, belonging and diversity; facilitate participants to put themselves into the shoes of diverse students; and reflect on and discuss real scenarios to develop solutions or changes to practice that will promote inclusion, belonging and success. It is informed by one of the outputs created as part of the #Ibelong project (https://ibelong.eu/) – Team Teacher Reflection. For more information about the CPD programme, and to book a place please visit https://www.edgehill.ac.uk/education/cpd/.

14-16 July 2021: AMOSSHE National Conference 2021 The AMOSSHE National Conference 2021 is an opportunity to reflect on this year’s good practice, establish strategic connections, and take achievements forward. The conference takes place online to enable participation from across the UK, as well as drawing on expertise from around the world. The conference is an inspirational, collaborative space for Student Services leaders to share expertise and good practice, develop strategy and skills, and build professional networks. It is an opportunity to reflect on this year’s good practice, establish strategic connections, and take our achievements forward. The key themes for this conference are reflections, connections and ambitions.

15 July 2021, 16:00-17:30: ‘Designing and delivering anti-racist pedagogy in the academy in the 21st century: challenges and opportunities’, Birkbeck In response to the recent Decolonising the Academy: Student Experience' event, where the theme of anti-racist pedagogies was raised by students, the Decolonising the Academy Collective at Birkbeck have organised this online event exploring the challenges and opportunities of designing and delivering Anti-racist pedagogy in the Academy today. Professor Heidi Mirza will provide the keynote address at the event, and she will be joined by Dr Wayne Mitchell from Imperial College and Patricia Gilbert from Birkbeck. The Decolonising the Academy Collective at Birkbeck is a new initiative emanating from the Birkbeck Institute for Social Research, which builds on the earlier work of the Decolonising the Curriculum Working Group at Birkbeck. Its aim is to develop creative, innovative and transformative learning spaces tasked with liberating the academy from the legacies of colonialism and empire. Hosted digitally via Microsoft Teams a link to join will be sent to attendees on 14 July 2021.

20-21 July 2021: The online Active Learning Conference The context for this year’s conference is ‘active and online’. The Active Learning Conference seeks to engage academic practitioners, those researching active learning in higher education, educational developers, leaders and managers across the globe. The conference focus is designing active learning, innovative pedagogies and curriculum design, leading change and researching active learning. Little development, however, on the pedagogy of active learning or the assessment of student retention using active learning methodology is available in the literature: how active learning can support the conceptual development of the learner. How active learning methodology can be implemented to assure that a student learns through the techniques established in active learning but taught within a new pedagogical framework? Using teaching styles which take advantage of each student’s unique way of learning will also be emphasized using cognitive activators; preparing the student to learn independently through activities requiring the use an active learning technique. The Active Learning Conference seeks to engage academic practitioners, those researching active learning in HE, educational developers, leaders and managers across the world. Conference dates: 2- 5pm on 20 July 2021 for our masterclass sessions and the full day’s conference on 21 July 2021. The submission deadline for Expressions of Interest is Tuesday 1 June 2021. Some themes: Engaging students; Assessment: Active, Authentic, Inclusive; Co-creation and collaboration; Becoming an active learning teacher; Active and inclusive; Spaces for active learning.

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1 - 2 September 2021: ‘Student engagement in the context of COVID-19’ This RAISE Network conference will look back at the challenges faced in 2020/1 and look forward to where we go next. Our online conference will offer the opportunity to discuss practice and research, and the future of student engagement and pedagogical practice. There will be a mixture of fantastic and inspiring keynote sessions, online workshops, papers and presentations. Staff in all roles, students, and others interested in university and college higher education are encouraged to attend. Registration will open in May. Please email any queries to [email protected]

1-3 September 2021: deferred NET2020 Conference, University of Bath The leading annual international conference for networking in healthcare education, the deferred NET2020 will address all areas of healthcare education across all healthcare professions. The conference will focus on the following themes: • student experience, engagement and achievement: including the sub-themes of Inclusivity in healthcare education; Widening participation; Student support and wellbeing; and Retention and success in healthcare education • Educational enhancement: including the sub-themes of Humanising healthcare education; Assessing the impact of pre- and post-registration learning on clinical practice; and Partnership working • learning, teaching and assessment strategies: including the sub-themes of Evidence-based learning, teaching and assessment; Inter-professional learning and working; Education in clinical practice and practice development; and technology enhanced learning • key challenges in healthcare education: including the sub-themes of Global challenges in healthcare education; Developing the future healthcare education workforce; and Social, economic and policy drivers in healthcare education. Bookings are currently not open but see conference website for further details.

14 September 2021, morning: ‘Next steps for SEND provision in England - reform, inclusivity and access, and priorities in the wake of the COVID-19 pandemic’, Westminster Education Forum policy conference The conference, focusing on the future for improving SEND provision in England will be an opportunity to assess priorities for the delayed SEND Review expected later this year and challenges faced in the wake of COVID-19. Areas for discussion include: • reforming of SEND provision - key areas for improvement and policy priorities going forward • in the wake of COVID-19 - mental health needs and recovery, staff wellbeing and workload, catch-up tutoring, and lessons for future practice • inclusivity and access to education - educational facilities, assistive technologies and specialised equipment, and policy priorities for the Government’s School Rebuilding Programme • next steps for EHC plans, meeting demand, funding, and support for post-16 transitions. Speakers include: Professor Adam Boddison, Chief Executive, nasen; Professor Brian Lamb, Visiting Professor of Special Educational Needs and Disability, University of Derby; Dr Helen Curran, Bath Spa University; Stephen Kingdom, Disabled Children's Partnership; Claire Learman, Friends of Kirkleatham Hall School, Redcar; Marijke Miles, National Association of Head Teachers; Neill Oldham, Highfurlong School, Blackpool; Gurvinder Samra, Shoosmiths; and Amy Skipp, ASK Research. Book here.

14 September 2021: NTU TILT Annual Learning and Teaching (Virtual) Conference, Nottingham Trent University The TILT ALTC 2021 Conference takes as its focus the experience(s) of learning and teaching in the midst of a worldwide pandemic with a view to distil insights, effective practice(s) and lessons learnt. These issues will be explored through the lens of three Scholarship of Learning and Teaching (SoTL) themes: Active, Collaborative Learning; Teaching, Technology and the Pandemic; and, Learning Community. We will be contact again closer to the time with a full programme. Keynote speaker Stephen Downes will, as part of the Conference theme, consider how the pandemic has challenged academics to redefine what we mean by a university education. He works with the Digital Technologies Research Centre at the National Research Council of Canada, has taught at a wide variety of institutions and is one of the originators of the first Massive Open Online Course (MOOC). Stephen has published frequently about online and networked learning and, throughout a thirty-five-year career, has pioneered the work of online learning games, learning objects and

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25 metadata, podcasting and open educational resources.

21 September 2021, morning: ‘The future of the FE sector and priorities for the Skills and Post- 16 Education Bill’, Westminster Education Forum policy conference The conference will be an opportunity to discuss the Skills and Post-16 Education Bill, which will legislate for policies announced in the Skills for Jobs white paper on priorities for the FE sector and its role in the national economic recovery. The agenda in summary: • Next steps for developing the FE sector • Improving governance and standards in the FE sector - accountability, the future for funding, and developing a responsive approach • Supporting flexibility in further education - the future for modular provision, facilitating online learning, funding support and widening access, and supporting upskilling and retraining • Ensuring high standards within the FE sector • The FE sector and post-pandemic recovery - opportunities in the White Paper, meeting employer needs, plugging skills deficits, and driving local growth • Implementing the Skills and Post-16 Education Bill - policy priorities. Speakers: include: Tom Bewick, Federation of Awarding Bodies; Rebecca Garrod-Waters, Ufi VocTech Trust; Robin Ghurbhurun, Jisc; Graham Guest, Telford College; Tim Pile, Greater Birmingham and Solihull Local Enterprise Partnership; David Russell, The Education and Training Foundation; and Paul Warner, Association of Employment and Learning Providers; A senior speaker confirmed from the Institute for Apprenticeships and Technical Education. Book here.

19 October 2021: Equality, Diversity and Inclusion in Higher Education Digital Conference, Westminster insight Key Points • Improving the recruitment, retention and attainment of underrepresented student groups • Protecting staff and students from discrimination, harassment and bullying • Improving staff recruitment practices, retention rates and career progression pathways • Reducing pay gaps and addressing the root causes of pay gap issues • Creating inclusive university cultures and environments. Register here.

6–10 December 2021: Annual SRHE Research Conference 2021, ‘(Re)connecting, (Re)building: Higher Education in Transformative Times’ The 2021 International Conference on Research into Higher Education 2021 It has never been clearer that connection and community are essential to a thriving higher education ecosystem. The higher education sector engages a wide range of often overlapping communities at local, national, international, disciplinary, and institutional levels. As we move forward into a period of rebuilding and recovery, we now look to identify and sustain the best practices and new insights which strengthen and connect these communities. The conference programme will be published in due course.

16 Mar - 17 Mar 2022: International higher education forum 2022, Universities UK Save the date. Register your interest. You can now register your interest for the International Higher Education Forum conference (IHEF). Next year’s conference will build on the success of IHEF 2021, which saw over 80 speakers and over 500 higher education professionals from around the world participate in 25 sessions over two days. This year’s highlights included: • a heated debate on whether Covid-19 has changed international higher education forever • a panel discussion on radical reform • breakouts and roundtables on topics from transnational education, international student recruitment and outward student mobility to the UK’s International Education Strategy, carbon reduction and managing risk. Register your interest here and be the first to find out when tickets are available.

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Vacancies

When applying for any of these positions, please state that you saw the vacancy in the Action on Access eBulletin, or one of our regular Action on Access Jiscmail notifications. Thank you.

Head of Directorate & Strategy Delivery, LSE Directorate The role reports directly to the LSE Director, Baroness Minouche Shafik and also reports to LSE’s Chief Operating Officer. This is a unique opportunity to take on a career-defining role at LSE, working across a broad remit of fascinating projects. The Head of Directorate and Strategy Delivery will play a vital role in the delivery of LSE’s 2030 strategy through facilitative leadership with senior colleagues, external stakeholders and by shaping debate with the broader LSE community. The post-holder will be a trusted advisor to the Director and other colleagues that comprise the School Management Committee, and will motivate and manage a set of Executive Officers working on projects that help to deliver our strategy. The post-holder oversees the effective and efficient operations of the Directorate Office (including staff, finances and space), provides divisional leadership and manages the effective flow of business through governance channels. The successful candidate will be a strong strategic thinker and effective influencer, with a strong commitment to guiding principles and strategic objectives. Degree-educated, preferably in a subject relevant to LSE’s disciplines of study, candidates will have a nuanced understanding of and proven ability to realise strategic change in a complex organisation and a track record of providing effective counsel to senior colleagues. Candidates will possess the personal gravitas, discretion, networking and communication skills needed to convey complex information to a range of audiences to influence action towards delivering strategic objectives. Working at pace, candidates will need strong analytical and research skills as well as the ability to lead an motivate a team, bringing senior staff together to produce exceptional results. For any queries on the role please contact Deputy Chief Operating Officer, Joanne Hay, at [email protected] Full time, permanent post. Salary: £63,869 pa inclusive of London allowance. Closing date: 20 June 2021.

Outreach Systems & Data Administrator (maternity cover), Imperial College London, South Kensington Imperial’s Outreach Team is seeking an organised and proactive Systems and Data Administrator to support our mission to widen access to Imperial for disadvantaged young people from across the country. You will help us to demonstrate the impact of our activities, by overseeing the collection, manipulation and analysis of data from our outreach programmes. The role will work closely with Programme Managers to effectively capture accurate information on the young people we work with, tracking their progression through education and into university through the Higher Education Access Tracker (HEAT) database. Your work will inform monitoring and analysis of outreach activities and their impact, whilst ensuring we maintain the highest standards of GDPR compliance. Your role will oversee the systems we use to collect and store young people’s sensitive data, including our bespoke Aspire application system and the HEAT database. Key responsibilities will include data manipulation and analysis, sourcing new data and information for senior stakeholders, contributing to impact reporting and maintaining compliance with data protection and child protection policies. You must have experience of using Microsoft Excel to manipulate data at an advanced level, plus experience and understanding of working with young people’s information in line with General Data Protection Regulations (GDPR). You will also have a good understanding of the work of the Outreach Team and widening participation, as well as schools and barriers faced by disadvantaged students we work with. For any further details on the role please contact Sam Bailey, Outreach Evaluation & Impact Coordinator ([email protected]). Fixed-term maternity cover post, full time. Salary £33,376 – £37,682 pa. Closing date: 20 June 2021

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Widening Participation Coordinator, University of Cambridge The Cambridge Admissions Office is looking for a professional with experience in the education sector to join the Widening Participation team. Our close-knit team coordinates a range of outreach projects designed to encourage and support underrepresented and disadvantaged UK students to apply to top universities. In this role, you would be part of a national agenda to ensure that university places are open to all students, regardless of their background. Based in the Pre-16 Team, the Widening Participation Coordinator will lead on coordinating Insight Discover, part of our flagship Insight programme to raise attainment. Insight Discover works with Year 7 and Year 8 students in our target schools. You will be joining the team at an exciting time as we consider our longer-term strategy, with plenty of opportunity for you to input into the programme design and delivery. You will be planning and delivering activities designed to develop key academic skills, like metacognition and self-efficacy, and to help students explore different possibilities for the future and the pathways they need to take to reach their goals. You will responsible be coordinating a group of student mentors to support participants on a series of online projects and you will foster good working relationships with teachers in each of our target schools. Ideally, you will have good experience of working in an educational setting and with young people. You should have excellent communication skills, an ability to work with a diverse range of people and outstanding interpersonal and negotiating skills. Good teamwork skills are essential as you would also have opportunities to get involved with other widening participation projects and support other events delivered by the Cambridge Admissions Office. Weekend and evening work may be required on occasion. We run events across the country, but with a particular focus on Peterborough, Cambridgeshire and West Norfolk so you may be required to travel to rural locations within these areas. Applications are welcome from internal candidates who would like to apply for the role on the basis of a secondment from their current role in the University, subject to approval from their home institution. Full time, fixed-term until 31 December 2022. Salary: £26,715-£30,942. Closing date: 20 June 2021. Interviews expected to be held on 30 June 2021.

Outreach Officer, Marketing, Recruitment and Communications, University of West London The Outreach Officer will be responsible for planning, coordinating, delivering and evaluating a range of interventions and events to ensure that the University of West London meets its objectives and targets as set out in its Access and Participation Plan. This will involve developing, maintaining and enhancing relationships with key identified schools, colleges and other target groups, working closely with academic colleagues and other stakeholders to involve them in the University’s outreach activity. You will have experience of setting up, developing and evaluating long-term projects and of designing and implementing activities, workshops and presentations for a youth audience, with excellent communication, presentation and organisational skills and the ability to develop and maintain effective working relationships with a range of internal and external stakeholders. You will be able to work as part of a team and on your own initiative to identify new opportunities in support of the University’s widening participation agenda. A commitment to widening access and an understanding of the potential barriers to participation in higher education is essential as is a flexible, proactive approach. The Marketing, Recruitment and Communications Department engages in various activities to communicate our brand to all stakeholders and make UWL’s mission and values visible to them. In addition, we facilitate the recruitment and admissions process of our students. The department comprises of five teams: communications & events, campaigns, digital, recruitment & customer relationships and admissions. Full time, fixed-term contract until 31/08/22). Salary: £33,328 to £38,231 per annum. Closing date: 20 June 2021. Interview date: 5 July 2021.

Impact Partnerships Manager, ImpactEd The role of the Impact Partnerships Manager will be supporting the impact evaluation of school-based interventions, with a particular focus on partnership on third sector organisations and universities. In particular, you will help our partners to develop their approaches to monitoring and evaluation, lead on a range of data collection activities and conduct independent impact assessments of a number of educational programmes and interventions. The Impact Partnerships Manager will involve hands-on partnership management and running of evaluation activities to evaluate educational impact. For example, over the last year, we have supported Oak National Academy to develop their evaluation strategy while delivering millions of

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28 online lessons during lockdowns, and helped Yes Futures to assess the impact of their new approach to supporting young people’s personal development and wellbeing. Recently, we were appointed as St John’s Foundation’s evaluation partner to evaluate its work supporting disadvantaged children in Bath and North East Somerset. Having grown significantly in recent months, we are looking for a partnership manager who is comfortable with quantitative methodologies and can design, consult and lead on delivery of evaluation partnerships accordingly -- but we're open to hearing from a variety of candidates. ImpactEd is an award-winning social enterprise that exists to help evaluate, understand and improve impact in education. We work with both schools and other education organisations such as charities, universities and education technology companies (our ‘impact partners’) to help them better measure and understand their educational impact. If you have any questions about the role, please get in touch on [email protected] Permanent full-time post. Salary: £33,055 - £38,016 pa. Closing date: 9 am, 21 June 2021.

Head of Programme Quality, The Access Project (TAP) TAP is an innovative charity who works with bright students from disadvantaged backgrounds, providing in-school support and personalised tuition, to help them gain access to top universities and succeed once there. As part of the Impact Team, the Head of Programme Quality will ensure the quality of TAP’s core programme design and delivery. They will make sure that TAP’s delivery model can achieve its intended outcomes, that programme design is consultative and evidence-based and that the programme team – from frontline staff to management – have all the resources, training, data and systems they need to successfully deliver and improve the programme. As a senior manager, the Head of Programme Quality will lead planning processes, manage people and budgets, and represent TAP externally with senior stakeholders. This role is London-based. However, we would consider applicants who would like to be based in our Birmingham office with regular travel to London, or would like to work remotely with regular travel to London (Once Covid-19 restrictions are lifted: home-based until that point). Full time, permanent post. Salary: £35,000 – £37,000 p.a. (+ Inner London Weighting, where applicable). Closing date: 9 am, 21 June 2021.

Senior Access and Engagement Manager, Academic Office, Durham University The Senior Access and Engagement Manager is responsible for managing the delivery of key requirements of the University’s five-year Access and Participation Plan 2020-2025. The role holder leads, manages, directs and develops the Access and Engagement teams in its delivery of access activities, ensuring effective coordination of resources and staffing. They also work closely with other senior managers and their teams responsible for delivering excellence in the student journey at Durham University, ensuring that there is joined up working and strong collaboration with other parts of the University. The two teams that the role holder manages have the following remits: • Access: includes projects to support admissions pathways to the University. This includes projects such as Supported Progression, the Sutton Trust Summer School Programme and the STEP Programme. • Engagement: involves working with students, schools and colleges in the region to recruit students from under-represented backgrounds. The role holder will have specific responsibility for the following access measures set out in the University’s five-year Access and Participation Plan 2020-2025: Excellence in the Local Context, Supported Progression Phase 3, and the national summer schools. The role holder will be expected to improve the impact of these programmes by increasing the undergraduate enrolments from Low Participation Neighbourhood participants in these programmes by 80 students per annum over the 2018/19 baseline. The role holder will also be expected to develop the national STEP programme for UK black students, so that it makes a major contribution to the University’s target of recruiting an additional 100 black undergraduate students over the 2018/19 baseline. For further information please contact; Dr Michael Gilmore, Academic Registrar, [email protected] Permanent, full time post. Salary: £41,526 - £49,553 per annum. Closing Date: 23 June 2021.

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Widening Participation Officer (ACES), University of Edinburgh We are looking for a Widening Participation Officer (ACES) within our Student Recruitment and Admissions team (SRA) at the University of Edinburgh. The ACES Project (Access to Creative Education in Scotland) is designed to encourage and support school and college students into creative higher education courses. It particularly focused on students who are from disadvantaged or under-represented groups – such as students living in communities where there is low progression to university, attending low-attaining schools, or due to other personal circumstances. The project delivers these objectives by providing workshops and events which offer practical experience for potential art/design or architecture applicants. The Widening Participation Officer will be the public face of the ACES project to prospective students and their teachers, parents and advisers and will be responsible for the day-to-day co-ordination, organisation and administration of the ACES project. You will be expected to plan all aspects of the ACES project and, often in collaboration with other practitioners but sometimes alone, deliver activities, which will include working closely with academic and admissions colleagues at the University’s Edinburgh College of Art (ECA), and external art / design / architecture practitioners. If you have any questions about this role, please contact [email protected] Your skills and attributes for success: • sound knowledge and understanding of the Scottish education system • an understanding of and experience in supporting students within an educational setting • ability to communicate with a wide range of people, including school students aged 15-18, teachers, University academics and support staff, local authority officials and professional bodies An understanding of and empathy for the student groups targeted within WP programmes Full time, fixed term (1 August 2021 until 31 July 2022). Salary: £28,331 - £32,816. Closing date: 23 June 2021.

Student Experience Manager, MBA Programme, London Business School We're looking for someone to help ensure our students are getting the most out of our world-leading MBA programme. As our Student Experience Manager, you'll focus on engaging with students to ensure they have the support, guidance and high-quality information they need to succeed. You'll help deliver programmes that improve student experience and use your insight to deliver essential information in engaging ways. London Business School; a global and vibrant business community based in two of the world's most dynamic cities, London and Dubai. The Student Experience Manager will be based in the West End. Main Responsibilities: • plan and deliver a range of programmes/events and help with larger initiatives. • oversee creation of policy documents, best practice guides and learning materials. • be on top of the LBS student experience to deliver effective communications. • act as student experience expert on a variety of key areas and student-facing communications. • collaborate across the school to co-ordinate timetabling and schedule planning. • collect and analyse data about student experience to improve future delivery and inform decisions. • be a role model and champion positive change around the school. • line manage and support a Programme Administrator in the exceptional delivery of the programme Full time, fixed term, maternity cover position for 9-12 months. Competitive salary. Closing date: 24 June 2021.

Pro-Vice-Chancellor for Equality, Diversity and Inclusion & People, University of Nottingham As Pro-Vice-Chancellor for Equality, Diversity and Inclusion & People, you will provide executive leadership and strategic oversight of the University’s equality, diversity and inclusion agenda; ensuring effective engagement and collaborative support from all faculties and professional support functions as we drive forward our ambition to be sector leading in our equality, diversity and inclusivity approach. Working closely with the Director of HR, you will also take on leadership of key initiatives as part of the implementation of the University’s People Strategic Delivery Plan. A member of the University Executive Board, you will contribute to and share ownership of key decisions and be accountable to the Vice-Chancellor.

Created and produced by Andrew Rawson, Director, Action on Access

As the strategic lead for EDI and People your remit will include leadership of university wide EDI priorities for both staff and student EDI agenda’s, proactively engaging with partners across the University to deliver our people strategies; creating an environment which is enriched through the diversity and inclusivity of our communities and working practices. Your ultimate goal will be to deliver against the University’s aim to embed EDI in the heart of everything we do, and to work collaboratively with our people leaders to drive forward a culture change ensuring the vision and values of the University are achieved through our people. Acting as the primary University representative you will also take a leadership role externally within the wider University and Nottingham communities, proactively engaging with partner and alumni groups to advance EDI opportunities, knowledge exchange and widening participation in higher education. You will also be engaged in national policy development and have engaged at a national level with EDI-related initiatives To be successful you will already be an established senior leader, with a recognised profile of significant achievement. Your interpersonal skills and ability to engage, influence, and motivate others are essential, as well as success in leading cultural change within a large complex organisation. Informal enquiries may be addressed to Jaspal Kaur, Director of Human Resources, email [email protected] Full time, permanent post (5-year term of office). Competitive salary. Closing date: 24 June 2021.

Research Analyst (Mental Health), House of Commons We have a fixed-term part-time vacancy in the Social Policy Section for a mental health specialist to cover a period of maternity leave. The Social Policy Section covers health services, housing, education social security and social services. It is a busy section; specialists are grouped into a number of smaller 'hubs' with a focus on collaborative work. The successful applicant will work with four other members of the health and social care 'hub' and will bring in-depth knowledge/expertise in mental health policy and law. The Research Analyst (Mental Health) will be required using your pre-existing knowledge and strong research skills to: • Answer individual MPs' questions orally and in writing, on mental health policy/law. • Draft and keep up to date a range of published briefing products. This will include briefing papers and shorter online articles. Examples of our briefing products, including shorter Insights and constituency casework articles, can be found on the Library's website • Provide ad hoc policy advice to colleagues across Parliament (e.g. in select committees and the House of Lords Library) The House of Commons Library is committed to increasing diversity and to maintaining an inclusive workplace culture. We welcome and encourage applications from underrepresented groups. You can find out more about our values, our people and how we recruit people on the Work with us section of our website. Part-time, maternity cover post. Salary: £50,870 per annum pro-rata. Closing date: 27 Jun 2021

Deputy Head of Admissions (Applicant Engagement), Oxford Brookes University Oxford Brookes is a leading modern institution with big ambitions. We are seeking to increase our global footprint, broaden access to an Oxford Brookes education, and further enhance our reputation as a leading global University. The Admissions Office is at the heart of these ambitions, playing a key role in the achievement of the University’s objectives through the delivery of a fair, efficient and transparent admissions process that enables equitable access for those students with the potential to succeed at Oxford Brookes. We have recently expanded our Admissions team to support us in delivering an exceptional applicant experience across our UG and PGT portfolio. The new role of Deputy Head of Admissions (Applicant Engagement) will have responsibility for increasing the conversion of enquiries and applicants to enrolled students. You will lead on the University’s relationship with applicants, with responsibility for the operational management of our recruitment enquiries and conversion team. The post holder will ensure that the team is delivering the highest level of customer service, responding and evolving to meet the needs of prospective students, agents and partners. The post holder will act as the primary point of contact between the Admissions, UK and Global Recruitment, and Marketing teams. For an informal conversation about the role, please contact Robert Hodgson, Head of Admissions ([email protected]) Full-time, permanent post. Salary: £35,845 rising annually to £39,152 pa. Closing date: 27 June 2021.

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Director of Policy, Ethics and Governance, UKRI Medical Research Council (MRC) This is an exciting and rare opportunity to be a key member of the senior leadership team with a chance to shape and influence across MRC, UKRI, nationally and internationally. Role Purpose: • contribute to the effective running of MRC as an important member of the senior leadership team, reporting direct to the Executive Chair. • provide national leadership on selected policy areas relevant to MRC, actively engaging with stakeholders across UKRI, government departments, learned societies and other medical research funders and agencies. • provide leadership for MRC in research and corporate ethics and research integrity, developing and promoting policies and interventions to improve research quality and conduct, both nationally and internationally. • oversee the MRC Council secretariat, liaising effectively with Council members and ensuring the highest standards of governance. We are keen to attract a diverse pool of applicants and would appreciate it if you could forward this on within your university networks. For further information and/or to apply for the role, please visit the external Careers Portal. Open ended, full time post. Salary: £73,055 pa. Closing date: 27 June 2021.

Pro-Vice-Chancellor Equality, Diversity & Inclusion, Durham University With the appointment of a new Vice-Chancellor and Warden, Professor Karen O’Brien, the University has re-affirmed its commitment to global excellence and fostering a diverse, inclusive and respectful environment in which our university community can thrive. We are looking to appoint an inspiring Pro- Vice-Chancellor for EDI, who shares our values and sense of purpose and who will be at the heart of leading, evolving and driving forward our EDI agenda, ensuring that EDI is effectively enshrined in all that we do. Reporting to the Vice-Chancellor and a member of the University Executive Board, we are seeking an exceptional individual, with proven leadership experience, vision and a record of driving and delivering impactful cultural change. The successful candidate will bring high levels of emotional intelligence, a collaborative approach, and deep insight into the emerging national and international trends, opportunities and challenges relating to the equality and diversity landscape. We are committed to being a fully inclusive and diverse community. We will actively seek and encourage applications for this role from the broadest range of society, including all underrepresented groups with particular emphasis on BAME candidates, who are under-represented in the University. Permanent, full time post. Closing date: 2 July 2021.

Vice Principal (Operations and Infrastructure), Anglia Ruskin University, Peterborough ARU Peterborough, one of the most exciting initiatives within higher education, a new University in Peterborough. ARU is recognised both nationally and internationally as an innovative, inclusive and entrepreneurial university. The new university for Peterborough is a partnership between the Mayoral Authority of Cambridgeshire and Peterborough, Peterborough City Council and Anglia Ruskin University. The new university will be known as ARU Peterborough until it achieves full independence. ARU Peterborough will provide a practical solution to the problem of low employment and skills levels across Peterborough. It aims to boost the skills and employability of students. It has been created to address a higher education cold spot, widen participation by attracting a diverse student population from non-traditional backgrounds to improve social mobility and to redress the skills gaps within businesses and industries across Peterborough and the rest of the region. The new university for Peterborough is a partnership between the Mayoral Authority of Cambridgeshire and Peterborough, Peterborough City Council and Anglia Ruskin University. The new university will be known as ARU Peterborough until it achieves full independence. As part of this ground-breaking project, the University are now seeking to appoint a Vice Principal (Operations and Infrastructure) to lead on key areas of operational activity and to provide strategic leadership and structure of their professional services to ensure they are innovative and academically aligned. The post holder will manage the relationship between ARU Peterborough and ARU to collaborate on the delivery of supplied services. With a relevant professional qualification at postgraduate level, you will have previous leadership and management experience in a similar level role with a proven track record in developing and leading

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32 professional and business engagement services for a University or similar environment, including developing longer-term strategies for staff, partnerships, estates, facilities, and IT. Full time permanent post. Competitive salary. Closing date: 5 July 2021.

Vice Principal (Academic Development), Anglia Ruskin University, Peterborough ARU Peterborough, one of the most exciting initiatives within higher education, a new University in Peterborough. The new university for Peterborough is a partnership between the Mayoral Authority of Cambridgeshire and Peterborough, Peterborough City Council and Anglia Ruskin University. The new university will be known as ARU Peterborough until it achieves full independence. ARU Peterborough will provide a practical solution to the problem of low employment and skills levels across Peterborough. It aims to boost the skills and employability of students. It has been created to address a higher education cold spot, widen participation by attracting a diverse student population from non-traditional backgrounds to improve social mobility and to redress the skills gaps within businesses and industries across Peterborough and the rest of the region. The new university for Peterborough is a partnership between the Mayoral Authority of Cambridgeshire and Peterborough, Peterborough City Council and Anglia Ruskin University. The new university will be known as ARU Peterborough until it achieves full independence. We are seeking to appoint a Vice Principal (Academic Development) with previous leadership and management experience to provide strategic development of the curriculum, lead on the development of undergraduate, postgraduate and professional development courses and implementation of the academic regulations for ARU Peterborough. With a First Degree and PhD or Professional Doctorate, you will have previous leadership and management experience in a similar level role with a proven track record of implementing robust quality assurance processes including leading on the implementation and delivery of reporting activities and supporting academic colleagues to deliver excellence in teaching and research/innovation. Full time permanent post. Competitive salary. Closing date: 9 July 2021.

Assistant Principal (Head of Faculty Cluster) 2 posts, Anglia Ruskin University, Peterborough We are seeking two Assistant Principals to lead the development and delivery of the strategic and operational plans and manage all the resources (people, budgets, equipment and property) across the Faculty cluster. You will be appointed responsibility for two (of the four) Faculty Clusters each. The clusters are: • Faculty of Engineering, AgriTech and the Environment • Faculty of Health, Education and Social Care • Faculty of Business, Innovation and Entrepreneurship • Faculty of Creative & Digital Arts and Sciences. The new university for Peterborough is a partnership between the Mayoral Authority of Cambridgeshire and Peterborough, Peterborough City Council and Anglia Ruskin University. The new university will be known as ARU Peterborough until it achieves full independence. ARU Peterborough will provide a practical solution to the problem of low employment and skills levels across Peterborough. It aims to boost the skills and employability of students. It has been created to address a higher education cold spot, widen participation by attracting a diverse student population from non-traditional backgrounds to improve social mobility and to redress the skills gaps within businesses and industries across Peterborough and the rest of the region. With a First Degree and PhD or Professional Doctorate, you will have previous leadership and management experience in a similar level role with a proven track record of promoting the external interests, links, partnerships, and reputation of the University and developing productive relationships to encourage collaboration and increase the potential for innovative and inter-disciplinary working. Full time permanent post. Competitive salary. Closing date: 9 July 2021.

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NADP. New vacancies being posted all the time Further information on NADP vacancies: http://www.nadp-uk.org/jobs/

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Created and produced by Andrew Rawson, Director, Action on Access