Access, Excellence and Impact Committee
Monday 17th July 1-3pm, Board Room
Agenda
1. Welcome & Introductions J Mack
2. Apologies J Mack
3. Access, Excellence and Impact Committee Terms of Reference (paper for note) J Mack 3.1 Terms of Reference – Access, Excellence and Impact Committee All Operations Group (paper)
4. Fair Access 4.1. Fair Access Agreement 2018/19 overview (paper) S Ponsford 4.2. FAA 2018/19 funding and budget (paper) R Pottle 4.3. OFFA 2015/16 monitoring outcomes – implications for BU (paper) S Ponsford 4.4. Overview of current projects and 2016/17 budget position (papers) J Mack 4.5. Project proposals for consideration 4.5.1. Mobile Cyber Lab for School Outreach (paper) All 4.5.2. Invent-it-up – proposal for continuation (paper) All 4.6. Approach to future FAA 2019/20 and beyond (discussion) All
5. TEF Steering Group wash-up actions (paper) All
6. Priorities for 2017/18 work plan and beyond (discussion) All 6.1. Assessment Project (paper to follow)
7. Any other business
8. Date and time of next meeting
PDF Page No1 Access, Excellence and Impact Committee (AEIC) Terms of Reference 2017/18
Purpose To lead activities in relation to education access, excellence and impact; targeting the highest levels of achievement and benefits to applicants, students and the University. Main 1. To lead academic access, excellence and impact, raising responsibilities awareness across the institution of issues relating to fair access and the TEF and building networks to share good practice. 2. To establish institutional definitions, benchmarks and measures of access, progression, excellence and impact. 3. To identify the mechanisms required in order to monitor performance and to undertake regular monitoring of this data. 4. To cross map data in order to identify areas which require investigation at BU in relation to access and excellence and request the AEIC Operational Group to investigate these further. 5. To set the tasks to be undertaken by the AEIC Operational Group and oversee this. 6. To finalise, subject to ULT and UET approval, institutional and subject level narrative submissions related to the Teaching Excellence Framework. 7. To finalise, subject to Senate, UET and Board approval, the Fair Access Agreement and annual monitoring return. 8. To review and agree the allocation of spend of Fair Access Agreement monies, working at all times within the scheme rules, and set the priorities for the AEIC Operations group. 9. To review evaluation and progress monitoring reports against the Fair Access Agreement and all other agreed activities, leading action as appropriate to ensure that targets and milestones will be met. 10. To provide a bi-annual report of activities and progress to relevant deliberative and executive committees. Duration Permanent Chair Head of Academic Services (Chair) Head of Centre for Excellence in Learning (CEL) (Co-Chair) Secretary Head of Academic Quality Membership . Education and Student Experience Committee Deputy Chair . Academic Standards Committee Deputy Chair . Head of CEL . Head of Student Services . Head of PRIME . Director of Marketing & Communications and Access Lead . Executive Dean and Learning Environment Academic Lead . Executive Dean and Teaching Quality Academic Lead . Executive Dean and Student Outcomes & Learning Gain/Progression Academic Lead . Executive Dean and Retention & Success Academic Lead . SU VP Education . Deputy Vice Chancellor (ex-officio) Quorum 50% + 1 Frequency of Quarterly Meetings Reporting Line ULT Minutes ULT Sub-committees AEIC Operational Group Publication of I:Drive and SharePoint site (address to be confirmed) Papers
Policy and Committees use only: Final approval by: UET Version number: Version 1 Approval date: June 2017 Notes: Date of last review: n/a Due for review: June 2018
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PDF Page No2 Access, Excellence & Impact Committee (AEIC) Operational Group
Terms of Reference 2017/18
To ensure the effective delivery of operational plans and Purpose priorities under the direction of the Access, Excellence and Impact Committee. Main responsibilities 1. To lead academic access, excellence and impact awareness raising across the institution. 2. To lead and support the development of networks to share good practice. 3. To support the development and review of relevant policy and procedures. 4. To investigate specific areas of interest as identified by the AEIC to support strategic planning and project prioritisation. 5. To develop, and then recommend to AEIC, project plans to support the development of narrative submissions for the Teaching Excellence Framework (TEF). 6. To guide work undertaken by subject level TEF groups. 7. To lead the development of the annual Fair Access Agreement. 8. To oversee the collation of the annual Fair Access monitoring return. 9. To undertake the operational aspects of managing the Fair Access Agreement monies. 10. To develop and monitor progress against specific operational plans and report on this regularly to the AEIC. 11. To produce findings reports and supporting data. Duration Permanent Chair Head of Student Administration (Chair) Deputy Head of CEL (Co-Chair) Secretary Academic Quality Manager Membership - Faculty Deputy Deans Education and Professional Practice - Faculty Heads of Department (HoD representatives,1 per Faculty) - Head of Academic Quality - Deputy Head of PRIME - Head of Academic Operations - Head of UK Student Recruitment & Outreach - Head of Admissions - Representative from Student Services - Representative from Finance & Performance - Representative from SUBU - Head of Academic Services (ex-officio) - Head of CEL (ex-officio)
Quorum 50% + 1 Frequency of Every other month/ 6 times per year Meetings Reporting Line AEIC Minutes Not required Sub-committees None Publication of Papers SharePoint site (address to be confirmed)
Policy and Committees use only: Final approval by: UET Version number: 1 Approval date: July 2017 Notes: Date of last Due for review: July 2018 review
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Bournemouth University
Fair Access Agreement 2018-2019
BU Access Agreement 2018/19 – Subject to University Board Approval 1
PDF Page No5 Bournemouth University Fair Access Agreement 2018/19
1 Fair Access & Widening Participation at BU ...... 3
1.1 Consultation with our Students ...... 3 1.2 Statement from the Students’ Union ...... 4 1.3 Students included in this Agreement...... 4 2 Whole of Institution Approach...... 5
2.1 BU Priorities ...... 6 2.2. Financial Support ...... 6 3. Access ...... 7 3.1 Raising Attainment in Schools and Colleges ...... 8 3.2 Collaboration...... 9 4 Student Success ...... 10 5 Progression ...... 12 6 Monitoring, Evaluation and Impact Assessment ...... 13 7 Equality & Diversity ...... 14 8 Financial Information ...... 14
8.1 Fees ...... 14 8.2 BU Investment in Access, Success and Progression ...... 15 9 Provision of Information to Prospective Students ...... 15 10 Students Covered in Previous Access Agreements ...... 16 APPENDIX 1 – BU Bursaries ...... 17 APPENDIX 2 – Partner Colleges ...... 18 APPENDIX 3 – Targets and Milestones ...... 19
BU Access Agreement 2018/19 – Subject to University Board Approval 2
PDF Page No6 1 Fair Access & Widening Participation at BU
Bournemouth University’s strategic plan (BU2018: Creating, Sharing, Inspiring) has a clear statement on its commitment to fair access and widening participation:
We will focus our investment in activity that raises aspirations in society to engage in higher education and seek ways to ensure that the benefits are clearly visible and quantifiable.
We will invest in outreach activity with schools and colleges, including amongst young people at an early stage in their secondary education where interventions have been proven to be effective in raising aspirations.
We will invest in financial support for those for whom affordability may be an obstacle to studying at BU.
We are continuously developing our Widening Participation (WP) activities and continue to review our priorities for 2018-19 to cover the student lifecycle across Access, Student Success and Progression.
We will redistribute our OFFA-countable expenditure across these areas to meet the changing needs and associated expectations of evaluation and impact on target student populations (see section 6).
BU’s strategic approach to the student lifecycle in relation to WP students is outlined within this Fair Access Agreement (FAA) and will be delivered through an annual Operational Plan, approved by the University Leadership Team. We continue to work towards embedding all our WP activities within Faculties and Professional Services; removing the barriers faced by any of our students as part of our normal daily activities.
1.1 Consultation with our Students
BU is committed to working with students. There are robust links with our Students’ Union, SUBU, and we regularly consult them on widening participation and fair access matters. BU’s partnership with SUBU in developing and implementing the Fair Access Agreement was established from the outset, with sabbatical officers and permanent SUBU staff sitting on the Fair Access Agreement Management Group (FAAMG). This is an extension of the shared values both BU and SUBU have in terms of the student experience.
SUBU have been instrumental in highlighting the need for extra and co-curricular activities to be included as part of our activities relating to student success and retention, shaping and redesigning the financial support packages, enhancing how bursary information is promoted to prospective students, and advocating for the funding for additional BU bursaries to continue. SUBU staff are involved in all FAAMG initiatives from the outset both operationally and through sitting on WP research steering committees. SUBU also specifically consult with students on WP matters and FAAMG ensures this feedback is captured in the Fair Access Agreement.
The Fair Access Agreement is approved and endorsed by the FAAMG, University Leadership Team, Senate and the Board. SUBU representatives are members of the FAAMG, Senate and the Board.
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PDF Page No7 1.2 Statement from the Students’ Union
“SUBU works in partnership with BU in all aspects of fair access and we have had some significant success together in recent years. Of particular note recently is the improved financial support offered to WP students by BU after research by SUBU raised concerns over the impact of moving from maintenance grants to loans. We are also working closely together to improve access to extra curricula activities for students, helping them build key skills and improve their employability”.
Charlie Souter-Phillips, SUBU Vice President Welfare
1.3 Students included in this Agreement
This Access Agreement is for UK and non-UK EU students, commencing in 2018 on full time undergraduate courses which are subject to regulated undergraduate fees. The Agreement provides for the inclusion of students on healthcare programmes now funded by standard Student Loan Company (SLC) publicly underwritten loan finance (who were previously studying through NHS grant-funded commissioned student numbers).
The University has set part-time fee levels below the threshold for inclusion in the Fair Access Agreement.
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2 Whole of Institution Approach
BU takes a long-term, whole of institution approach to widening access, student success and progression. BU is well placed to do this through a multi-professional group made up of Faculty and Professional Services representatives which reports to the University Leadership Team. In addition, the Centre for Excellence in Learning (CEL) is leading on a number of cross- institution initiatives in the area of WP and fair access (FA).
Figure 1: BU Whole of Institution Approach
In 2015/16 BU extended the internal narrative to include more widening participation target groups. This helps us to achieve a greater understanding of a broader range of non-traditional applicants/students. It also allows us to monitor emerging trends in the sector and meet specific OFFA and Government social mobility priorities. BU will continue to operate in this manner, and whilst BU continues to focus on students who are included in groups identified by WP HESA indicators, we will also ensure the groups listed below are included across our WP activity.
• Mature students - HESA benchmark over 21 • Additional learning needs, including the proliferation of mental health issues • Low participation neighbourhoods
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PDF Page No9 • Acorn categories 4 and 5 • Low income (<£16k, <£25k) • Care experienced, including students in sheltered housing and estranged students • Young carers • Black and minority ethnic (BME) groups • White working class males • Boys participation in higher education (understanding the gender gap) • First generation in family to attend university
BU is committed to ensuring that it responds to emerging sector trends and student needs.
2.1 BU Priorities
We continue to prioritise work to achieve the milestones and targets related to Access, Success and Progression, (outlined in Appendix 3). We set challenging targets and are committed to acting on the results of our monitoring and evaluation to ensure lessons learned are captured and translated into pragmatic methods, thus continually refining our practice to meet such stretching targets.
Whilst BU continues to support work to ensure Access, Success and Progression for all disadvantaged groups BU has prioritised further work to provide targeted intervention to improve the educational attainment, progression and aspiration of ‘White males from socio- economically disadvantaged backgrounds’ and the participation, success and progression of BME students by funding three further projects:
• Supporting Educational Attainment, Progression and Aspiration of Young White Disadvantaged Males: Through talking to young white working class boys, their families and the staff in schools who work with them, and working with them the project team will develop an understanding of their needs and requirements and use this understanding to develop educational initiatives that can be used across the region to support other young people in schools. The project is intended to advise, inspire, support and inform young white disadvantaged boys who may face challenges in progressing in education. The project is due to report in August 2018 Thereby allowing for implementation of specific initiatives in schools during 2018/19.
• Engineering, Apprenticeships and Young White Disadvantaged Males: This project will collect WP data on all level 2 and 3 engineering related apprentices at Bournemouth & Poole College (BPC) as well as entrants to the integrated HE programme run jointly between BPC and BU. The project builds on research already undertaken -- which suggests there is a lack of working class white males entering the higher levels of the integrated HE programme -- by seeking to understand the decision making process of employers when both recruiting apprentices and determining their training programme. A targeted intervention to support increased progression of this group into the MEng integrated masters degree will be designed and implemented. The project is due to report in December 2017 allowing interventions to be implemented in 2018/19.
• A programme of work focussing on Curriculum Diversification and Inclusive Teaching Practice to improve the participation, success and progression of BME students is due to start in 2017 with a view to developing a model for implementation across BU that is aimed at improving the participation, success and progression of BME students. Evaluation of the initial outcomes is scheduled for the end of 2017/18 academic year allowing for further roll out of the programme in 2018/19.
2.2. Financial Support
We retain our commitment to a suitable financial support package for under-represented groups for whom affordability may be an obstacle to studying at BU. In 2015, the University’s
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PDF Page No10 Fees Board approved a change to our maintenance bursary support package for 2016 entry which provides for an unlimited number of multi-year bursaries for all eligible students. This was in part due to the removal of the maintenance grant and recognition that students that fell into the categories listed below are in particular financial need. From 2017/18 onwards, students on healthcare programmes will become eligible for bursaries due to the removal of NHS grant-funded commissioned student numbers.
BU will continue to offer three types of bursary to support WP groups in 2018/19:
• Means-tested Maintenance bursary: unlimited number of multi-year bursaries for students who meet specific means-tested eligibility criteria - the key aspect being low household income (<25,000). • Care leavers’ bursary: unlimited number of multi-year awards available to students who are care leavers (combined with other eligibility criteria). • Student carers’ bursary: an additional bursary limited in number for those in receipt of the means-tested maintenance bursary whom also have current/active care responsibilities.
Appendix 1 outlines the planned financial support package available to 2018/19 entrants.
3. Access
BU’s ambitions for access continue to be:
I. Investment in young people – encouraging their progression to Higher Education with a targeted and effective outreach programme. II. Looking beyond examination results to identify academic potential and help to nurture talent.
BU works with young people from primary age through to those in post-16 education in Dorset and bordering areas delivering an extensive and targeted outreach programme. Its aims are to raise aspirations towards Higher Education, contribute to improvements in learners’ attainment, and impact positively on BU’s Fair Access targets. The programme is dynamic, underpinned by principles of on-going evaluation, improvement and impact measurement, as well as being responsive to national guidance, trends and local drivers.
• Ages 5-10: BU’s primary outreach programme is creatively designed to capture imaginations and inspire younger children about education and their own potential. BU’s key Primary targets are years 5 and 6. • Ages 11-18: BU raises awareness and aspiration towards HE and contributes to young people’s attainment in target schools and academies through a series of interventions, including intensive initiatives such as residential summer schools and mentoring. Activities are tailored to support key educational transition points. • Key influencers: BU works with parents, carers, teachers and careers advisers to assist them in their role of providing information, support and guidance to young people.
BU continues to work closely with the local and regional community to tackle educational disadvantage targeting local schools, colleges and academies with a high proportion of target groups including LPN and care-experienced students. In 2018/19, BU will aspire to expand the programme into West Somerset to help improve educational disadvantage. West Somerset has been identified as one of 12 new ‘opportunity areas’ by the Government that experience significant challenges in social mobility. Currently the BU outreach programme is not delivered in West Somerset due to distance/location. BU will seek to overcome this by having small teams staying in the area for short periods of time.
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BU is a member of the collaborative Higher Education Access Tracker Service (HEAT) which assists members in the targeting, monitoring and evaluation of both individual and collaborative Fair Access activities (see section 6 regarding Monitoring and Evaluation for more detail).
BU introduced aspirational offer-making and the use of contextual data in its admissions processes in 2013. Recognising that an applicant’s prior attainment is not the sole indicator of potential, aspirational offer-making and contextual data has allowed us to make a broader range of offers and a greater number of offers to students falling within our WP targets who may not have achieved our normal UCAS tariff points for entry. We continue to monitor the effectiveness of our admissions strategy and the use of contextualised admissions; in 2017-18 we intend to investigate adding further target groups such as applicants from low-performing schools or colleges and applicants with additional support needs which should mean we widen our access to WP students in 2018-19.
3.1 Raising Attainment in Schools and Colleges
We work with sixty-nine secondary schools and Further Education (FE) colleges across Bournemouth, Poole and Dorset and neighboring areas (as well as a number of primary schools). Fifty-six of these are Fair Access target institutions for which we provide fully- funded outreach. We have a range of activities, interventions and initiatives that make-up our extensive outreach programme, which is free of charge and the University funds transport and supply costs in many instances. Thirteen high priority target schools are offered the full programme, including higher intensity activities such as mentoring and residential summer schools.
Working with 69 schools and colleges
56 Fair Access target institutions
13 high priority target institutions 10 Progression Framework schools and colleges
We have Memoranda of Understanding in place with ten local schools and colleges (from the 69) that are part of the BU Progression Framework.
The key collaborative aims of the Progression Framework are to: • develop activities to advance mutual academic and community interests; • participate in a series of activities and interventions intended to raise the aspirations and attainment of students; • enable and support the transition of students who may consider Bournemouth University as one of a range of potential destinations for further or higher education.
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PDF Page No12 The Progression Framework institutions are offered support over and above the outreach programme including direct help for students from our Careers Guidance Adviser, BU subject workshops for 6th-formers led by our student ambassadors, sponsorship of relevant academic and community projects, access to campus facilities and support for their students applying to BU.
We currently support attainment-raising in target schools by:
• focussing on the development of academic and employability skills across a range of activities – for example our skills-focussed mentoring scheme, revision skills workshops, the ‘Get Set’ scheme developed in collaboration with BU and delivered by Young Enterprise, BU work experience placements and our Summer Breaks programme; • supporting learning in English and Maths through the tutoring scheme and our Books & Stories reading scheme for target students in Year Groups 5 to 8; • enhancing subject knowledge, particularly in science, technology and engineering, through a wide range of pre- and post-16 subject workshops delivered in schools and on campus.
We will continue with this support as well as increasing our contribution to attainment-raising amongst target students with multiple indicators of disadvantage:
• by seeking to expand the Books & Stories reading scheme to improve reading ability among target learners as they transition to Key Stage 3; • and working with target schools to plan a sustainable programme of support for target students, especially to improve English and Maths GCSE attainment. This may include tutoring schemes, homework clubs and English and Maths workshops from our academics and/or external providers.
We will ensure that our attainment-raising activities are developed as part of a structured framework with metrics to demonstrate success. During the 2019/20 academic year our programme of activities will evolve to reflect where the evaluation of these metrics identifies positive outcomes.
In our 2019/20 Fair Access Agreement, we will consider whether it would be appropriate to include a new statistical target in addition to the new attainment-raising target already added to the resource plan, by which time we should have confidence in the most effective approach.
The university does not currently sponsor any schools or academies, having withdrawn from being academic sponsor of St Aldhelm’s Academy in 2013/14. BU will continue to invest in projects to drive improvements in attainment in its target schools and in 2017/18, will explore the feasibility of taking on a more formal sponsorship arrangement. This feasibility study will consider the opportunities and appropriateness of working with its closest schools/colleges, including those with whom we have in place a progression partnership agreement.
3.2 Collaboration
In 2014/15 the Universities of Winchester, Southampton, Portsmouth, Southampton Solent, Bournemouth and Arts University Bournemouth set up the Southern Universities Network (SUN) as part of HEFCE’s National Networks for Collaborative Outreach (NNCO) initiative. The SUN Management Group includes senior WP leads at each of the six partner institutions who will ensure that the development of the HEFCE-funded National Collaborative Outreach Programme (NCOP) is complementary to pre-existing initiatives and collaborative activity. The Management Group will ensure the SUN NCOP staff team identify and understand current outreach provision across the region to inform NCOP spend towards new and innovative
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PDF Page No13 activity targeted at young people from HEFCE-acknowledged target wards with lower than expected progression rates. In some instances, therefore, students from target wards in years 9 to 14 will continue to engage in institutional WP and outreach activities alongside targeted SUN NCOP activity. To ensure that under-represented groups in need of support are not overlooked, all six partners have committed to the SUN partnership activities outside the NCOP in 2018/19 and will work together to:
• Continue to provide outreach opportunities for all state schools in the geographical region of Dorset, Hampshire and the Isle of Wight, promoting these via the SUN website – www.sunoutreach.org. • Develop and extend collaborative projects which support the progression of students with disabilities. This may include working with their parents, carers and advisers. We will draw on the expertise of specialists within our universities and those working in the field. We will also be guided by students currently at university, incorporating them into activities so they can share experiences with potential applicants. • Develop and promote wider understanding of the issues facing vulnerable children and young people including the collaborative development of resources and interactions for specific groups in partnership with local authorities and voluntary sector agencies. This work will be informed by the National Network for the Education of Care Leavers. • Arrange staff development for widening participation practitioners across the partnership, including students involved in our work via their student unions or as ambassadors. Students will be actively engaged in providing ideas and feedback in relation to outreach practice and projects. • Share practice and outreach to potential mature or part-time learners. Deliver collaborative presentations to Access to HE students in local colleges. • Promote and support the progression of students from minority ethnic communities. We will work with community groups to support and develop events and projects, with each university sharing its networks and maximising opportunities for collaborative delivery. • Share good practice in evaluation, both in terms of each partner’s activity and in terms of evaluating collaborative projects, and explore the use of HEAT and/or other tracking services to evaluate the impact of collaborative activity.
We will continue to work collaboratively with university partners to subscribe to, and help develop, the Higher Education Access Tracker (HEAT) service (see section 6 regarding Monitoring and Evaluation for further information about HEAT).
4 Student Success
BU’s ambition for student success is to:
i. Support learners from underrepresented groups to maximise their success ii. Develop an inclusive learning, teaching and support environment such that background is irrelevant to student success and all students have an equal opportunity to succeed
Student success is affected by so many factors, knowing for certain exactly which of our activities are making the most impact is a complex matter, as is understanding which additional activities would further enhance student opportunities for success. Although we already embed activities and support within Faculties and Student Services, we are committed to continually enhancing our understanding of what is most useful to our students.
We have funded a research project to understand the impact of:
• how BU can provide a holistic package of student support to ensure the success of specific groups, such as Student Carers; • the reasons why students, and particularly WP students, leave BU;
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PDF Page No14 • which support services provided by BU are of most benefit to students from our WP target groups; and • what our students perceive as ‘success’.
The project is due to report in 2016/17. As a result this research (and other fair access research projects) further actions will form part of the Operational Plan. By 2017/18 we will have a much better understanding of where the Student Success proportion of funding should be focused to make the most impact to our WP students.
At BU every student is allocated an Academic Advisor who is the primary point of contact for any academic issues they may have. During 2016/17, and through our Fair Access Research project, we funded research into academics’ understanding of their own responsibility in supporting students. The findings from this research indicated that academic staff had differing views about their role and it was also found that staff felt they did often not have the knowledge or experience to support students with non-academic matters, particularly those with mental health issues. Consequently we created a more formal role descriptor for Academic Advisors, outlining the expectations of the role (which does include an element of pastoral support) developed a page on the staff intranet pulling together all useful resources in one place and updated our student support booklet for staff. We have also developed a suite of staff development courses allowing staff to gain a better understanding of the support offered by the university so that they can signpost students appropriately.
Like many universities we have seen a significant increase in students declaring, and needing support for, mental health issues. There remains a need to ensure that these students receive support across all areas of their university life – such as transitions to university which can be a particular challenge for certain WP groups. Students who are not able to receive support within a short period of time are more at risk of dropping out and so BU is seeking to commit extra funding to provide additional counselling services to meet the additional demand.
We are also seeing increasingly complex support needs from Care Leavers. This is a small group and they often lack the other support networks that non-care leavers have and so it is important that support is put in place as early as possible. For the 2017/18 year we are introducing a process whereby we encourage care leavers to contact us as soon as possible in an effort to ensure that support is already in place by the start of term. Ideally, with the applicant’s agreement, we will meet with themselves and their academic advisor to identify arrangements for accommodation and finance and also to agree personal and additional learning support well in advance of the start of the academic year. We will also liaise with the local NHS services to help with the transition of support from one Community Mental Health Team to another if required. The effectiveness of this will be monitored following its first year of implementation in 2017/18 and any improvements put in place for 2018/19.
Our Centre of Excellence for Learning (CEL) has implemented a number of initiatives in 2016/2017. These are aligned to the CEL themes for Student Success; Inspirational teaching using technology and Innovative assessment and feedback. CEL has worked closely with our students’ union on these initiatives which are:
• Anonymous marking of written assignments has been piloted across the University to assess whether there is any impact on the perception of bias in the marking process. Further review of the outcomes of the pilot will inform future implementation. • With SUBU and a cross-Faculty working group our Generic Assessment Criteria has been re-written in more student friendly language, and includes recommendations for feedforward and feedback. This initiative was implemented by the document being included in all programme handbooks at the start of the last academic year, and a series of staff development workshops were offered to ensure that use of the criteria is applied consistently.
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PDF Page No15 • Lecture capture is very much appreciated by our students, and as part of the new FUSION building and IT refurbishments across the whole campus, all main lecture theatres now offer this facility. SUBU are keen for this initiative to be further rolled out, and the purchase of our new Virtual Learning Environment offers us significant enhancement opportunities, both with traditional lecture capture, but also for using the mobile version to capture field trips. This is seen as especially significant for WP students and carers, who are less likely to access extra-curricula activities. • To engage and motivate staff and students to blend their learning inside and outside the classroom, BU have developed the Technology Enhanced Learning Toolkit (TELToolkit) which offers support and guidance on a range of tools for enhancing different learning contexts. The work is framed by the EU Digital Competence Framework as well as the UK JISC best practice guidelines, and won a best paper award at a European Innovation Alliance conference in Dublin 2016. These principles underpin the pedagogic drive to support students in digital literacy and reflects employers wishes for a digitally skilled workforce for the 21st century.
5 Progression
BU’s ambition for progression is that BU graduates have the best employment opportunities regardless of background.
Sector research demonstrates that nationally there is a gap between certain student groups post-employment, for example black and minority ethnic (BME) graduates and graduates with a disability. Analysis of the latest DLHE return for BU (2014-15) shows that:
• 87% of graduates with a disability are likely to be in employment 6 months after graduating compared to 92% of graduates without a disability. Although this is not out of step with the sector in 2017/18 we plan to investigate this further to see if there are any trends (e.g. type of disability, type of programme studied) that could inform future interventions. We will also identify if there is a link to the final degree classification and the graduate outcome for students in this group. • 92% of female graduates were in employment at the DLHE census date (1% ahead of the sector) compared to only 89% of males. Again, although this is not out of line with national averages, BU will interrogate the data further with a view to identifying trends and any possible interventions that might address this. • Employability for BME students has improved over the last three years from 84% to 87% however this still remains below employment rates for non-BME students and below the TEF benchmark of 89%. Therefore further analyses and interventions will be identified.
It is well documented that engaging in placement opportunities provides a better chance of success for employment after study1. All BU courses offer the option of a sandwich year or short placement. We also encourage students to consider taking a placement abroad as we believe that this particularly enhances the opportunity for graduate employment, as referenced in the Gone International:Mobility Works report (UUK International, 2017). However, we know that this can be particularly challenging for WP students who may face more barriers than non WP students (such as cost). We support our WP students to access placement opportunities by
1 E.g. The impact of work experience on student outcomes: implications for policy and practice, HECSU, 2015 accessed at http://www.educationandemployers.org/wp-content/uploads/2014/06/artess_et_al_- impact_of_work_experience_on_he_student_outcomes.pdf
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PDF Page No16 advocating that all placements should be paid and by offering a hardship fund for certain expenses relating to placement.
Furthermore, our employability and work-based learning theme in CEL has driven the development of a Masters Unit, as part of a newly validated MA in Education Practice, where staff evaluate their own practice and discover ways in which to enhance the opportunities for work-based learning for all of their student cohorts.
To foster best practice in supporting student progression and considering the pedagogical requirements of diverse learners and diverse groups of learners the Postgraduate Certificate in Educational Practice, taken by new academic staff, has been built following inclusive practice principles and has regular input from SUBU, the Student Services team, and GROW@BU and thus is informed by the needs of our WP students.
6 Monitoring, Evaluation and Impact Assessment
We are committed to robust fair access monitoring and evaluation and using the outcomes to further enhance our impact assessment and evidenced based decision making. Evidence based in-year evaluation and monitoring remains a key priority. In 2015/16 the Kirkpatrick Model was adopted as BU’s primary impact assessment framework. We continue to apply this model to BU’s WP initiatives and activities. All WP/FA innovation projects must evaluate intended outcomes against this model before funding is approved.
BU welcomes OFFA’s provision of the ‘technical workbook’ which will be implemented at BU as a statistical model to understand the impact of its financial support to students. In addition to applying this analysis BU will introduce a survey of students who receive bursaries to fully inform the financial support model. An internal report on the impact of BU bursary and financial support (October 2016) showed that students believed that the funding they received had a positive impact on their wellbeing and ability to study effectively (their grades) and that the funding supported their ability to stay at university. Further analysis via the technical workbook and student surveys will ensure that financial support is targeted to maximise impact for WP student access and success.
The close working relationship with SUBU will continue, and will help to ensure that evidence from WP monitoring and impact assessment captures the student voice and accurately reflects the student experience.
Bournemouth University is a member of the Higher Education Access Tracker (HEAT) membership service which assists Higher Education Institutions in England to target, monitor and evaluate their outreach activity. By subscribing to HEAT we can take an evidence based approach to planning outreach delivery so that we can continue to invest in outreach activities that optimise progression with disadvantaged cohorts.
We record data about our outreach activity and participants on the HEAT database. This is entered into the HEAT longitudinal tracking system which matches records on individual outreach participants to administrative datasets spanning Key Stage 2 data through to postgraduate study and employment. Tracking reports received from HEAT help the University to better understand the relationship between our outreach provision and the attainment and progression of disadvantaged young people. We are able to track student progression to any HEI, including this institution, so that we can assess the extent to which we are contributing to the increased participation rates of disadvantaged young people as a whole and allows analysis of the timing and combination of activities that show most impact on progression to HE.
Being part of the HEAT service also enables the University to engage with collective WP sector research. By using data from all members as an aggregate, the HEAT service is now able to
BU Access Agreement 2018/19 – Subject to University Board Approval 13
PDF Page No17 explore new multi-dimensional ways of defining under-representation, disadvantage and differential outcomes and the effect that outreach can have on different groups of participants.
Additionally, we evaluate the effectiveness of our outreach interventions through event evaluation questionnaires completed by students, parents and teachers. Inspired by the NERUPI framework2 we are reviewing our aims and learning outcomes across all outreach activity; by the start of the 2018-19 academic year we will have put in place a more structured and robust framework for evaluation of our outreach programme and its impact.
7 Equality & Diversity
Bournemouth University is strongly committed to Equality and Diversity, and promotes this throughout all its work with students, staff and the wider community. In our whole of institution approach to fair access and student success (figure 1), equality and diversity is an overarching theme, emphasising its importance.
BU will continue our membership of Equality and Diversity equality charter marks and commitments, e.g. Athena SWAN, Race Charter Time to Change and Disabled Go. We will commit to becoming a Stonewall Global Diversity Champion.
The Equality and Diversity Steering group agree, monitor, evaluate and report on this work which is made up of representatives from all BU Faculties and Professional Services and SUBU; many of whom are members of the FAAMG.
BU will undertake equality analysis where and when necessary to ensure any unintended adverse effects of WP plans are minimised or removed. An Equality Impact Assessment has been undertaken for this Fair Access Agreement.
Further information about Equality work can be found at: www.bournemouth.ac.uk/diversity
8 Financial Information
8.1 Fees
BU intends to charge the fees indicated below for full time undergraduate students, subject to no change in the regulatory regime governing fee levels. This also applies to Bournemouth University franchised programmes delivered through the University’s partner colleges (listed in Appendix 2). Please note that Bournemouth University has committed to a fees policy such that once a student has enrolled on a programme of study their annual fee will remain the same for the duration of their study on that programme.
Degree Programme Tuition fees for new entrants Estimated number Placement 2018/19 of entrants 2018/19 Year Fee
Honours Degree £9,250 (or as per any approved 4284 £790 inflationary increase)
2 Network for Evaluating and Researching University Participation Interventions or NERUPI – see: Hayton, A. and Bengry-Howell, A. (2016) ‘Theory, evaluation, and practice in widening participation: a framework approach to assessing impact’. London Review of Education, 14 (3), 41-53.
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PDF Page No18 Integrated Masters £5,750 Subset of the above n/a Degree – Masters year (MLit: £5,500) when Level 7 is only reached Foundation Degree £6,000 0 n/a
Direct Entry Placement £815 6 n/a
The University’s Fees Board reviews fees and makes the necessary recommendations for approval by the University Board, normally 18 months in advance of them coming into effect. The Fees Board also oversees the criteria for the award of scholarships and bursaries. Changes to policy are communicated to prospective and current students in a timely and appropriate manner and tuition fees (plus other fees/costs if applicable) are appended to all offer letters.
8.2 BU Investment in Access, Success and Progression
The overall spend on access, student success and progression is circa £9m per annum over the planned period, reflecting our continued financial commitment we have demonstrated in recent years. Due to the unlimited nature of our bursary provision, we have estimated spend conservatively and this could be higher. This represents a projected 26.4% in 2018/19 of higher fee income spent on access, student success and progression. The planned budget spend and proportions allocated will remain stable across the period from 2017/18 – 2020/21. See figure 2 below for the distribution across the student lifecycle:
2018-19 Spend Proportions
14%
27%
8% Access Student Success 51% Progression Financial Support
Figure 2: Distribution of funds to Access, Student Success, Progression and Financial Support in 2018/19.
Should the monitoring and evaluation provide evidence to change, or if sector changes require it, we may redirect funding from one theme to another whilst not reducing the total expenditure. Where Student Opportunity Funding is reduced in the future, we will reduce expenditure proportionately across access, student success and progression.
9 Provision of Information to Prospective Students
BU endeavours to provide clear, accurate, comprehensive and timely information to prospective and current students on fees and financial support and any other related information as may be deemed relevant. In addition to the commitment to timely provision of information to prospective students, we commit to sharing data and information with the Student Loans Company in a timely fashion.
BU Access Agreement 2018/19 – Subject to University Board Approval 15
PDF Page No19 The ‘askBU’ service is our ‘one stop’ information and guidance shop for incoming and current students. All askBU advisors are trained to provide accurate information on the range of financial support available to students and the Student Financial Support Team is an integral part of the askBU service. The Students’ Union Advice Service also provides advice on financial matters. Regular emails are sent to prospective students to keep them informed of the latest information and the askBU service is actively engaged with social media channels (Twitter and Facebook) to answer questions. Other communication channels include the prospectus, BU website, recruitment events and fairs, and open days.
10 Students Covered in Previous Access Agreements
The university is committed to supporting continuing students through the remainder of their studies.
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PDF Page No20
APPENDIX 1 – BU Bursaries
BU will offer unlimited bursaries to all eligible students through the Means-tested Maintenance and Care Leavers’ Bursaries.
BU Means-tested Maintenance Bursary
The BU Means-tested Maintenance Bursary has two tiers, and is automatically allocated to all eligible students.
Eligible new students with a household income below £16,000 will receive a £3,500 bursary to support their learning and living costs; £1,300 in the first year, and £1,100 in the second and final years of study.
Eligible new students with a household income between £16,001 and £25,000 will receive a £3,000 bursary; £1,000 in each of the first, second and final years of study.
The bursary is not offered during a placement year. Students in severe financial hardship whilst on placement are supported through other means.
BU Care Leavers’ Bursary
The BU Care Leavers’ Bursary is available to all eligible care leavers who have spent three months or more in care within the last five years will receive £6,000 to support learning and living costs in the first year at university and £5,000 in the second and final years of study.
Student Carers’ Bursary
A limited number of bursaries of an additional £600 per annum are offered to students who are carers. At BU a carer is defined as anyone who cares, unpaid, for a family member who, due to illness, disability, a mental health problem or an addiction, cannot cope without their support. The student carers’ bursary is payable on top of the BU Maintenance Bursary.
Full eligibility criteria are published on the BU Website.
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PDF Page No21 APPENDIX 2 – Partner Colleges
BU works with a number of partners who deliver BU Awards under the Franchise and Validation partnership models. Both models lead to a BU award, however, students on franchised programmes are enrolled as BU students, and therefore come under our Access Agreement. Students on BU validated courses are enrolled with the College delivering the course, and therefore it is the College who will set the fees and the support for those students.
Only BU students are included under this Fair Access Agreement whether their course is delivered at one of the University Campuses or through a franchise arrangement at one of our Partner Colleges; whilst Partners may change from time to time, access and student success measures apply to all BU students. BU expects to have franchised provision in 2018/19 with the following partners:
. Bournemouth and Poole College . Kingston Maurward College . Wiltshire College Salisbury
BU Partners will charge fees as per the table in Section 4.1 of the Access Agreement. The Honours Degree Programme fee is £9,250 and Foundation Degree Programme fee is £6,000.
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PDF Page No22 APPENDIX 3 – Targets and Milestones
We have set challenging targets and are committed to acting on the results of our monitoring and evaluation outcomes to ensure lessons learned are captured. We have elected to use Acorn as a measure for low socio-economic status and it is used in contextualised admissions at BU. It is anticipated this link between applicant and student will provide ongoing insights for future monitoring and interventions.
Milestone Base- Base- /target Description line line 2018-19 2019-20 2020-21 2021-22 Commentary type year data
This target will be achieved Increase % of applications from students through targeted outreach. in Low Participation Neighbourhoods Access 2016/17 10.98% 12.3% 12.35% 12.4% 12.45% (The baseline year and (LPN), by increased number of outreach targets are based on Polar 3 interventions. methodology)
This target will be achieved through targeted outreach and the use of contextual data in admissions (The Increase enrolments of LPN students baseline year and targets Access through active engagement during the 2015/16 12.5% 12.9% 13.1% 13.3% 13.5% are based on Polar 3 application cycle and other measures. methodology. In the baseline year, 15/16 BU were ahead of the – HESA BU Location Adjusted benchmark of 11.8%) The baseline is a four-year average (2012/13 to Increase the enrolments of entrants from 4 year Access 26.01% 28.01% 29.01% 30.01% 31.01% 2015/16) which provides a Acorn categories 4 and 5 average robust platform avoiding annual fluctuation. Whilst monitoring this group of students the university will focus on the trend of To maintain enrolment rates for students Access 2013-14 7.42% 7.42% 7.42% 7.42% 7.42% enrolments over the period, with disabilities allowing for annual anomalies and external factors influencing students.
BU Access Agreement 2018/19 – Subject to University Board Approval 19 PDF Page No23 Milestone Base- Base- /target Description line line 2018-19 2019-20 2020-21 2021-22 Commentary type year data
This target aligns BU's Increase the number of new entrant support for care leavers enrolments from care-experienced through the combination of Access students (any duration of care experience) 2013-14 31 (count) 40 42 46 48 outreach and providing a from all programme types, full and part contextual admission offer time. where relevant.
Working with target schools to plan a sustainable programme of support for target students, especially to Support target institutions in attainment- improve English and Maths raising of their students from identified GCSE attainment. This may WP target groups, working with them to include tutoring schemes, Access N/A N/A 200 300 400 500 develop a sustainable programme of homework clubs and English interventions and Maths workshops from our academics and/or external providers. Targets show the number of students to be included in the programme. Targeted activities will be embedded across BU to improve the continuation rate for students in the The continuation of Acorn category 4 and Acorn 4 & 5 category to at 5 students will improve culminating in a Success 2015/16 85.35% 87% 88.5% 89.5% 91% least a rate equal to that rate the same or better than the whole across BU. (Baseline data is student body. based on entrant progression data & the targets are based on HESA PI) Whilst monitoring this group of students the university The continuation of disabled students will will focus on the trend of Success improve culminating in a rate the same or 2014-15 86.58% 88.48% 89.12% 89.75% 90.38% enrolments and retention better than the whole student body. over the period, allowing for annual anomalies and external factors influencing
BU Access Agreement 2018/19 – Subject to University Board Approval 20 PDF Page No24 Milestone Base- Base- /target Description line line 2018-19 2019-20 2020-21 2021-22 Commentary type year data students. DSA students will not be considered in isolation and the programme to improve the continuation rates will drill down to niche level to account for the number and combination of other WP indicators that DSA students also hold. Non-continuation rates are monitored internally through Academic Standards Committee. This target will seek to improve The continuation rate of LPN students will continuation rates by Success improve culminating in a rate the same or 2015/16 86.90% 88.63% 89.19% 89.75% 91.5% considering LPN with other better than the whole student body. relevant multiple indicators of WP (The baseline year and targets are based on Polar 3 methodology, entrant progression data and HESA PI target) This is a long term target. The targets quoted here establish the trajectory towards this long term goal Other and are set to halve the (please initial gap within the give planned period. The target Increase BME students' attainment of details will continue beyond 2020- Success good degrees in line with expectations for 62.22% 66.07% 68.00% 69.92% 71.84% in 21 to achieve the full 4% qualifications on entry. Descript difference. The target ion milestones will start column) modestly and gain momentum as BU can influence an increasing number of years of the BME student's journey with us.
BU Access Agreement 2018/19 – Subject to University Board Approval 21 PDF Page No25 Milestone Base- Base- /target Description line line 2018-19 2019-20 2020-21 2021-22 Commentary type year data
Investigation of DLHE data has shown that there is a gap in both employability 87.9% in and graduate employability employ for certain WEP groups. Increase employability for BME students ment or 90% 92% 94% 94.4% Progression with a view to closing the employability 2014/15 The gap for BME students is further gap. study the greatest and for 2018-19 we will focus activities with
a view to close the employability gap for this group of students.
Investigation of DLHE data has shown that there is a gap in both employability and graduate employability 71.4% in Increase graduate employability for BME for certain WEP groups. graduat Progression students with a view to closing the 2014/15 73% 74% 74.5% 74.5% e level The gap for BME students is employability gap. jobs the greatest and for 2018-19 we will focus activities with a view to close the employability gap for this group of students.
BU Access Agreement 2018/19 – Subject to University Board Approval 22 PDF Page No26 FAIR ACCESS AGREEMENT 2108-19 - FINANCIAL MODELLING
Planned FAA 2018-19 Notes 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 M&C Outreach Programme 945,000 945,000 945,000 945,000 945,000 945,000 Budget line in M&C FA Research Project 70,000 0 0 0 0 0 Initiative Fund 200,000 200,000 200,000 345,000 445,000 445,000 Subscriptions/misc 20,000 20,000 20,000 20,000 20,000 20,000 Access 1,235,000 1,165,000 1,165,000 1,310,000 1,410,000 1,410,000 % of total directed spend 54% 51% 51% 54% 56% 56%
Grow@BU 120,000 120,000 120,000 120,000 120,000 120,000 Budget line in Student Services Accommodation Crisis Fund 10,000 10,000 10,000 10,000 10,000 10,000 Budget line in Student Services Disability Support 300,000 300,000 300,000 300,000 300,000 300,000 inserted to replace disability student allowance - no longer being removed? Hardship Fund 400,000 400,000 400,000 400,000 400,000 400,000 Budget line in Student Services Initiative Fund 100,000 100,000 100,000 100,000 100,000 100,000 Student Success 930,000 930,000 930,000 930,000 930,000 930,000 % of total directed spend 41% 41% 41% 39% 37% 37%
Placement Fund 50,000 50,000 50,000 50,000 50,000 50,000 Budget line in Student Services Initiative Fund 55,000 125,000 125,000 125,000 125,000 125,000 Progression (outcomes) 105,000 175,000 175,000 175,000 175,000 175,000 % of total directed spend 5% 8% 8% 7% 7% 7%
Total Directed Spend 2,270,000 2,270,000 2,270,000 2,415,000 2,515,000 2,515,000
Financial Support 1,297,200 1,522,050 1,809,150 2,132,200 2,153,900 2,179,200 Only showing 50% of anticipated bursary costs in order to limit exposure
Attributed Spend 8,000,000 7,100,000 7,500,000 7,744,700 8,000,000 8,200,000 Attributed spend is spend areas across BU apportioned based on % of WP students
Total Spend 11,567,200 10,892,050 11,579,150 12,291,900 12,668,900 12,894,200
Higher Fee income 28,857,000 29,185,210 31,544,925 33,735,355 34,508,895 35,335,590 Anticipated higher fee income - FAA2018-19 is phased transfer from NHS from 2017-18)
HEFCE WP Grant 3,244,700 3,244,700 3,244,700 3,244,700 3,244,700 3,244,700 assumed HEFCE WP grant (expected to be spent on WP activities)
OFFA Countable Spend (total less HEFCE grant) 8,322,500 7,647,350 8,334,450 9,047,200 9,424,200 9,649,500 OFFA Countable Spend as % of higher fee income 29% 26.2% 26.4% 26.8% 27.3% 27.3%
PDF Page No27 Summary Planned FAA 2018-19 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 Directed Spend 1,235,000 1,165,000 1,165,000 1,310,000 1,410,000 1,410,000 Attributed Spend Access 1,235,000 1,165,000 1,165,000 1,310,000 1,410,000 1,410,000
Directed Spend 930,000 930,000 930,000 930,000 930,000 930,000 Attributed Spend 4,255,300 3,355,300 3,755,300 4,000,000 4,255,300 4,455,300 Student Success 5,185,300 4,285,300 4,685,300 4,930,000 5,185,300 5,385,300
Directed Spend 105,000 175,000 175,000 175,000 175,000 175,000 Attributed Spend 500,000 500,000 500,000 500,000 500,000 500,000 Progression (outcomes) 605,000 675,000 675,000 675,000 675,000 675,000
Financial Support 1,297,200 1,522,050 1,809,150 2,132,200 2,153,900 2,179,200
Directed Spend 3,567,200 3,792,050 4,079,150 4,547,200 4,668,900 4,694,200 Attributed Spend 4,755,300 3,855,300 4,255,300 4,500,000 4,755,300 4,955,300 Total OFFA Countable 8,322,500 7,647,350 8,334,450 9,047,200 9,424,200 9,649,500
Higher Fee income 28,857,000 29,185,210 31,544,925 33,735,355 34,508,895 35,335,590 28.8% 26.2% 26.4% 26.8% 27.3% 27.3%
Student Opportunity - Attributed spend Access 454,471 454,471 454,471 454,471 454,471 454,471 Student Success 2,790,229 2,790,229 2,790,229 2,790,229 2,790,229 2,790,229 Progression 0 0 0 0 0 0 Total 3,244,700 3,244,700 3,244,700 3,244,700 3,244,700 3,244,700
Total Spend 11,567,200 10,892,050 11,579,150 12,291,900 12,668,900 12,894,200
2018-19 Spend Excluding Financial Support 2018-19 Directed Spend £0.7m (10%) 2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 Access £1.2m (18%) 15% 15% 14% 14% 15% 15% Student Success 57% 51% 51% 50% £1.2m51% 52% Progression 7% 9% 8% 7% 7% 7% Financial Support 20% 25% 27% 28% 27% 27%
£3.3m
Access Access £0.9m Student Success Student Success Progression £4.7m (72%) Progression Financial Support £0.2m
2018-19 Directed Spend Excluding Financial Support 2018-19 Spend Proportions £0.2m 14% 27%
£0.9m £1.2m
8% Access Access Student Success Student Success 51% Progression Progression Financial Support
PDF Page No28
Outcomes of access agreement monitoring for 2015-16 Summary of Key Findings
Overview In June 2017 the Office for Fair Access (OFFA) published their report on monitoring of access agreements for the academic year 2015-16. Whilst institutions reported progress against the majority of targets that they set in their 2015-16 access agreements OFFA noted some key challenges that they want to focus on going forwards:
• Black and minority ethnic (BME) groups – non-continuation rates are significantly worse than for white students • Professional employment rates are significantly lower for graduates from disadvantaged backgrounds • Part time student numbers have fallen for a seventh consecutive year • Non-continuation rates for mature students are almost double those for young entrants
Where progress has been reported on ethnicity targets institutions noted: • Sustained focus involving collaboration across all departments • Building an inclusive curriculum • Making BME attainment a strategic priority
Where progress has been reported on progression to employment or further study: • Collaborative work with business and employers • Providing opportunities for work experience, internships and placements • Embedding activities into the curriculum to support the transition to work
Access agreement expenditure by type of spend and type of institution (as a proportion of Higher Fee income) 2015/16 (2014/15)
Expenditure All Institutions % HEIs % Medium Access BU % HEIs Financial support 17.6 (20.3) 17.4 (20.1) 14.0 (16.2) 14.5 (13.0) Access 4.5 (4.3) 4.5 (4.3) 4.4 (3.7) 4.2 (4.7) Success 4.4 (4.0) 4.4 (3.9) 5.1 (4.6) 18.1 (18.9) Progression 1.6 (1.2) 1.5 (1.2) 1.5 (1.2) 1.7 (2.4) All FAA spend 27.3 (29.8) 27.1 (29.5) 25.0 (25.6) 38.6 (39.0)
PDF Page No291 12/07/17
45 40 35 30 25 20 All Institutions % 15 HEIs% 10 Medium Access HEIs% 5 0 BU%
Differences in proportions of spend in 2015/16 The major differences between BU and other Medium Access HEIs are:
• BU spends a much higher proportion of Higher Fee income on Success. This is consistent with 2014/15. High Access HEI’s spend on average 5.9% of higher fee income on success, only marginally more than Medium Access HEIs. • The only other similar % spends on Success were University of Bedfordshire at 16.0% and University of Salford with 14.9%. • BU spends a much higher proportion of Higher Fee income on all FAA spending than other HEIs and ‘all Institutions.
Changes in spending from 2014/15 Another difference is that the % of Higher Fee income spent on financial support and Access has increased slightly at BU. Other HEIs and all institutions figures show a decrease since 2014/15. Conversely, % spend on Progression has reduced at BU and increased in other HEIs and all institutions.
Considerations for BU regarding Higher Fee income spend • Is the proportion spent on success demonstrating appropriate impact on WP groups • Is the actual spend on financial support appropriate and demonstrating impact on WP students
PDF Page No302 12/07/17 Budget Funding Split Completed FAAMG Projects Projects Start year End Year Live Y/N End date Project Final Budget Lead / Proj Man F/PS Notes Ref Activity Complete? Cross-yr? 2014-15 2015-16 2016-17 2017-18 2018-19 19-20 Actual Final (c/Yr) Code Spend 2014/15 2016/17 Y 31/07/2017 Major research "backbone " / " BU FAR" £300,000 Vanessa Heaslip HSS Originally ULT approved £300k for 18m 15L PCAZ09.X No Y £ 100,000 £ 137,000 £ 153,112 Unknown Unknown 16-17 budget proposal approved by Gail in March 2016. 2015/16 2016/17 Y 31/07/2017 Invent-it-up (continuation) £ 72,120 Gino Abate/Tania SciTech Continuation approved Chairs Action by Gail 9 June 24L PCAZ14.X No Y £ 12,920 £ 29,600 £ 29,600 £ 35,800 £ 35,300 Humphries 2015; 22.06.2017 - funding for 2017/18 and 2018/19 was agreed in principle by FAAMG in Feb 2017. However, due to Gail Thomas leaving final decision is still pending. 12/7/17 - 2 year extension requested - to be considered by AIEC on 17th July. 2016/17 2016/17 Y 31/07/2017 Big White Wall £18,000 Mandi Barron SS M Barron to confirm costings and complete any 35SL Not requesteNo £ - £ - £ 18,000 ENDED relevant paperwork. Financial spend will all be 15/16 and activity will occur in 16/17. Needs eval/impact.
2016/17 2016/17 Y 31/07/2017 Developing Women Leaders Programme £8,336 Deborah Taylor FoM Approved by FAAMG Feb 2017 PCAZ30.X No N N/A N/A £ 8,336 N/A 2016/17 2016/17 Y 31/07/2017 Race Charter Self-Assessment team £20,000 James Palfreman- HR Approved by FAAMG Feb 2017 PCAZ29.X No N N/A N/A £ 20,000 N/A Kay 2016/17 2016/17 Y 31/07/2017 Employability and Work Based Learning A Literature £9,345 Sue Eccles CEL Approved by FAAMG March 2017 PCAZ31.X No N N/A N/A £ 9,345 N/A Review for FAAMG 2016/17 2016/17 Y 31/07/2017 Supported Leadership: Enhancing the academic £7,000 Jof Cooke SUBU Approved by FAAMG March 2017. Not requesteNo N N/A N/A £ 7,000 N/A success and employability of WP students 12/7/17 - Sue Eccles has confirmed project has progressed. 2015/16 2016/17 Y Ongoing? See E&D Awareness raising generic £25,000 James Palfreman- HR No prog PCAZ16.X N/A £ - £ 25,000 £ 25,000 £ 25,000 notes Kay 2016/17 2017/18 N 31/07/2018 Mobile Cyber Lab for School Outreach £40,682.08 Christopher Sci Tech FAAMG sub group in December felt that they might £40,682.08 TBC Richardson support this project if there were any funds left in 2016/17 2016/17 2017/18 Y 31/07/2018 Engineering, Apprenticeships and Young White £19,933 Tania Humphries- SciTech Approved by FAAMG sub group Dec 2016 PCAZ27.X No Y N/A N/A £ 13,630 £ 6,303 Males from Lower Socio-Economic Groups Smith & Clive Hunt
2015/16 2017/18 Y 31/07/2018 RELAYS (new) £ 62,900 Andrew Bowland FoM Approved by FAAMG on 08/04/2015; approved in 25L PCAZ15.X No Y - £ 30,800 £ 32,100 BAU approved… (Tourism) principle as BAU by ULT in May 2015, queries resolved Queried with Sarah on 16/06/2015 Carter 23.06.17 2016/17 2017/18 Y 31/07/2018 PAL Placement Intern £31,273 Charlotte AS Approved by FAAMG with revisions, including 2 year 29SL PCAZ20.X No Y £ - £ 1,143 £ 14,636 £15,494 ENDED Thackeray duration and greater focus on WP impact research on 4 Feb 2016 2016/17 2017/18 Y 31/08/2018 Supporting Educational Attainment, Progression £24,897 Vanessa Heaslip HSS Approved by FAAMG sub group Dec 2016; PCAZ26.X No Y N/A N/A £14,376.40 £10,521 and Aspiration of Young White Disadvantaged 22.06.17: PROJECT DELAYED - VH to confirm Males: an Action Research Project underspend for 2016/17
2016/17 2017/18 Y 29/09/2018 Curriculum Diversification and Inclusive Teaching £20,082 Deborah Gabriel FMC Approved by FAAMG sub group Dec 2016. PCAZ28.X No Y N/A N/A £ 19,777 £ 305 Practice Programme PROJECT DELAYED - NO SPEND IN 2016/17 2015/16 2019/20 Y 31/08/2020 Enhancing Care Leavers outreach and information £24,778 Vanessa Heaslip HSS Approved by FAAMG prog sub-grp with revisions to 28SL PCAZ21.X No Y £ - £ 505 £ 21,373 £ 2,300 £ 300 £ 300 widen scope of project on 4 Feb 2016; 22.06.17: PROJECT DELAYED - VH to confirm underspend for 2016/17
PDF Page No31 Completed Projects Start Year End Year Project Lead School Actual Final Notes Ref Activity (Original Budget Final Report Spend (C/Yr) Code Budget) Change received?
2013-14 2013-14 Understanding the attitudes and opinions of the Fair Vanessa HSC £ 3,598 Activity completed within 2013/14 but spend went 12S PCAZ02.X -£ 3,598 Access target Group Heaslip into 2014/15 financial year 2014-15 2014-15 Peer Support of PAL Leaders Neil Ford AS £ 1,003 13S PCAZ02.X -£ 1,003 2013/14 2014/15 Disclosure of Learning Differences on Work Chris Scholes ALS/SSS £ 20,600 7L PCAZ02.X -£ 20,600 Placements 2013/14 2014/15 RELAYS Rob SoT £ 72,000 Currently anticipating £8k underspend (April 2015) 1L PCAZ02.X -£ 72,000 Hydon/Andy Boland 2013/14 2014/15 Invent-it-Up (Original) Andrew Main SciTech £ 28,808 Continuation approved but entered separately as new 5L PCAZ02.X -£ 28,808 project below 2013/14 BAU - to clarify Chaplaincy Intern: St Aldhelms Bill Merrington Chaplaincy £ 6,000 To confirm whether should be treated 6S PCAZ02.X -£ 6,000 differently/removed from monthly monitoring 2013/14 2014/15 Film Workshops Avril Harrison Media Sch £ 4,804 8S PCAZ02.X -£ 4,804 2013/14 2014/15 Enhancing HSC’s outreach information Bethan Collins HSC £ 12,526 Almost complete 10L PCAZ02.X -£ 12,526
2013/14 2014/15 Individual differences & support mechanisms use Jacqui Taylor SciTech £ 5,007 11S PCAZ02.X -£ 5,007 impact on retention & success 2014/15 2014/15 Skills Escalator Avril Harrison FMC £ 5,000 Approved at FAAMG 02/02/2015 16S PCAZ08.X -£ 5,000 original application listed two different proj budgets - £5,182, £5,324. Approved on agreement that max project spend would be £5,000
2014-15 2015-16 Educational Aspiration Family Study Mastoureh HSS to check Originally a 2015-16 project, agreed to try to move 17S PCAZ07.X #VALUE! Fathi majority of spend forward to 2014-15. Original funding split 2014/15 £3,000 and 2015/16 £2,000. However, progress was quick so most funding will now be spent in 2014/15. Funding split updated based on Masi's figures supplied in July 2015.
2014-15 2014-15 LEGO Year 12 Robotics Challenge John Baxter M&C £ 4,810 Approved FAAMG 08/04/2015 19S PCAZ05X -£ 4,810 2014-15 2014-15 Enact Drama Performance for Schools Kate M&C / Enact £ 11,520 Approved by Chairs Action (Gail) 06/05/2015 22SL PCAZ11.X -£ 11,520 Holmes/Enact Solutions This is an extension to current M&C Access activity Solutions that cannot be managed within their current 14-15 budget. 2013/14 2015/16 Outreach Schools Creative Partnership £ 61,130 Avril Harrison MS 3L PCAZ18.X No Y £ 23,122 £ 30,249 ENDED 2013/14 2015/16 SUBU Access All Areas (3 year programme) Joff Cooke / SUBU To be removed from monthly monitoring once 4L PCAZ02.X No Y £ 45,000 £ 45,000 ENDED £45,00/£90,00 Caston Matewu objectives and deliverables agreed 2013/14 2014/15 BFX Festival Schools Outreach Animation Project £ 4,596 Sue Sloan/ Avril MS Urgently need to clarify where spend being coded 9S Perhaps No Y £ 4,596 £ 1,563 ENDED Harrison PCAZ02.X 2014/15 2015/16 Lukasz's CEIL (Budmouth) bid £20,000 Budmouth College Budmouth FAAMG initial approval 8/4/15; signed off June 2015 23SL PCAZ10.X Yes Y £ 20,000 ongoing but no ENDED / Lukasz Naglik College / FAAMG meeting further £ M&C Lukasz Naglik Note: as external all expenditure assigned in 2014/15; contribution M&C monitoring to extend to 2015/16 2014/15 2015-16 WP Exchange Study bursaries £ 13,846 Alastair Morrison Global Approved FAAMG 04/03/2015; Approved by ULT 18 18SL PCAZ06.X Yes Y £ 5,000 £ 8,846 ENDED Engagement March 2015 Hub 2015/16 2015/16 PAL Leaders Extended Support £ 5,000 Charlotte AS Approved 04/03/2015 FAAMG 20S PCAZ12.X Yes N - £ 5,000 ENDED Thackeray 2015/16 2015/16 Austerity & Access (Liz Thomas Collaboration) £10,000 Vanessa Heaslip HSS Approved by FAAMG to contribute to this cross- 30SL PCAZ22X £ - £ 10,000 £ - ENDED university project on 4 Feb 2016 2015/16 2015/16 Online Open Days £15,000 Nic Murray-Fagan M&C Richard says budget moved to M&C in March ledger Not Proj PCAZ02.X (yes) £ - £ 15,000 ENDED in PCAZ02.X Approved by FAAMG prog sub-grp on 4 Feb 2016, ratified by full FAAMG on 10/02/2016. £15k contribution M&C providing rest of funding.
2015/16 2015/16 HSC outreach Info EXTENSION £1,334 Cathi Farrer HSS/M&C Booklet reprint and social media campaign 33S PCAZ25.X No No £ - £ 1,334 ENDED ENDED 2015/16 2015/16 HEAT tracker admin (Beth) £3,354 Kate Holmes / M&C This will just be journalled to M&C budget 34S N/A £ - £3,354 ENDED ENDED ENDED Beth 2015/16 15/16 initially, Impact of BU Financial Support £13,464 Marcellus Mbah CEL PDRF research for FAA monitoring purposes 32SL PCAZ24.X Yes Poss - TBC £ 13,464 £ 704 ENDED 16/17 TBC 2015/16 2016/17 Disability Emerging Adulthood £ 27,659 Carrie Hodges Media & Approved by FAAMG on 04/03/2015; Approved by 21L PCAZ13.X Yes Y - £ 21,843 £ 5,750 ENDED Communicati ULT on 18/03/2015 on 2015/16 2016/17 DADLE Learning Programme (Dorset Arts Diversity, £1,000 Avril Harrison FMC Approved by FAAMG 20/10/2015 26S PCAZ17.X No Y £ - £ 500 £ 500 ENDED Leadership and Entrepreneurship Learning Programme)) 2015/16 2016/17 Bounce Back (Student Carers) £16,623.50 Jacqueline Priego CEL PDRF research for FAA monitoring purposes 31SL PCAZ23.X Yes Y £ - £ 15,974.20 £ 1,853.00 ENDED
PDF Page No32 Projects Refused/Withdrawn/Cancelled Start Year End Year Project Final Budget Lead School Notes Ref 2014/15 2015/16 Outside Broadcast Truck £ 30,940 Avril Harrison/Tim Media & Project Rejected by ULT on 18/03/2015 N/A Putnam Communicati on 2013/14 + 2014 Supporting Science in Secondary Schools £ 99,095 Staff changes SciTech Fully withdrawn - no expenditure made 2L 2014/15 Student Mental Health Peer Support £4960 - Mandi Barron (submitted to FAAMG 02/02/2015, withdrew in March 2015 will fund from other sources N/A 2014-15 ? 2014-15 Inclusive curriculum approaches in QP: review of ? TBC Bethan Collins ? HSS BU FAR researcher to take this on in June 2015. 14SL N/A No N ? ENDED ENDED policy Assuming no spend required. Was to be Marcellus (CEL) but not worked out. Mehran's- student participation and key technology performance monitoring (Lukasz leading on this) 2015/16 2017/18 + 2 Cyber Security £56,384 Lucy SciTech Approved by FAAMG proj sub-grp with minor 27SL PCAZ19.X No Y £ - £ 32,384.40 £ 12,000.00 £ 12,000.00 TBC TBC years Rossiter/Green quantifying revisions on 4 Feb 2016 Originally approved as £24,607 for 15/16 project only (just the equipment cost) as faculty would deliver for free. Project faltered as faculty no longer supporting placement students (who were delivering), M&C will now deliver (at additional cost) for minimum of 2 years. Faculty/original bidding team will support and provide specialist training, advice and development. Faculty team will purchase equipment at the higher cost of £32,384.40 (due to the need to bepoke & lighten the trolley for lifting and to prevent student ambassadors/van driving issue)
PDF Page No33 2016-17 Financial Year Planned Activity Remaining A Planned YTD Spend Spend FAA 2016-17 30-Jun-17 31-Jul-17 2017-18 2018-19 2019-20 2020-21 2021-22 M&C Outreach Programme 945,000 709,522 235,478 945,000 945,000 945,000 945,000 945,000 Research Project 70,000 70,000 0 0 0 0 0 Initiative Fund 200,000 281,952 -81,952 200,000 200,000 345,000 445,000 445,000 Subscriptions etc 20,000 0 20,000 20,000 20,000 20,000 20,000 20,000 Access 1,235,000 991,475 243,525 1,165,000 1,165,000 1,310,000 1,410,000 1,410,000 % of total directed spend 54% 65% 51% 51% 54% 56% 56%
Grow@BU S 120,000 100,243 19,757 120,000 120,000 120,000 120,000 120,000 Accommodation Crisis Fund S 10,000 2,427 7,573 10,000 10,000 10,000 10,000 10,000 Disability Support S 300,000 45,216 254,784 300,000 300,000 300,000 300,000 300,000 Hardship Fund S 400,000 372,963 27,037 400,000 400,000 400,000 400,000 400,000 Initiative Fund 100,000 100,000 100,000 100,000 100,000 100,000 100,000 Student Success 930,000 520,849 409,151 930,000 930,000 930,000 930,000 930,000 % of total directed spend 41% 34% 41% 41% 39% 37% 37%
Placement Fund S 50,000 23,623 26,377 50,000 50,000 50,000 50,000 50,000 Initiative Fund 55,000 55,000 125,000 125,000 125,000 125,000 125,000 Progression 105,000 23,623 81,377 175,000 175,000 175,000 175,000 175,000 % of total directed spend 5% 2% 8% 8% 7% 7% 7%
Total Directed Spend 2,270,000 1,535,947 734,053 2,270,000 2,270,000 2,415,000 2,515,000 2,515,000
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“Invent it Up” Project – Department of Design & Engineering – Faculty of SciTech
Proposal for Project Continuation
This project plan is being submitted to enable the above project to continue for the academic years 17/18 and 18/19. The project is currently in its fourth academic year, having commenced in academic year 13/14.
Outcomes: The project aims to excite and inspire years 7 through 13 SEI pupils about Product Design, by setting in-school and on-BU-campus events involving i) a PD graduate as Co-Ordinator and ii) current undergraduates as Ambassadors and iii) latest design tools such as tablet based CAD and 3D printing. In doing so, we will satisfy a number of BU Fair Access aims: 1. We will deliver a successful outreach programme which is fully integrated with the University’s Schools and Colleges Liaison function. 2. We will target appropriate SEI’s for WP, and use our own BU students as Ambassadors to give guidance on Product Design as a profession and HE.
Key Information: A Project Co-ordinator was appointed on a part time basis from 1st February 2014 through to July 2017– Gino Abate, a mature Graduate of the Product Design course at BU is prepared to continue in this role and is able to work up to 30 hours per week over the period 1st September 2017 to end July 2019. This role will design and plan the workshops for years 7 & 8, liaise with schools to organise the dates etc of the workshops, co-ordinate the Ambassadors, including their training and DBS checking and attend all the workshops. Each academic year we will recruit several design undergraduate students to work as Ambassadors. The Ambassadors will be trained and DBS checked and will then work alongside Gino to run a series of workshops along similar lines to previous years as well as a similar series of workshops running here at BU, in the Innovation Centre, alongside the Design Engineering Show (DES). Additionally, Gino will attend careers evenings related to GCSE selection advice and run competitions for year 8s. Since the programme started approx. 20 different schools have been involved, many of which have received more than one visit per year. Over the period since 13/14 approx. 3,000 children primarily in years 7 & 8 have experienced Invent it Up workshops.
It is planned to visit the following schools during academic years 17/18 and 18/19, many of who have specifically asked for return visits: Ferndown Middle School Allenbourn Middle School St Aldhelm's Academy Winton & Glenmoor School St Michael's Middle School The Bishop of Winchester Academy Avonbourne College Harewood College Westmoors Middle School Twynham School St Peter’s School
PDF Page No35 Ringwood School Cranborne School Emanuelle Church of England Middle School St Augustine’s Catholic School Queen Elizabeth School Dorchester School St Edwards School Magna Academy Workshops to run (workshops contain approx 30 students): • Yr 7 workshop in school – 2 hr ‘Design Challenge’ outline of product design with practical activities based on physical modelling. • Yr 8 workshop in school – 2hr ‘Design Problem Solving’ based on the design process with practical activities using tablet based CAD and 3D printing. • Workshops based in the Innovation Centre at BU starting with Schools Day in DES and continuing for 2 weeks involving years 7-13.
Milestones:
September – liaison with school & prep October – workshops commence approx. 2 week November – workshops approx. 2 week December – workshops approx. 2 week January – termly liaison with schools February – workshops approx. 2 week March – workshops approx. 2 week April – prep and review May – prep and review June – DES workshops July – workshops 5 days during ‘activity’ week in different schools Approx. Total number of workshops = 30 (equates to 900 children)
Budget A budget is proposed for AY17/18: Project Co-Ordinator (40 weeks x 30hrs x £20.00) 24,000 Ambassador hourly rate (4 hrs per workshop) 4,800 Consumables for 3D printer 1,500 Consumables for workshops 3,000 Travel, including car hire 2,000 3D scanner 500 TOTAL 35,800
A budget is proposed for AY18/19: Project Co-Ordinator (40 weeks x 30hrs x £20.00) 24,000 Ambassador hourly rate (4 hrs per workshop) 4,800 Consumables for 3D printer 1,500 Consumables for workshops 3,000 Travel, including car hire 2,000 TOTAL 35,300
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Background
BU’s Fair Access Agreement includes a project fund to support Fair Access (FA) and Widening Participation (WP) projects. Faculties and Professional Services are invited to bid for funding for targeted projects which focus on one or more of the below listed BU’s Fair Access priorities. Projects are expected to commence in January 2017.
To apply for funding, please complete the Project Proposal Grant Application form which follows this guidance.
Priorities
Projects must address one or more of the below priorities to bid for funds.
1. Intersectional issues relating to race, alongside other WP Indicator Groups* and Protected Characteristics** in respect to access, student success and attainment.
2. Innovative initiatives which contribute to the engagement of disadvantaged students outside of BU’s traditional target outreach geographic areas.
3. Initiatives leading to successful employment or progression to post graduate study of undergraduate WP students. This can include working directly with employers.
4. Initiatives improving the access, success or progression of white working class boys.
Projects that do not directly address a listed priority will be unsuccessful.
All bids are encouraged to show understanding of the complexity of factors surrounding widening participation and to address the diversity of widening participation students, many of which will have multiple indicators of WP status.
*BU’s WP Indicator Groups
BU’s Standard WP Indicator Groups The below indicators may be appropriate in focussed circumstances, if they link with the priorities • Mature students – aged over 21 at entry • Boys participation in higher education • Additional learning needs, including mental health (understanding the gender gap) issues • Mature carers • Students from low participation neighbourhoods • Children from military service families (LPN) • Young students from other disrupted or • Part time students disadvantaged family backgrounds • NS-SEC 4-7 and NS-SEC 8 (unemployed) • Girls into STEM subjects • Acorn categories 4 and 5 (in some circumstances • Students on Access to HE programmes Acorn category 3 can be addressed) • Low household income (<£16k, <£25k) • Students with a period in care, including students in sheltered housing and estranged students • Young carers • Black and minority ethnic (BME) groups • White working class boys • First generation in family to attend university
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Notes for project bidders: Only UK and EU students fall within a reportable widening participation population. From 2016/17 BU will include NHS students within widening participation projects.
**Protected Characteristics • Age • Disability • Gender reassignment • Marriage and civil partnership • Pregnancy and maternity • Race • Religion and belief • Sex •Sexual orientation For more information see: https://www.equalityhumanrights.com/en/equality-act/protected-characteristics
Bournemouth University is a member of the Equality Unit, Athena SWAN and Race charters. Projects should describe how they are supporting these agendas through their specific project activities. Further information about the charters can be obtained by contacting the Equality and Diversity Adviser. E-mail: [email protected]
Monitoring
You are required to monitor your project, plan and track the financial spend, provide monthly progress updates, participate in impact assessment and evaluation activities, and provide a report on the project once it is completed or a yearly review report if the project crosses financial years. Once approved you will be expected to set out your project’s targets/outputs, key milestones and planned expenditure against a timeline, and to complete budget profiling (support to produce these documents is available if needed).
Project finances
Please use categories from the table below to fill out project finances section of the application form.
Categories to be used in Section 6 of the application form. • Consumables • Equipment purchases • Capital costs • Product costs • Activities • Resources • Printed materials (posters/flyers/booklets) • Photography/photo printing
• Conference fees • Meetings • Accommodation and subsistence • Travel • state travel type: train; plane; car hire; mileage; other public transport • state who it is for: staff, PTHP, student, student ambassador, external participant
• Events/Campus Visits • Instructors • Workshops • Venue Hire • Catering • Visits to external sites
• Focus Groups / Interviews • Transcription • Academic papers / journal publishing costs • Student Participation • Incentives / Rewards / Bursaries • Awards • Other Research costs
• Communications and Marketing (Materials, Advertising, Branding, Newsletter, Resources, Launch Events) • Dissemination (internal or external) • Filming / editing / web streaming • IT resourcing, e.g. development of apps or web interface
• Consultancy • Training / Conferences (specify who for) • Student Ambassador Costs
• Staffing costs (section STAFFING section below)
• Any other costs (please specify)
STAFFING If a project is recruiting staff they must adhere to the Guidance on Recruiting Staff/ Students to Internally Funded Projects. Projects should describe how they have or will follow this guidance in Section 2. Failing to follow or acknowledge the guidance will result in a project not being approved or ceased. 2 PDF Page No38
Claiming staffing costs. Projects can either • claim a percentage of a staff members FTE against the project (where the staff member is not backfilled) OR • where a staff member is backfilled ONLY claim the backfill costs. On costs should always be included within the staffing costs cited (except for agency staff).
All staffing costs must be verified by Payroll, HR, RKEO, or Finance and Performance. Evidence of verification will be required before the project can be approved.
All staffing costs must detail • grade, • spine point • duration, • the percentage of FTE time the staff member works on the project, • the spread/intensity of the staff time across the project life, e.g. spread equally, and • on-costs. Also state the staff member’s role in the project stated, for example. • project management; • workshop delivery; • researcher; • administrative support.
Staffing costs can cover: • Recruitment costs • Staff time/salaries (%FTE) or backfill • Paid student time, e.g. Student Ambassador/Student Researcher staffing. Students are paid at set grades/rates and the standard job descriptions for students are available from HR for Student Research Assistant (grade 4) this covers both undergraduate and postgraduate students; and Student Ambassador (paid in 2016/17 at flat rate of £8.16 per hour plus on costs).
Next steps
All proposals will go to representatives of the Fair Access Agreement Management Group (FAAMG) for review. The project proposer or representative may be invited to a meeting to present their project proposal and answer any questions from the FAAMG. A representative of FAAMG may contact you prior to this for further information or clarification on the proposal. If the FAAMG decides the bid is not appropriate, then further discussion may be held with the project proposer on the steps required to enhance the project for agreement or reject the project.
FAAMG will make approval judgements on projects costing up to £25,000. Projects costing over £25,000 will be considered by FAAMG and if supported, will then be submitted for ULT consideration and final approval. This means a longer approval period before projects above £25,000 can commence.
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Project Activity Code: Code:
FA Project Proposal Grant Application
BU’s Fair Access Agreement includes an innovation project fund through which Faculties and Professional Service(s) may bid for funds to support priority theme fair access and widening participation projects that align with BU’s OFFA targets. To apply for funding, please read the application guidance, complete all sections of this project proposal and return to Lukasz Naglik, Fair Access Outreach Liaison Officer, via email at [email protected] by Friday 18 November 2016.
Here is a symbol you can paste to tick relevant boxes throughout this document:
Section 1: Overview Information Project Title Mobile Cyber Lab for School Outreach Amount of Funding: Date of Application: £40,682.08 17/11/2016
Project Start Date (month/year): Project End Date (month/year): 03/2017 31/07/2018
BU Faculty/Professional Service Contact Name(s) of person leading this application SciTech Lucy Green
Section 2: Project Details Bidding Themes (please tick which your project will address)
Race Outreach Employment/Progression White Working Class Boys (WWCB)
Other BU WP indicators the project will also engage (state which) as listed in the bidding guidance: Girls into STEM subjects
Project Description
Set out the context/rationale (incl prior research) The mobile cyber lab will ensure that the Cyber Security Unit can deliver training and essential outreach to students in schools covering the pertinent subject of cyber security and how to keep safe online. To date, we have invited many schools to bring their pupils into the Cyber Security Unit on campus, however this has often proven challenging to co-ordinate and we have received feedback from schools that it is difficult for them to organise trips outside of the school environment due to time table clashes and financial constraints. This is why we would like to create a mobile cyber lab so that we can make it easier for students from all backgrounds and geographical locations to engage with the subject of cyber security and Bournemouth University. The matter of cyber security is extremely topical and an area of concern which is continuing to escalate. Therefore, promoting further education and training in this subject area is essential for students.
The Cyber Security Unit recently ran a workshop for Year 9 students (all were white working class boys) from the Isle of Portland Aldridge Community Academy (IPACA). Portland is known to be an underprivileged area and in particular the majority of students who attend IPACA do not go on to HE, or into employment. The workshop was a great success and we received some very positive feedback (see appendix 1). We were fortunately able to
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deliver this workshop after the University STEM outreach team lent the Cyber Security Unit their pool of laptops for the students at IPACA to use. Unfortunately, we cannot rely on borrowing these laptops for future workshops because the STEM outreach activities will take priority over when they are available for us to use. Additionally, the STEM team only have 14 laptops, which means that a standard class of 30 students would need to share laptops. Unfortunately, this means that the students do not get the full personal learning experience during the workshop activities.
Describe the project activities or research aims The activities will cover computer security awareness, programming, digital forensics, and memory manipulation.
1. The Cyber-security awareness talk provides an overview of online risks, data collection and the information processing process, along with how our data can be used for good and where it ends up if it gets in the wrong hands. 2. The mobile lab equipment will allow us to deliver a series of demos which will cover information hiding and forensics which is aimed at highlighting the challenging task faced by forensic analysts in investigating cybercrime. 3. The cyber security workshop culminates in a cyber-security challenge activity aimed at giving participants hands-on experience of using cyber security and forensics skills.
Describe and quantify participants/recipients/beneficiaries/target audience (include detail of numbers and how they will be recruited). If you are targeting schools remember to include information on year group, stage and/or level as appropriate. Our primary focus will be to engage with the top priority schools which are listed in the Fair Access Outreach Ranked Target List. Specifically we would seek to deliver the workshops to Year 8 and 9 students in order to stimulate interest in Cyber Security as a potential career choice prior to students choosing the subjects they will continue to study in subsequent years. We expect our mobile computing lab will not only be educational for students but will also encourage them to consider further education in the area of Cyber Security when they leave school, in particular encouraging more white working class boys to continue on to HE and more girls to engage with STEM subjects. We will work closely with the outreach team to identify which of the top priority schools will provide us the best access to reaching our target groups.
State milestones, deliverables, targets/outputs, timing and staffing We could accommodate up to 30 students at a time (statutory UK maximum class size), with each student operating their own laptop computer to ensure optimum participation. The workshop is designed to be delivered over a two hour period, however, if asked we can reduce / extend the length of the sessions based on the individual requirements and levels of ability of the students accordingly. We would require three STEM Ambassadors to deliver the cyber lab workshop (The Marketing & Communications Outreach team have confirmed that we can use their ambassadors). We will only use ambassadors who are currently studying on a computer science or information security courses, this will ensure they already have a firm grasp and understanding of the subject area. Plus, we will provide a training session for them to go through the workshop activities before facilitating the workshops themselves.
The Fair Access Outreach Ranked Target List identifies 13 super target schools and an additional 20 schools which are a target the for the new national outreach initiative (NCOP20). Therefore, this provides us with a starting list of 33 schools to deliver the workshop to. Taking into consideration school holidays, we anticipate that we can deliver one workshop per week and will be able to visit all 33 schools before the end of July 2018.
The project will run for 16 months from March 2017 – July 2018 but the intention is to continue with the 5 PDF Page No41
outreach using the equipment after the end of the project to continue with our wider participation aims. During the life of the project the equipment will be used for wider participation project purposes first. After the project finishes the equipment may be used for more general recruitment activities but wider participation will be prioritised during the project period.
What is success? How will you measure it? 1. Inspire white working class boys and female students to consider a career in cyber security and to continue into HE to study computing and information security courses at Bournemouth University. We will be able to measure if the workshop has had any impact from the questionnaire which the students will be asked to complete at the end of the workshop. Please see Appendix 1 for examples of the questionnaire and the impact which the workshop has had on students who have completed the workshop in the past. The questionnaires will provide a measure for the short term impact, but we won’t be able to measure the increase in applications until the students enrol onto a HE course in 4 years’ time. However, the impact can still be measured with the help of the University’s database system HEAT. The database records details of the students we have engaged through the widening participation project, therefore when the student starts their course, the university will be able to see if they have participated in any previous WP projects.
2. Increase student awareness on how to stay safe online. Students will take part in a quiz at the end of the workshop to see what they have learnt through the presentation and activities.
3. The questionnaire also provides the opportunity to receive student feedback on their experience of the workshop. Student feedback is important as it will inform us if we need to adapt any parts of the workshop to maximise effectiveness for activities planned and delivered as part of the programme.
Project Summary (to be used in blog posts). Max 150 words The Cyber Security Unit at Bournemouth University is adding to their school outreach programme by investing in a mobile computing lab. The independent server and 30 laptops can be taken to schools, academies, and colleges to educate and raise awareness of the computing and information security sector amongst individuals from all backgrounds. Our aim is to ensure that students keep safe online and that we dispel the myths surrounding this field. We want to encourage and inspire students to forge a career in this fast moving area of the cyber world. Deliverables Please reiterate the key deliverables/outputs in SMART* language. This is what the project will be monitored against. * SMART – Specific, Measureable, Achievable, Realistic, Time-bound 1. The BUCSU Mobile Lab will deliver cyber security activities to engage white working class boys and female students to consider a career in cyber security and to continue into HE to study computing and information security courses at Bournemouth University. 2. We will be able to measure the impact of the workshops from the questionnaire feedback which we will ask all students to complete at the end of the workshop sessions. The increase in applications to study on a computing or information security course will be measured by the database system HEAT. It will be at least 4 years before we can measure if there has been an increase in student applications (2021/ 2022 - this is when the Year8/9 students who we engage with through the project will be starting their chosen HE courses). 3. With the help of the Marketing & Communications Outreach team we will be able to identify which schools we should engage with. Additionally, we can use the Student Ambassadors to deliver the workshops. 4. The mobile lab will allow us to continue our outreach with schools. We know that the cyber workshops are a success because we have already delivered them to students from schools who have visited the 6 PDF Page No42
University cyber labs. Plus, we have successfully delivered the workshops offsite (Please see Appendix 1 for feedback forms). 5. From March 2017 we can deliver one workshop per week and will be able to visit the 33 target schools before the end of July 2018. Subject to funding the Mobile Lab can continue to engage with students beyond 2018. Milestones List the key milestones and stages of the project journey.
Milestones March 2017 • Place mobile lab equipment order.
• 2 hour training session for STEM Ambassadors on how to deliver cyber workshop activities.
April- July 2017 • With the support of the University school outreach team, we will organise lab days with the top 13 high priority schools and the 20 schools which are a target for the new national outreach initiative (NCOP20). • The lab days will be scheduled to take place weekly from April 2017– July 2017. 2017-18 • September 2017 – July 2018 (specify month Continue to organise and deliver the cyber workshops to the schools on our against each target list. entry) • August 2018 Evaluation report on impact of mobile computing lab.
Section 3: Collaborators Please use this section to list your internal and external partners. 3T
Does the project require input from or have impact on any other faculties / professional services (e.g. Estates, Academic Services, Marketing & Communications Outreach team (school focussed projects), Student Support Services) or any other stakeholders such as external organisations? If so, please list here and describe how you have or will consult/collaborate. We will work closely with the Marketing & Communications Outreach team to identify and liaise with the schools who we will be delivering the workshops to. Naomi Capell the STEM Outreach Officer has confirmed that she has a budget of £5k which will cover the costs of the STEM Ambassadors time to deliver the cyber workshops off campus and car hire too.
Section 4: Project Impact Short Term Impact on WP/ Fair Access at BU/ national level The Department for Education has made the study of Computer programmes a part of the national curriculum for key stage 3 and 4. In particular they recognise the importance of engaging pupils with a high-quality computing education, noting that it equips pupils to use computational thinking and creativity to understand and change the world. In addition, one of the key attainment targets is that students should be taught to understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognising inappropriate content, contact and conduct and know how to report concerns. Unfortunately, many schools do not have the funding to update their computer systems to facilitate positive pupil engagement with cyber security. Additionally, schools are dealing with a staffing
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problem, in that there aren’t enough Computer Science teachers to teach the subject.
As articulated in a recent report produced by LKMco (https://www.lkmco.org/wp-content/uploads/2016/07/The- underrepresentation-of-white-working-class-boys-in-higher-education-baars-et-al-2016.pdf): “Subject and course relevance are key considerations for white working class boys, particularly in relation to the ‘earning potential’ of specific study routes, WP has a clear role to play in promoting the awareness of the range and career relevance of the programmes on offer at university. This should also include promoting different types of study route that white working class boys may not be aware of, such as part-time and distance learning”.
Therefore, the mobile cyber lab provides an excellent opportunity to engage this group with cyber security and to inform them of the job opportunities in this sector. Not only does it pay extremely well but the sector is facing a global skills shortage, which again highlights the potential of job security through undertaking a HE course. Importantly it will raise awareness of computing and information security within groups who would not normally have knowledge of or interest in the subject due to social stereotyping or background.
Long Term Impact on WP/ Fair Access at BU/ national level The long term impact will come as a result of targeting students early on at school; it will inspire them to consider a career in cyber security later on. Therefore, we should see an increase in applications from white working class boys and girls wanting to study STEM subjects at Bournemouth University. Also, this outreach programme will raise the profile of the University and the Cyber Security Unit. The mobile lab also provides the ability to travel to locations beyond the current geographical target areas. Therefore, the mobile lab can be utilised to achieve another one of the WP priorities: ‘Innovative initiatives which contribute to the engagement of disadvantaged students outside of BU’s traditional target outreach geographic areas’. Subject to more funding, the lab can be used to reach target groups outside of the current target geographical area.
Methods – describe how you will evaluate/measure the planned impact Upon completion of the activities, all students will complete an online evaluation which will ask students to reflect on and review the activities they have engaged with. In order to ascertain the effectiveness of the programme, ongoing evaluation and feedback tools will be used. These will be used to inform future decision making to maximise effectiveness for activities planned and delivered as part of the programme.
Evaluation report will be completed at the end of the project to look at the overall impact which the mobile computing lab had over the 16 month period it was used for the wider participation project. In addition, we will also attach all the feedback forms completed by all the students who have taken part in the workshops.
Section 5: Ethics All projects should comply with the University Research Ethics Committee (UREC) standards.
Will this project require ethical approval? No Yes. If yes, please state in which month will the project submit to the ethics board? 3T
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Section 6: Project Finances
Category Describe the expenditure item 2016-17 Costs 2017-18 Costs* Total project costs (please refer to application guidance for a list of categories)
Aug- Dec Jan- March April- July Equipment purchases Computer equipment required to set up the N/A £39,032.40 N/A N/A £39,032.40 mobile computing lab. We sourced quotes from three different suppliers (full quotes (Please note can be seen in Appendix 2) this quote We have decided to go with the quote from reflects current ‘Fortuna Power Systems Ltd’ because they market price – Nov 2016. are the only supplier who can design In 4 months bespoke carry cases to transport all the this figure may laptops safely and with ease. The bespoke increase or carry cases allow the laptops to be packed decrease into a boot of a car rather than the need to depending on use a larger mode of transport such as a market price) van. This option is essential as we will be using STEM Ambassadors to deliver the workshops and they are only insured to drive cars, not vans. The quote also includes equipment support from Fujitsu if anything goes wrong for 3 years. Just to confirm that the university procurement team are happy for us to use Fortuna as a supplier. The technician for the Cyber Security Unit has also confirmed that the Fortuna quote offers the best service solution for the lab. Please note we were awarded funding from 9 PDF Page No45
the last round of the FA fund to buy the mobile lab equipment. Due to internal delays we were not able to place the order before the end of the financial year, hence why we are now resubmitting the application in this round. This explains why the quotes from Dell and Chilblast appear to be significantly less than the Fortuna quote because they were sourced earlier this year before Brexit. The Fortuna quote has been updated to reflect the current market price. Staffing costs Project Manager will be responsible for providing monthly progress updates, £174.98 £699.9 £874.88 participate in impact assessment and evaluation activities, and provide a report on the project once it is completed. We have proposed staff costs for this period of the academic year only. Project management staff costs have not been covered for 2017-18 but we will reapply for funding to cover these costs when the next FA round opens. STEM Ambassador training – We will train 15 STEM Ambassadors to £244.80 £244.80 2 hour workshop deliver the cyber workshop activities Transport - Petrol The STEM Outreach Team can allocate a budget of £5k to cover the cost of the STEM £330 £330 Ambassadors time and car hire too, but it does not cover petrol costs. (33 school visits within Dorset) Printing Cost to print HEAT evaluation forms for £200 £200 student feedback and reporting Total Project Costs £0 £39,652.18 £1029.9 £0 £40,682.08 *We will only consider projects that cross into the 2017-18 financial year in exceptional circumstances. 10 PDF Page No46
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Section 7: Contacts
Name Email Telephone Person responsible for overall Lucy Green lgreen@bournemouth. Ext. 62229 management of this project:* ac.uk
Person who will run the TBC (Student project activities day to day:** ambassadors to be appointed by STEM Outreach team) Person responsible for Lucy Green lgreen@bournemouth. Ext. 62229 completing regular ac.uk monitoring information: Any other key contacts, e.g. non-BU partners:
* This person will also be responsible for liaising with FAAMG if necessary. ** If the person who will run the day to day activities of the project is to be appointed as part of the project write TBC in the name box
Section 8: Declaration and Expectations Please read the declaration statements below before signing this proposal.
1. I agree to provide FAAMG with a regular progress report (key milestones, successes, spend and risks) for the full duration of the project. 2. I agree to provide milestones/spend project plan within one month of project approval, if requested. 3. Wherever possible, and where appropriate, data gathered from the beneficiaries will support the monitoring of protected characteristics. 4. On completion of the project you will be asked to produce an end of project review/report and/or present to the FAAMG. You may also be asked to contribute to any wider cross-project evaluation activities. 5. Final reports may include participant numbers plus the names, year groups and home postcodes of students taking part in the project where applicable so systems must be maintained to record this information securely. I understand that this is for BU’s monitoring purposes. 6. I agree to share with FAAMG any relevant evaluation data gathered from the project including any specific additional evaluation data that FAAMG requests and take part in impact assessment analysis and activities. 7. I agree to provide text and photographs about the project, which can be published for information or promotional purposes by BU. 8. I agree for this project to be used as a case study for BU or sector evaluation of WP activities. 9. All projects should comply with the University Research Ethics Committee (UREC) standards.
Signature of Project Leader/Manager: L Green Name: Position/Title: Lucy Green Enterprise and Assurance Consultant Signature of Project Leader’s Line Manager: C J Richardson
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Name: Position/Title: Dr Christopher Richardson Head of the BU Cyber Security Unit Signature of Director of Operations or Head of Professional Service Kelly Deacon-Smith (agreed by email) Name: Position/Title: Kelly Deacon-Smith Director of Operations – SciTech
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APPENDIX 1
Post- Workshop Feedback – IPACA
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APPENDIX 2 - EQUIPMENT QUOTES FORTUNA POWER SYSTEMS LTD
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DELL QUOTE
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CHILLBLAST QUOTE
GRAND TOTAL: £29,015.61 (July 2016)
Server
1x AIC RSC-2ET 2U Chassis 800W Redundant PSU - 12 x 3.5" or 2.5" Hot Swap Bays 1x Gigabyte MD70-HB0 Motherboard - Dual Xeon E5 V3 - 16 DIMM Slots - 8 x SATA / LSI SAS - 2x 10GE 2x Six Core 2.4GHz - 3.2GHz Intel Xeon E5-2620 V3 Processor 8x 16GB 2133MHz DDR4 ECC Registered DIMM Module 1x 120GB Intel DC S3510 2.5" Enterprise Grade SATA III SSD 4x 2000GB 7200RPM Hard Disk - 6Gbps 1x OEM: Microsoft Windows Server 2012 Standard R2 X64 English 1P DSP 2CPU/2VM 1x 5 Year Warranty with 2 Years Collect and Return (UK only) Total ex VAT: £3,658.57 Total inc VAT: £4,390.26
Charging Cabinet 1x LapSafe Mentor SmartLine E30 Secure Laptop Storage Trolley Total ex VAT: £4,061.29 Total inc VAT: £4,873.55
Prestige Laptop with 8GB Memory 1x Chillblast Prestige Series Chassis (FHD IPS) 1x Intel® Core™i5 Dual Core Mobile Processor i5 4210M (2.50GHz) 3MB 2x 4GB PC3-12800 1600MHz SO-DIMM 1.35v DDR3 Memory 1x Seagate 2.5" SSHD 500GB Hybrid SSD / HDD Drive 1x Windows 10 Professional 64-bit 1x 5 Year Warranty with 2 Years Collect and Return (UK only)
Total ex VAT: £548.66 each Total inc VAT: £658.39 each
Total ex VAT: £16,459.83 for 30 systems Total inc VAT: £19,751.80 for 30 systems
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ACTION AND PROGRESS LOG INTERNATIONAL AND UK PARTNERSHIPS COMMITTEE (IUPC) 10 May 2017
ITEM ACTION BY UPDATE
1 Annual Programme Monitoring to be re-built (including links/merger with ESEP). JM Complete New Policy and Procedure 5C- Annual Monitoring and Enhancement Review approved by ASC and Senate. To be implemented in 2016/17 cycle. 2 Annual Programme Monitoring to include prompts for evaluation of impact. JM Complete. This will be facilitated thought the design of the Action Plan template. 3 Access, Excellence and Impact (AEI) Committee to be formed with strand leaders for TMB Complete. TEF nominated and on Committee (Teaching Quality, Learning Environment, Student Four strands led by Executive Deans, Outcomes and Learning Gain) . based on integration of Fair Access Agreement themes and TEF criteria as follows: . Learning Environment . Teaching Quality . Student Outcomes & Learning Gain/Progression . Retention & Success 4 Strand leaders to curate content and resources for each strand on an ongoing basis Ongoing. throughout the academic cycle (through an open access sharepoint site). Sharepoint site to be set up 5 AEI Committee to have an operations sub-group. TMB Complete.
6 Operations group to include subject level representatives for subject TEF – it was Exec Deans Ongoing. agreed HoD lead subject level TEF development/ submissions. Reflection in term of reference for the Operations Group, Executive Deans to nominate a representative 7 Circulate mapping of Departments/JACS/HECOS. RP 8 AEI Operations committee to consider links to Alumni to build both narratives on Ongoing. students employability: 1) high value, creative within subject 2) high value, creative Ensure this is reflected in terms of outwith of subject of study. reference.
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ACTION AND PROGRESS LOG INTERNATIONAL AND UK PARTNERSHIPS COMMITTEE (IUPC) 10 May 2017
9 Consider the place/relationships of the Committee with FASC/others in the Committee JM/TMB Complete. structure if we make it a formal committee. AEIC is an executive committee reporting to ULT. 10 Develop conceptual pedagogic model for BU including research-led/rich learning and TMB/ST Ongoing. informed by target graduate attributes (consider in the light of evaluation of learning Discussion have taken place, to develop gain). alongside BU 2025. 11 Develop principles of model and also behaviours associated with pedagogy TMB Ongoing. As above. 12 Work forward assessment landscape template and progress with all Departments DH Ongoing. through HoEPP links and CEL support review now and implementation for September Possibly to define a part of wider 2017. assessment project. 13 Develop/publicise suite of case studies of successful TQ/LE/SO+LG impact evaluation and evidence.
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