University of St Andrews Outcome Agreement 2018-19

1. Introduction

1.1 To expand and deepen our understanding of the world, the nurtures and attracts academics and professionals of the highest international standing. We strive to create an environment that encourage curiosity and tirelessly pushes human enquiry forward. Advancement and excellence are amongst our core values and have driven enquiry and discovery at this university for over six centuries.

1.2 This endeavour exposes our students to the practice of academic disciplines in action, introduces them to researchers and teachers who dedicate their lives to scholarship and ensures that they join us in an internationally Scottish community of ideas. Our commitment to research-led teaching distinguishes us and enables us to develop the talents and ambitions of students into innovative, global opportunities.

1.3 The University is proud of and actively supports the benefits this brings to the national economy (£422.8m GVA in 2014/15), employment (6,600 jobs), Scottish cultural and intellectual life, and the education system.

1.4 In November 2017, the Scottish Government introduced ‘intensification’ to speed up the delivery on key Government priorities which also included a stipulation for a regional approach to delivery. The University’s key contributions to intensification are focused on the delivery of national access objectives, where the Principal continues to offer leadership as coordinating chair of the Universities Scotland admissions group, and as member of the Scottish Government’s Access Delivery Group; and regional collaboration. We are committed to meeting ambitious targets in respect of the percentage population from the most deprived backgrounds, SIMD20, and contextual admissions. Our key regional engagements are centred on the Tay Cities deal bid, Access to Rural Communities Programme and the new collaborative graduate entry Medical programme, ScotGEM.

1.5 As part of widening access, we are committed to achieving the outcomes recommended by the Commissioner for Widening Access (COWA) report. By 2020/21, we aim to have 10% of our Scottish domiciled entrants from SIMD20 areas through increasing our intake each year incrementally. This will be a significant achievement for St Andrews and a step change compared with 2008/09, when the SIMD20 intake was 3.0% (16 students), compared with 7.4% in 2017/18 (42 students). To achieve this target, we build on the work from the previous years, such as focusing outreach programmes, adding routes from FE (articulation), summer Schools and gateway programmes. From 2018/19, we are introducing the new Gateway to Arts and Humanities.

1.6 The diversity of our international student and staff body is a major strength of the University of St Andrews. It enhances the quality and cultural enrichment of our learning, teaching and research activities, and encourages diversity of thought across the activities of the institution.

1.7 Our dedication to pushing knowledge to its limits requires us to be co-operative and resourceful (ranked 35th in the world for International collaboration in The Leiden World Scientific Ranking). By working to ensure academic and civic cultures talk to and respect each other, we can contribute expertise to challenges including Brexit, healthcare, social justice, climate change, and international security.

1.8 However, tackling inequality of opportunity is not simply about University admissions. While we are championing contextualised admissions to ensure socio-economic factors do not restrain the potential of any Scottish student with the talent and ambition to excel, we are working in a variety of ways, across disciplines, to promote fairness:

 The University is a key partner in a new UK Collaborative Centre for Housing Evidence – examining ways in which the availability, cost and design of housing impacts on people’s aspirations, their health and wellbeing, and children’s education;  Our School of Management is playing a critical role in understanding the relationships between economic development, welfare policy and inequality;  Our Centre for Responsible Banking and Finance is developing new perspectives on financial inclusion;

1.9 Our contribution to the research published earlier this year, Delivering Diversity1, made clear recommendations that British businesses must break their silence on the under- representation of Black, Asian and Minority Ethnic groups in key roles.

1.10 We are excellent at what we do – Times Higher Education ranked St Andrews top in Scotland and 14th in the UK for the quality of our research output in REF 20142, with over 70% of research submitted judged to be world leading or internationally excellent.

1.11 Taken together, these are clear evidence of an open, welcoming place where people set out every day to learn new things, test innovative ideas, and transform our intellectual inheritance. These values and ambitions are currently constrained by a high degree of uncertainty which is felt right across our operating environment, including short-term funding commitments. For this reason, we will focus our Outcome Agreement on the year ahead, in order to ensure our expectations are measurable and realistic. We will set out clear outcomes in terms of our defining contributions: innovative research; research-led teaching; widening access and participation; promoting leadership, empowering communities; and maintaining a reputation for excellence. It is in these ways that we will help define Scotland’s place in the world.

1http://www.managers.org.uk/~/media/Files/PDF/Insights/CMI_BAM_Delivering_Diversity_2017_Full_Report_Website_Copy.pdf 2 https://www.timeshighereducation.com/news/ref-2014-results-table-of-excellence/2017590.article

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2. Innovative Research

2.1 World leading research is at the heart of what St Andrews does, as evidenced by our performance in REF 2014.

2.2 Interdisciplinarity

2.2.1 Supporting collaborative and interdisciplinary work is key to achieving our goals. Research at the University of St Andrews takes place within and across our academic schools, with the University supporting a large number of cross-discipline or cross- institutional research Centres and Institutes3 where collective endeavours are delivering added value.

2.2.2 The success of the joint submissions to REF 2014 by St Andrews with the in Chemistry and in Physics and Astronomy is a direct result of the Scottish research pooling initiatives. These pools continue to benefit the training and development of postgraduate and post-doctoral researchers. We continue to investigate new and innovative ways to engage with researchers on a global platform.

2.2.3 To help cement Scotland’s reputation as a leader in oceanic research and species protection, construction has already begun on the Gatty Project4 . When complete the Centre will deliver a modern, world-class marine biology facility which will be the permanent base of the Scottish Oceans Institute and will include the , and the executive office of the Marine Alliance for Science and Technology for Scotland (MASTS)5.

2.2.4 Our commitment to research excellence is demonstrated by the establishment of a number of new, often interdisciplinary, research centres, including: the Centre for Minorities Research, the Centre for Poetic Innovation, the Centre for Anatolian and East Mediterranean Studies, the Centre for Philanthropy and the Public Good, the Centre for Exoplanet Science, and the Centre for Landscape Studies.

2.2.5 In general, we promote and support cross-disciplinary research impact projects through mechanisms such as Research Council Impact Acceleration Accounts, Global Challenges funding and the University’s internal KE & Impact Fund.

2.3 Open research

2.3.1 The University of St Andrews is strongly committed to ensuring the widest possible access to its research6 and to supporting the opportunities that the move to open scholarship provides7. We have had an open access policy in place since 2013 and a research data management policy since 20148. We established an Open Research Steering Group in 2016 to oversee the University’s alignment with the evolving open research policy and cultural environment.

2.3.2 The Institution is closely monitoring compliance with the ‘REF2021: Decisions on staff and outputs’. Our current levels of compliance (at Feb 2018) with both REF2021 and RCUK policies exceed 90% and we continue to encourage open access for publications outside the scope of these policies.

3 https://www.st-andrews.ac.uk/research/university/centres/ 4 https://www.st-andrews.ac.uk/news/archive/2016/title,344202,en.php 5 http://www.masts.ac.uk/ 6 https://www.st-andrews.ac.uk/library/services/researchsupport/openaccess/oapolicy/ 7 https://www.st-andrews.ac.uk/about/governance/university-strategy/ 8 https://www.st-andrews.ac.uk/staff/policy/research/researchdata/

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2.3.3 As of July 2017, 10,000 open access outputs (articles, conference proceedings, theses, datasets) have been logged in our institutional repository and are available from our public research portal9. We will continue to support our authors in making their outputs as widely available as possible.

2.3.4 We provide 0.5TB of secure, resilient, centrally-managed data storage for all Principal Investigators with additional storage available at a highly competitive rate. We are a pilot institution in the £ 1 million Jisc Research Data Shared Service project10, which aims to provide cost-effective research data management and digital preservation for the sector.

2.3.5 We established a Research Data Management Advisory Group in 2017 that brings together representatives from the Library, IT Services and the institutional research community with the aim of sharing best practice in advocacy, skills and knowledge to broadly support research data management and encourage open data practices.

2.3.6 We monitor compliance with funder open data policies and have seen a steady increase in compliance for, particularly, EPSRC- funded researchers from 42% in 2015 to 59% in 2017. Our operational plan to 2020 aims to increase compliance while working within the constraints imposed by legal or ethical responsibilities. In Jan 2018 we introduced new procedures for theses submission to include the deposit of underpinning research data or digital outputs into our open access digital repository, subject to legal, ethical and commercial constraints.

2.4 Research culture

2.4.1 The University is fully committed to ensuring that the highest standards of research integrity are adopted by our institution and by our researchers.

2.4.2 We are supportive of, and compliant with, the principles laid out in the ‘Concordat to support research integrity’, which provides a framework for continuing reflection and improvement11; We will significantly improve our support for research integrity in 2018 by rolling out new policies, webpages, training, awareness-raising activities and monitoring/evaluation activity.

2.4.3 The University has put in place mechanisms to support researchers and to broaden their skills development. We align with the principles of the ‘Concordat to support the career development of researchers’; recognised by our HR Excellence in Research Award12, which was retained in 2016 following a 4-year external progress review. We will undergo a 6-year review in 2018, for which our strategic themes of work (based on data drawn from the 2015 and 2017 CROS and PIRLS surveys) will be Induction, Principal Investigator development, Mentoring and Coaching, and Career Paths & Planning.

2.4.4 The University recognises the need for greater understanding of research involving animals: we are committed signatories of the ‘Concordat on openness on animal research'.

2.4.5 The University recognises the importance of public engagement with research (PER) as a key aspect of the research endeavour. All academics are supported by our Public

9 http://risweb.st-andrews.ac.uk/portal/ 10 https://www.jisc.ac.uk/rd/projects/research-data-shared-service 11 https://www.st-andrews.ac.uk/staff/research/policies/researchintegrity/ 12 https://www.st-andrews.ac.uk/staff/research/professionaldevelopment/hrexcellence/

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Engagement team which forms part of Corporate Communications; including Community Relations and Public Affairs.

2.4.6 Our application of research to create substantial global impact was evidenced in the Impact element of REF2014, in which five of our Schools ranked in the UK top five. Of the 72 University of St Andrews impact case studies submitted, 80% were interdisciplinary, 30% benefited ODA countries and, overall, 59 named countries were beneficiaries.

2.5 Funding

2.5.1 Research funding is key to our success. At the same time pressures on funding availability are increasing and securing the research funding required remains a significant challenge, with influencing factors including Brexit, the growth in the university sector, the bedding-in of UKRI, trends of research funding following critical mass, and relatively poor outcomes for RCUK in recent spending reviews. Consequently, we cannot predict growth in our share of Research Council income over the next 4 years. However, St Andrews is an international university and we are building on our collaborations and multi/inter-disciplinary research to take full advantage of the opportunities offered by Global Challenge funding and alternative funding sources. In September 2017 we hosted the only Scottish event on the RCUK Global Challenges team’s recent tour of the UK.

2.6 Research Excellence Framework

2.6.1 The University is committed to participating in REF2021, recognising the value in terms of providing a standardised national-level comparative assessment of research outcomes spanning all disciplines.

2.6.2 Although the guidance on submissions, the criteria and working methods for REF 2021 will not be available until January 2019, preparations for the next REF are already well underway at St Andrews. Establishing a Research Excellence Board, which oversees all issues of strategic research importance but also preparations for REF 2021, has put the University in a strong position to enhance our performance in the next exercise.

2.6.3 Our ambition is that, by 2025, all of our Schools will perform at or above the level of their peers in the Russell Group in terms of research indicators, including REF performance. The University has taken on board the recommendations of the REF 2014 Equality and Diversity Advisory Panel and awaits the relevant guidance for REF2021. Our internal Equality, Diversity & Inclusion / Athena SWAN Committee is devising an institutional action plan to support the advancement of the careers of female academic and research staff. St Andrews has recently taken on the role of chair of the Scottish REF Manager group.

2.7 Knowledge Transfer and Innovation

2.7.1 Our Knowledge Exchange Strategy13 specifically aims to deliver objectives under four themes: (1) development and transfer for economic benefit (from user-led ‘pull’ and university research ‘push’); (2) translation into public policy and social benefit; (3) entrepreneurship; and (4) public engagement. To support these aims, the University has implemented a number of policies to support the creation and recognition of

13 https://www.st-andrews.ac.uk/media/principals-office/planning/strategicplanning/universityoperationalstrategies/KE%20Strategy%202012-17_public.pdf

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research impact, including: a Research Impact Office, the appointment of staff who act as Directors of Impact in each academic department, a ‘research and impact’ leave scheme14, inclusion of research impact and Knowledge Exchange (KE) in promotion criteria for academic staff, and a KE & Impact Fund15 to provide internal funding for the creation of impact across all disciplines

2.7.2 Almost 60% of our patent portfolio is currently optioned, licensed or assigned to commercial partners.

2.7.3 We adopt best practice in business-university engagement, through links across Scotland and the UK. We ensure research and KE support staff are well-trained, attending courses such as those run by PraxisAuril and ARMA. We have simplified business access to the University. This includes postings on University Technology Scotland, offering easy access IP and providing a single point of entry for business and SME enquiries, including access to our Business Innovation Manager. The latter post was specifically established to facilitate SME access to the university. Through the KT Centre, the University works closely with Scottish Enterprise, Business Gateway, the Fife Economy Partnership, Interface and others, engaging to raise awareness of technology opportunities and address innovation challenges posed directly by business.

2.7.4 St Andrews is engaged with each of the 7 Outcome groups established through the Universities Scotland Research and Commercialisation Directors Group (RCDG). St Andrews leads on Outcome 3 (Supporting greater innovation).

2.7.5 Outcome 1: Increasing demand for, and quality of, engagement with businesses and the public sector. In order to work on collaborative projects with SMEs, the University continues to engage actively with a wide range of intermediaries (Fife Economy Partnership, Business Gateway, Scottish Enterprise, Interface). We are members of the Chamber of Commerce and NCUB. Whilst engagement numbers have remained steady (98 project leads and discussions), the total number of income-generating agreements with companies has increased between 15/16 and 16/17. During this period, funding won from Innovation Vouchers and Knowledge Transfer Partnerships increased from £109k to over £340k. Bids, based on £5k SFC Innovation Vouchers, with two Scottish companies have progressed to successful KTP bids, one constituting a large collaborative R&D project. Since 2014-15, the University has formed 4 spin-out companies and completed 10 separate licence deals, several of these covering access to patent portfolios. Company formation and investment discussions were expedited through adopting simple, standard licence terms and company structures. In 2017-18 we will continue the good progress we have made in university-business engagement, work with our sector partners to develop collaborative UIF activities, and with NCUB and Konfer to widen our networks and reach into UK businesses.

2.7.6 Outcome 2: Simplifying business access to knowledge and expertise. Following its successful introduction in 2015, in 2017-18 the Business Innovation Manager (BIM) post was established as permanent. The role promotes and initiates business- university discussions, supports both academic and company staff writing funding bids for innovation vouchers, KTPs and other public-sector funding, and helps manage the relationship between individual academics and company personnel in awarded projects. We prioritise coordinating bids that address challenges matching our researchers’ interests. As a result, we have achieved a 100% success rate in university-business funding applications over 2016 and 2017. As the sector works

14 https://www.st-andrews.ac.uk/staff/ppd/leave/ 15 http://impact.wp.st-andrews.ac.uk/research-impact/ke-impact-fund/

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together to reinforce greater company-led innovation, the BIM role will provide important boundary-spanning support to companies.

2.7.7 Outcome 3: Supporting greater innovation. St Andrews leads on Outcome 3 and facilitated the articulation of appropriate sector actions. As a result, a proposal was put forward to RCDG that the sector run a series of Innovation Challenge events (similar to sandpits/ AIMdays/ Chiasmas) to raise awareness of the capability and capacity of HEIs to address the innovation challenges of business and industry, either as generic issues or across specific sectors. In addition, it was suggested that University Technology Scotland (http://www.university-technology.com/) be used to support Innovation Challenge events through its development as an open innovation platform (Virtual Open Innovation Centre Scotland, VOICeS). These 2 proposals have been discussed at RCDG and will join other proposals being developed by the individual Outcome working groups for consideration and sector-wide action.

2.7.8 Outcome 4: Entrepreneurialism. Most recently, using development funding from the Medical Research Council Developmental Pathway Funding Scheme and Scottish Enterprise High Growth Support Programme, we have enhanced enterprise support to develop technologies closer to market, found spin-out companies, and promote a number of entrepreneurship programmes, ranging from our internal Ideas Explosion Competition to national schemes (Scottish Institute for Enterprise, Converge Challenge and Enterprise Campus). The University is offering an enhanced range of personal development courses, based on enterprise, entrepreneurship, commercialisation and impact, to research staff through the University’s personal development unit (CAPOD). During the current academic year, Faculty Associate Deans are running academic fora and learning & teaching events across the University that promote the adoption and inclusion of the 5 principles of enterprise and entrepreneurship (authentic problem solving, innovation and creativity, risk-taking, taking action and true collaboration) into undergraduate taught modules.

2.7.9 Outcomes 5: Promoting Scotland internationally; 6: Supporting inclusive growth and 7: Ensuring equality and diversity. These themes are core to and deeply embedded in the ethos at St Andrews. We will continue to work across the sector to determine how St Andrews might usefully contribute for the benefit of St Andrews, the sector and Scotland.

3. Research-led Teaching

3.1 World class teaching, delivered by a research led community of experts lies at the centre of the St Andrews approach to pedagogy. We continue to recruit the most academically able students from a diverse array of backgrounds, and support them in fulfilling their potential as independent, analytical, productive and thoughtful contributors to society. Our taught curriculum is continually developed to reflect the high quality of our students, adopting advances in research evidenced teaching and pedagogical research methodologies. Our STEMM provision is notably strong and supports the Scottish Government’s objectives in this area.

3.2 Teaching innovation development

3.2.1 Innovation at St Andrews is driven by a commitment to pedagogical excellence and imbued with a tradition of small group teaching which allows high quality classroom exchanges. For larger class sizes, technological innovation in teaching has allowed a more student-centred balance between scheduled teaching and guided learning, such

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that students learn to structure their study habits and to become independent and self- motivated learners.

3.2.2 The breadth of curriculum as a portfolio of subject disciplines and the modes and scheduling of teaching at St Andrews are monitored and adjusted as appropriate to the University’s needs so that we respond to societal changes as well as reflecting the aspirations and abilities of our students.

3.2.3 We also seek to continue to expand internship opportunities within our degree programs, and to embed employability attributes such as entrepreneurship and enterprise capabilities into the curriculum wherever possible without compromising academic ambition. In addition, we also offer an outstanding suite of extracurricular avenues for the development of high-level professional skills.

3.2.4 The high levels of National and International acclaim we enjoy, and our standing as regards student satisfaction are, in part, due to the University’s willingness to embrace new teaching methods and technology. We operate a regime of academic monitoring linked to a range of opportunities for staff to enhance their teaching skills, and excellent teaching is encouraged and rewarded (see below).

3.2.5 The University’s current teaching and learning strategy includes an in-depth review of teaching space utilisation with a view to refurbishment and re-purposing of teaching and other spaces throughout the University’s estate. This review will be integrated into our developing strategy on Technology Enhanced Learning.

3.3 Teaching Priorities

3.3.1 The University sets priorities for the approach to, and review of, teaching each year to ensure that our performance and processes are constantly challenged. From the start of the academic year 2017-18 we are prioritising:

 Enhancement of the postgraduate taught experience;  A review of teaching and learning space, and technology enhanced learning;  Use of evidence to enhance learning and teaching and the student experience (linked to the current Enhancement Theme).

3.3.2 The emphasis we place on the post graduate experience is reflected in the recent creation of our Graduate School, which currently has 3 specific cross-disciplinary programs due to begin in 2018-19 with more programmes in development. Each of these and subsequent programmes will have a practical component; in some cases this will involve a tie-in with, e.g., an NGO such as Save the Children, providing vital social enterprise and leadership experience.

3.4 Teaching Quality enhancement

3.4.1 Our rolling programme of University-led Reviews of Learning and Teaching, together with our Academic Monitoring scheme and the activities of the Centre for Higher Education Research (CHER), ensure that all subjects have an opportunity to learn from most promising practice, as well as accounting for the ways in which they are assuring and enhancing the quality of Learning and Teaching. We also run a variety of events to enable discussion around good teaching, such as the Academic Open Forum, workshops, CPD courses for academic staff, a teaching development fund and the

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University’s Teaching Excellence Awards. A renewed strategic emphasis on the recognition of teaching is now part of the University’s approach to appointments and promotions with the implementation of a full career path for teaching focussed staff.

3.4.2 We rely on continued levels of investment in teaching excellence in Scotland, through the various funding streams, including the number of funded student places and levels at which funding price groups are set, to enable us to continue investing for the longer term into the development and quality of the learning, teaching and research environment and the student experience. This is essential for maintaining our ability to compete effectively with peer HE institutions in the rest of the UK.

3.4.3 As a result of our institutional ethos and focused research-led initiatives, student satisfaction with their courses is the highest in the country, as demonstrated by our scores in NSS.

3.5 International Reputation for Teaching Quality

3.5.1 An international outlook represents a further element of the educational and experiential diversity we provide. Our international reputation acts as a strong attractant, and we continue to reinforce collaborations with existing university partners globally16, as well as establishing new partnerships and opportunities for studies abroad; student and staff exchanges; and study abroad joint degree programs.

3.5.2 In addition, we are implementing new ventures such as face-to-face teaching outwith traditional semesters, and delivery of learning by digital means particularly within the new ScotGEM medical degree in which students will be based in remote and rural locations after their second year of study.

3.5.3 Growing our international reputation is a priority for the University of St Andrews as overseas income from teaching strongly underpins our teaching activity. Development in this area also provides enhancement of the student experience through increased diversity, in both staff and student composition, as well as supporting sustainability both within and outwith the University.

3.6 Innovative Approaches - ScotGEM

3.6.1 The University of St Andrews and have been awarded the Scottish Graduate Entry Medicine (ScotGEM) in March 2016 following a competitive bid to the Scottish Government. ScotGEM will be a unique and innovative 4-year graduate entry medical programme run jointly between the two Universities along with their cognate health boards NHS Fife and NHS Tayside, in partnership with the University of the Highlands and Islands, NHS Highland and NHS Dumfries and Galloway. It will ultimately result in the award of a MB ChB, awarded jointly between the Universities of St Andrews and Dundee. The creation of this programme will have multiple beneficial outcomes including:

 The forging of a new partnership in medicine between the University of St Andrews and the University of Dundee  Reinstatement of the degree of MB ChB in St Andrews

16 https://www.st-andrews.ac.uk/subjects/study-options/ug/degree-routes/william-mary-joint/

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 Creation of new pathways into medicine through collaboration with the University of the Highlands and Islands  SFC funding will be used to support a programme which will widen participation in the study and practice of Medicine, relocalisation and advanced training of skilled individuals to Scotland, and potentially will work to reverse the paucity of General Practitioners in remote and rural Scotland  Through close linkage between the graduate programme, NHS Boards and Integration Joint Boards (IJB), ScotGEM will facilitate change in the way that care is delivered in Scotland, to be nearer to peoples’ homes.

3.6.2 ScotGEM is supported through SCF funding and ACT allocations. As ScotGEM grows, by its fifth year it is expected to move towards a more self-sustaining position. In Year 3 the two universities will have to subsidise the programme due to investment into staff before the full cohort of students is in place. Given its innovative approach to delivery, the programme is critically dependent on reliable sustained funding from the SFC in all of its aspects.

3.7 Careers support

3.7.1 St Andrews Careers Service provides active support to find placements, summer jobs and internships, both within the UK and internationally and provides access to networking databases to connect students with alumni. Over 55% of students have internship experience during the time of their studies, one of the highest proportions in the UK.

3.7.2 To develop the University’s career support network further, the University ensures that each School has a School-based Careers Link officer, whose remit is to enhance the existing links between the careers centre and the students, disseminate good practice between schools and ensure all Schools provide an equal opportunity for careers advice and support. This provision strengthens our student voice in the sector and enhances employability for our graduates.

3.8 Training for excellence in teaching

3.8.1 We aspire to maintain our position as the top university for student experience, so to ensure our teachers and students are performing to the highest possible standards we provide a very wide range of specialised teaching training both online and in person – for example, we now train all students in Good Academic Practice through the University’s Centre for Academic, Professional and Organisational Development (CAPOD). In 2016-17, CAPOD trained 142 students to enable them to gain valuable teaching experience, and provided 326 individual academic staff members with at least one targeted pedagogical training session.

3.9 Graduate Outcomes

3.9.1 Our exemplary retention rates are evident across multiple demographic cohorts (such as WP, gender-based or mature students). The University is absolutely committed to maintaining this success through support for individual students and through its policy of admitting students who have real potential to succeed. Working across Admissions, Student Services, the Scholarships team and our Student Development Team (in CAPOD), we maintain engagement and support throughout the student journey at St

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Andrews for applicants who have attended outreach programmes and those who have come through our contextualised Admissions process. This allows for a strategic, proactive and highly effective approach to supporting students, both in financial terms and with study skills, leading to excellent retention rates for those most vulnerable to dropping out.

3.9.2 St Andrews graduates are amongst the most active in their use of their university careers service of any of the top 30 UK universities according to the reputable third- party High Fliers survey. As noted above, a high proportion of St Andrews students go on to further study (typically about 35%) and are well prepared to do so by their undergraduate years here. The unemployment rate for our full- time UK undergraduate students upon completion of their studies in 2015 was 2.4% (compared to 4.0% for all Scottish institutions and 4.6% for all UK institutions). Of those who entered full-time employment, 77% were in graduate level positions in 2015.

4. Widening Access and Participation

4.1 We seek to improve access to the University for those with a background of social and economic disadvantage, whether this is related to their place of education, family background or home location. We will endeavour to do this in 3 ways:

 Providing a dedicated schools and colleges outreach programme that will work from an early age to increase attainment, break down barriers and contribute towards a national access framework.  Ensuring that our admissions processes and systems support good contextual admissions decisions and decisions are made based on individual achievement in view of experience and background.  Delivering a package of support that will aid applicants who enter through our contextual admissions process in their studies and reduce social or financial barriers where they are found.

4.2 Progress with objectives

4.2.1 The University has always taken responsibility for increasing the number of entrants from the most disadvantaged areas of Scotland. Over the past 6 years the proportion of full-time undergraduate entrants from SIMD20 areas has risen from 2.8% (2012/13) to 7.4% (2017/18) as a direct result of our institution-wide strategy and targeted initiatives.

4.2.2 Our intake of access flagged entrants for 2017/18 reached its highest yet at 49%, far above the 33% target we set for 2017.

4.2.3 We are very much engaged with and supportive of the Scottish Government aim to close the attainment gap. We see this as the main barrier to accessing St Andrews for those from areas of disadvantage. All our programmes of outreach contain attainment raising aspects and we work closely with the schools involved to ensure activities are aligned to the curriculum. We have commenced on a very ambitious programme in Fife where the University will engage with pupils at the P7 stage, working with them, their parents and the schools throughout their educational journey. The partnership we have with the Robertson Trust also allows students involved in First Chances to access bursaries, internships and mentoring support whilst at university or college.

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4.2.4 The main funding source of our outreach programme is the University and its partners. Over £300,000, excluding staff costs, is committed on an annual basis. The staffing commitment within the Admissions Department is 5 FTE with specific responsibilities for outreach to schools. The complete programme of our access and outreach work can be found at https://www.st-andrews.ac.uk/study/access/

4.2.5 We put in place relevant support, including a student mentoring programme, to ensure that the risk of failing for students entering under our contextual admission system is minimised and continuation rates remain similar to our non-access cohort of students (see table overleaf).

Table 1: Undergraduates Retention 2016-17

Successful Continuation or Completion Year of Programme Access Coded UG Students All UG students 1 95.2% 96.9% 2 94.5% 97.2% 3 97.9% 99.0% 4 100% 100.0% 5 100% 100.0%

4.2.6 In 2016/17 we established a total fund in excess of £2,000,000 to provide financial aid each year with a guaranteed minimum bursary of £1,500 per year of study to all UK students with a parental income of £34,000 or less.

4.2.7 Our admissions policy offers a variety of flexible entry options in order to ensure our doors remain open to all students, regardless of background or personal circumstances. The University also offers alternative entry routes for applicants who come from areas where we receive limited applications and who are unable to obtain the required grades, or for those who are returning to education after an extended period of time. Our process continues to contextualise applications using access markers, and also includes a guarantee of an offer for certain qualified applicants - SIMD20 from low progression schools and those with in care experience - who meet the requirements for the course.

4.2.8 We have an established dedicated route for those coming through local colleges. In 2017/18, 27 places were allocated for those coming with HNC, SWAP and Certificate of Highers. Two students articulated through this route into 2nd year of our BSc programme. Along with our Part-time evening study programme, with 82 students, we have found that age is less of a barrier for those wishing to study at a later stage in their life.

4.3 Working together across the sector

4.3.1 The University of St Andrews has been actively engaged with the Universities Scotland work resulting in the publication of Working to Widen Access17 relating to Admissions, Articulation and Bridging Courses. Our Principal, Professor Mapstone, has taken a leadership role in the Admissions group and sits on the Scottish Government's Access Delivery Group.

4.3.2 The University supports the recommendations within the Working to Widen Access report with regards to common language for entrants and the communication of access thresholds. We have set up an internal review led by Admissions and Pro-Deans of

17 https://www.universities-scotland.ac.uk/publications/working-to-widen-access/

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Arts and Science to take this work forward with the view to using it in promotional materials and publications for 2020 entry.

4.3.3 We will work with the sector to create a consistency of core set of contextual indicators. However, we will also be mindful of issues specific to St Andrews within our contextual admissions process.

4.3.4 The University has already committed to a guarantee for those who have had experience of being in local authority care through the its commitment set out in 2016:

We pledge to make an offer to all applicants who declare a looked after/in care background; or reside in the 20% most deprived areas in Scotland as indicated by the SIMD and attend a school which has 30% or lower progression to HE; provided that the desire to study the subject is demonstrable, the minimum asking rates within all specified required subjects are met, and, if relevant, there is success in external testing or interview; We also commit to offering a full transition programme with taster days along with a first-year mentoring programme, for all students with access criteria such as socio- economic disadvantage, attendance of a low progression school or a background of being looked after/in care.

4.3.5 We are committed to at least 20 places per year for students coming from FE. We work with regional colleges on curricular fit and have some concern about the effective portability of skills and knowledge across the same levels within the SCQ Framework between FE and HE. This is in particular evident in relation to transitions to research- led teaching environments. Through our close working relationship with our local colleges, we have created learning pathways which involve articulation where this is possible and where it is sought by the students involved.

4.3.6 Although we agree that bridging courses can be varied, we will endeavour to work across the sector to utilise the best of such courses in order to maximise the chances of access to the University for those from areas of disadvantage. We work very closely with the Scottish Wider Access Programme18 (SWAP) with this regard. St Andrews has invested major resources into our Gateway Programmes, which have been very successful in aiding students, who have lower than the standard minimum academic grade requirement, to progress from first year into second year of study.

4.3.7 The University remains committed to a range of activities to support pupils, applicants and students with a background of being in care. In 2017-18, the University has 14 students registered with a declared care-experienced background. We are committed to the same high retention rate for all our students. In partnership with our Local Authority, we have embarked on a programme of student mentoring and support solely focused on looked-after children and the need to raise attainment. The University is a member of the Local Authority Corporate Parenting Group and contributes to its strategic plan. Further information on our Corporate Parenting plan and support for care experienced students is available on our website.19.

18 http://www.scottishwideraccess.org/ 19 https://www.st-andrews.ac.uk/study/access/care-leavers/

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4.4 Widening Access Commitments

4.4.1 The University of St Andrews is committed to contributing to achieving the recommendations set out by the Commissioner for Widening Access (COWA) as part of our broad commitments to widening participation, we will:

 Maintain its outreach programme and the spending commitment at its current level and carry out planned expansion of the First Chances Programme to enable greater impact and reach.  Maintain its financial aid at the current levels of over £2,000,000 per annum along with the guarantee of £1500 per annum for all UK entrants with a household income of £34,000 or less.  Maintain the guaranteed places as stated in the ‘St Andrews Pledge’  Work to ensure that there is growth in socio-economic disadvantaged entrants, defined by percentage of full time undergraduate SIMD20 students. This will be done whilst ensuring that we carry out our duty of care to the applicant at all times. Our intention is to have no less than: o 7.5% of entrants from SIMD20 in 2018/19 o 8.5% of entrants from SIMD20 in 2019/20 o 10% of entrants from SIMD20 2020/21.  Work to ensure that no less than 40% of entrants will have at least one contextual admissions flag20. Criteria include applicants from SIMD40 areas, those in care, young carers and those with refugee status.  Allocate a minimum of 15% of SFC funded places taken up by entrants domiciled in Scotland to the following programmes: o Gateway to Physics o Gateway to Computer Science o Gateway to Arts and Humanities o Gateway to Medicine o Access for Rural Communities o College to University Pathways  Work to ensure that no less than 95% of students with access codes continue from each year of study to the other (please see Outcomes section below).  Allocate a minimum of 20 places for students coming through FE routes.

5. Promoting Leadership, Empowering Communities

5.1 Diversity

5.1.1 As a resolutely outward-looking institution, we believe in the benefits of a diverse student and staff body to stimulate and enrich the academic environment. With students and staff from over 145 countries, and a third of our student body from outside the European Union, the national backgrounds of our students are strikingly diverse. We also aspire to ensure gender equality and to increase the socio-economic and ethnic diversity of our student body. We are proud of the depth and breadth of our outreach and access programmes, and our ambition is to see equity of access to HE across the country regardless of socio-economic background. St Andrews celebrates

20 https://www.st-andrews.ac.uk/study/policy/contextual-data/

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and promotes the benefits that diversity of ethnicity, faith, gender and orientation brings to our community.

5.1.2 In July 2017, we published our Gender Action Plan (GAP)21, which also outlined our commitments in support of the Scottish Government’s ambition that by 2030 the proportion of male students studying at undergraduate level at university will be at least 47.5% and that no university subject will have a gender imbalance of greater than 75% of one gender. Whilst the University’s Equalities Action Plan involves every school, in accordance with the SFC GAP criteria, the GAP focuses on the schools of Computer Science and Psychology & Neuroscience, both of which have a greater than 75% gender profile for undergraduate Scottish domiciled students. The latest available figures are presented in the table below showing progress with our plans:

2017-18 2016-17 2015-16 Female Male Female Male Female Male School of Computer Science 19% 81% 18% 82% 16% 84% School of Psychology & Neuroscience 82% 18% 84% 16% 85% 15%

5.1.3 Our commitment to the Athena SWAN accreditation process, leading to the submission of an institutional application for Bronze renewal, has been central to this. This year- long process of analysis, intervention and action-planning has engaged academic staff, professional services staff and students in a collaborative, continuing process of culture and process change. As a result, we will ensure and enhance equal opportunity in all University activities. This includes (inter alia) enhancing diversity on committees across the University; working to remove gender pay gaps; and seeking to redress the gender imbalance at professorial level. We particularly welcome the emphasis on diversity in the new Scottish Code of Good HE Governance. We shall continue to develop family friendly policies, building on achievements such as the opening of a Nursery early in 2017. We shall also maintain our commitment to pay at least the Living Wage to all our staff.

5.1.4 The University also provides support and opportunities to develop leadership and effective management through online materials, leadership mentoring, coaching and workshops. These are provided within the development streams for all staff cohorts and specific development programmes including the Passport to Management Excellence22 and the Eden Leadership programme23.

5.1.5 St Andrews has made important progress in equality in the last few years, for example through the development of exemplary inclusive recruitment practices; sponsoring 25 future female leaders on the Aurora programme; gaining carer positive employer status; and achieving and renewing LGBT charter recognition (the only Scottish HEI to have that recognition). We have set ambitious aspirations for the future through our Action Plans on Gender, Equalities Outcomes and Athena Swan.

5.1.6 The Principal has committed all our staff and students – regardless of gender, orientation, race and personal circumstances – both to contribute to, and benefit from our pursuit of excellence. We are committed to addressing core issues, such as the low percentage of female professors (especially in STEMM) and the gender pay gap

21 https://www.st-andrews.ac.uk/media/human-resources/equality-and-diversity/reports/St-Andrews-Gender-Action-Plan-Report-final.pdf 22 https://www.st-andrews.ac.uk/capod/staff/passportstoexcellence/ 23 This programme is being delivered to over a hundred managers across Professional Services in support of our transformational Professional Services Relocation Project

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for the STEMM professoriate and senior professional services staff. We have set up a working group with local UCU representation to look specifically at addressing residual gaps in gender pay.

5.1.7 We have revised our promotion process to provide better recognition of teaching, impact and service, to the advantage of women leading in these areas, including our first professor promoted on the basis of teaching. The process also makes allowances for personal circumstances and if applications do not reflect the gender profile of schools, the policy includes a mandatory requirement for an action plan to address the issue.

5.1.8 A new in-house mentoring programme for senior women, the Elizabeth Garrett programme24, has been launched. It aims to support women in, or aspiring to, academic leadership roles, and to develop leadership capability. The programme is sponsored by the Principal, Professor Sally Mapstone.

5.1.9 In addition to pedagogical training, St Andrews actively promotes awareness of Equality and Diversity issues and has provided training extensive training in the past 15 months for 1636 staff members and 589 students in recognising unconscious bias, diversity in recruitment and the workplace.

Table 1. Staff training in Equality and Diversity 2016-17 Academic Professional Bank Online Module Total staff Support staff staff Recruitment 209 112 3 324 Unconscious Bias 380 298 65 743 Diversity in the Workplace 197 211 161 569 Total 786 621 229 1636

5.2 Governance

5.2.1 The University sets high standards for governance. Alumni, academic and non- academic staff, students and external non-executive members are all directly represented on Court and its sub-committees. The University’s transparent and inclusive governance structure ensures that all voices on campus are consulted and have the opportunity to take an active role in University governance both through Court and through the Academic Council. Our Court, for example, has more student representative members than any other Scottish university, as well as representatives directly elected by all academic and non-academic staff of the University. The University welcomes the finalisation of the new Scottish Code of Good HE Governance, and its formal adoption by the SFC. Work is well in hand to prepare for compliance, whilst recognising that a suitable transition period will be required to be able to demonstrate full compliance with the new requirements. We are taking forward the practical implications of the HE Governance (Scotland) Act 2016 for the future operation of Court and Academic Council, are developing the complex changes to Ordinance and operating procedures that will be necessary to ensure compliance with the Act by 31 December 2020.

24 https://www.st-andrews.ac.uk/staff/ppd/elizabethgarrettmentoring/

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5.2.2 Student inclusion provides for a contextualisation of University decision-making processes regarding learning and teaching and other areas of policy. In turn, the Students’ Association Board includes a senior member of University staff nominated by the Principal’s Office. A staff member from Student Services sits on and supports the Students’ Representative Council’s (SRC) Wellbeing Committee. Student Services work very closely with the Students’ Association Wellbeing Committee and other student-led support groups such as Nightline or Student Minds. The University and Students’ Association jointly deliver training to an extensive network of class representatives.

5.3 Developing the Skills of our Students & Staff

5.3.1 The research environment in St Andrews provides our postgraduate researchers with access to a comprehensive suite of development opportunities including: face-to-face workshops and online courses (GRADskills25); tailored careers support via a postgraduate advisor in the Careers Centre; a single point of contact for postgraduate researcher development; a Research Student Development Fund26 for attending external or online events that goes beyond GRADskills; and an Innovation Grant27 to which students and staff can bid to develop their own transferable skills activities or resources.

5.3.2 St Andrews also clearly recognises the continuing professional development needs of research staff by providing tailored and open programmes of development: The Contract Research (CoRe) Skills28 stream of support is specifically designed to improve the research and employability capabilities of our researcher staff, broadening their skillsets for careers both inside and outside of Higher Education. A wide range of workshops (mapped against Vitae’s Researcher Development Framework), events and activities are offered alongside online resources, mentoring and coaching programmes, funding opportunities and the opportunity to gain a Development Award recognised by the Institute of Leadership and Management29.

5.3.3 The development programmes for St Andrews researchers are regularly refreshed and updated based on feedback from participants and supervisors, changes in the research environment (e.g. an increased demand in the use of code in processing datasets) and strategic drivers.

5.4 Student research and leadership linkages

5.4.1 Teaching, learning, research and leadership are closely linked at St Andrews, and we actively encourage undergraduate engagement with our research agenda from the point of entry. In addition, we offer internal undergraduate research internship programmes and the externally funded, high profile Laidlaw Undergraduate Scholarship Programme. This competitive programme aims to equip students with the skills and values to become leaders in their chosen occupations beyond university. Students undertake a two-year programme in which they work in the first year on a project of their own design or as part of an existing research project and complete a bespoke leadership training programme. In the second summer, scholars commit to a second five-week block of research and are expected to contribute significantly to the

25 https://www.st-andrews.ac.uk/capod/students/pgresearch/gradskills/ 26 https://www.st-andrews.ac.uk/capod/funding/student_funding/researchstudentdevelopment/ 27 https://www.st-andrews.ac.uk/capod/funding/innovation/ 28 https://www.st-andrews.ac.uk/capod/staff/researchstaff/coreskills/ 29 https://www.st-andrews.ac.uk/capod/staff/researchstaff/coreskills/rfpassport/

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design of their projects. After their project is completed, senior students act as mentors to the new scholars.

5.4.2 In addition to the benefits to the scholars, such programmes also raise research awareness and aspirations amongst the general student population, as well as developing supervisors’ skills for further engagement of undergraduates in cutting- edge research and independent learning. In terms of benefits to the intellectual environment, the production of around 100 projects from the first two cohorts of Laidlaw Scholars across the sciences, social sciences and arts promises to contribute to academia more broadly in the future.

5.5 Enterprise & Entrepreneurship

5.5.1 Enterprise skills and capabilities are both taught directly and developed through the encouragement of engagement with enterprise activities. The Students’ Association boasts 150+ student societies, including an Entrepreneurs Society that nurtures the growth and refinement of students’ entrepreneurship capabilities.

5.5.2 The University offers direct training on professionalization and employability through the Centre for Academic, Professional and Organisational Development (CAPOD). Over 600 students took advantage of these free courses in 2016/17 and 77 gained an award that is endorsed by the Institute of Leadership and Management (ILM).

5.5.3 A current priority is the development of a set of Enterprise and Entrepreneurship Capabilities for St Andrews. This is part of the University’s efforts to foster an enterprising mindset among students at all levels and across all subject areas. A series of events focused on Enterprise and Entrepreneurship in the curriculum have been organized for the 2017-18, and the University is establishing a network of student and academic ‘champions’ to help to advance and disseminate this work.

5.6 Collaboration and Outreach

5.6.1 Within our community, through their own activities in student societies and sport clubs, students augment their academic development with additional skills through collaboration, leadership and the design and management of events. Bringing vibrancy to the town, as well as community benefits through considerable voluntary work and charity fundraising, our students give much more back than is traditionally recognised.

5.6.2 The Saints Leaders programme was introduced to provide opportunities for our students to develop life skills, to support the running of our sports clubs by upscaling committees and offering students the chance to gain coaching and officiating qualifications during their time at University.

5.6.3 We seek to empower students to take responsibility for delivering large elements of the overall student sport experience. To achieve this the University runs a Centre for Academic, Professional and Organisational Development (CAPOD). CAPOD provides a comprehensive range of opportunities to support personal, professional and academic development for all staff and students.

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5.6.4 Through our Saints Leaders programme we ensure we nurture and support an exceptional team of Saints Volunteers who are committed to delivering both student sport and Community Engagement programmes.

5.6.5 At an international level, as well as the vast array of volunteering opportunities at a local level, our sector-leading international projects see students from St Andrews travel to Lusaka as part of the Wallace Group Volunteer Zambia project and Volunteer Zambia - Tennis programme, and to Stellenbosch with the Volunteer South Africa project. In preparation for their placements, students gain invaluable coaching experience working with young people in the local St Andrews area.

5.6.6 Saints Sport prides itself on being involved with and giving back to the local community and provides many opportunities for students to volunteer during their time at St Andrews. Our affiliated sports clubs are involved in a wide variety of charity events, to raise money for deserving causes, and volunteering endeavours within the local community and beyond, helping facilitate the development of sport. Students also have the opportunity to work with the Junior Saints programme, which offers a range of sporting opportunities for pre-school and primary school aged children.

5.6.7 The University will work closely with the community of St Andrews in delivering growth sustainably. The excellence of the St Andrews experience is in part built on the success of the town and the very strong Town and Gown relationship, which enhances the profile of both the University and the region. Practically, the University will continue to assist and engage with the community in which we flourish. Our investments in becoming carbon neutral for our energy through the Biomass plant at the Eden Campus at Guardbridge will assist in reinforcing the energy infrastructure of the town and North-East Fife, lessening the risk of future power shortages and protecting jobs. The wider development of the Eden Campus will bring a significant number of employment and investment opportunities which otherwise would not be available in this beautiful corner of Scotland.

5.6.8 Transition University of St Andrews supports students, staff, and local residents in projects and actions to reduce carbon footprints by practical sustainable activities.

5.6.9 The University is operating the in St Andrews under a lease from Fife Council. This enhances university teaching and research in creative writing and film studies, and also provides a platform for professional theatre, enriching the culture and local economy. We also continue to work closely with various local trusts, such as the St Andrews Botanic Garden Trust and the Pilgrim Foundation, who raise funds to develop university-owned land as natural amenities in the town centre. Links with the St Andrews Botanic Garden Trust have enabled a permanent community-use skill- share space to be created on their grounds.

5.6.10 The University will also continue to work with international partners. In particular, we shall identify opportunities to increase the volume of activity across borders to enable broader access to the benefits of a St Andrews education, beyond the bounds of our small town.

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5.7 Leadership in environmental sustainability

5.7.1 Sustainability and Climate Change is at the heart of several areas of research and teaching at St Andrews. The University undertakes world-class research in fuel cells, batteries, energy and gas storage and photovoltaics, and it employs world-renowned academic leaders in sustainable economies.

5.7.2 In addition to research into new solutions and the spread of this knowledge through teaching, the University believes that it should also act to influence a significant change in its own behaviours and performance. Our Sustainable Investment Policy sets clear sustainability criteria for our endowment investments, and the University is a signatory member of the United Nations Principles of Responsible Investment (UNPRI) initiative and to the Universities and Colleges Climate Change Commitment for Scotland.

5.7.3 The University’s Sustainable Development Strategy 2012 to 2022, and its supporting Carbon Management Plan, define a range of commitments to make significant reductions in the University’s own carbon emissions http://www.st- andrews.ac.uk/environment/importantinfo/sdstrategy/.

5.7.4 Carbon Targets

5.7.5 Carbon targets are included within the University's Carbon Management Plan 2017 to 2022, and a summary of the three-year targets and current carbon performance are outlined below.

Performance Targets 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 Gross carbon footprint - tonnes 31,769 30,598 25,854 23,083 21,355 19,658 CO2e

Greenhouse Gas (GHG) Emissions CO2e tonnes 2014/15 2015/16 2016/17 Scope 1 Fossil fuels: Non-residential (tCO2e) 7,924 6,498 4,667 Residential (tCO2e) 4,026 4,213 3,140 Fleet Vehicles (tCO2e) 86 129 132 Scope 2 Non-Residential Electricity Purchased 8,839 8,636 7,616 (tCO2e) Residential Electricity Purchased 2,776 2,341 2,160 (tCO2e) Non-Residential Heat Purchased - - 295 (tCO2e) Residential Heat Purchased (tCO2e) 225 Scope 3 Water & Sewerage (tCO2e) 289 282 319 Waste sent to landfill (tCO2e) 293 320 411 Waste recycled (tCO2e) 34 36 41 Non-Residential Electricity 730 781 712 Transmission Residential Electricity Transmission 229 212 202 Business Travel (tCO2e) 6,543 7,150 5,933 Total Scope 1 to 3 Emissions 31,769 30,598 25,854 (excl Procurement)

5.7.6 The Scottish Government University Carbon Reduction Fund will allow an ambitious programme of implementation energy demand reduction technologies in a project called Smart Campus.

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5.8 Eden Campus

5.8.1 Our plans for the Eden Campus in Guardbridge are progressing. In 2017 the University's biomass plant and a 27-kilometre district heating network opened, producing hot water for 41 university buildings and 2,600 student rooms - while reducing scope 1 carbon usage by over 25%. By December 2017 much of the remaining brownfield site was cleared in readiness for development.

5.8.2 The first of the refurbished buildings will facilitate the relocation of an existing tenant to larger premises offering four times current production capacity and the potential to double the workforce. The second building to be refurbished by 2020 will be for University use. It will provide accommodation for up to 450 professional staff relocating from St Andrews to Eden Campus. The University has developed plans for a third building to become an Enterprise Centre, as part of the site’s continuing development. This centre will provide accommodation for over 100 people, including several of our emerging spin-out companies (Pneumagen, Mofgen, Genuswave). It will also be able to house other companies with R&D collaborations and partnerships with the University in the areas of computer science (AI and big data), energy (batteries & fuel cells), novel materials and green chemistry. The centre is envisaged as a hub for local entrepreneurs to develop their business ideas in collaboration with the University and the wider community formed by the Tay Cities Deal network.

5.8.3 As the Campus becomes further populated, the University will be working closely with the local college network to develop apprenticeship and work experience schemes, such as are already successful within the Estates Department in St Andrews.

5.8.4 At the core of Eden Campus is the vision to be carbon neutral for energy usage. The biomass plant is a first step to achieving this vision. In addition, a local district heating scheme is proposed that will service the Campus and parts of the village of Guardbridge, including the local primary school. The Campus requires further investment in innovation to create jobs and be carbon neutral. Attracting and growing international companies is a key element in the strategy and will, in turn, help the University to build a sustainable and inclusive Campus four miles from St Andrews.

5.8.5 Last year’s Outcome Agreement reported on the Guardbridge Guarantee which was established to encourage and monitor employment and training metrics at local, regional and Scottish level in order to determine and influence the wider impact of Eden Campus. For example, four people directly involved in the construction phase of the district heating scheme are retained in full time employment. The Guardbridge Guarantee concept is now embedded into the University’s procurement process as well as our wider community engagement responsibilities. Contractors are invited to submit their plans for local employment/engagement initiatives. In addition, the University is contributing to a newly established community fund run by the Guardbridge Community Council and is separately establishing a social fund with all existing and new tenants locating on Campus. This fund will be administered by a core group of tenant and University representatives for use locally and to develop sector- based initiatives.

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6. A Reputation for Excellence

6.1 The University of St Andrews is unique and has a defining influence on Scotland’s education system. We are Scotland’s first University and today attract talent to Scotland from around the globe, this enables us to lead research partnerships on an international scale and promote Scotland as a home of innovation all over the world.

6.2 Our reputation for excellence is confirmed by University rankings: we are consistently rated top in Scotland, and 3rd in UK, in the Guardian University Guide, Times Higher Table of Tables, Complete University Guide, and The Times and Sunday Times University Guide. We are joint top in the UK in The National Student Survey and recently marked a decade as one of the world’s top 100 universities in The QS University World Rankings. The Leiden World Scientific Ranking holds us as 64th in the world.

6.3 It has shown that a university’s rank and international enrolments correlate positively, proving that keeping St Andrews at the top of the tables has a positive impact on the profile of our education system and attracts people to Scotland as an intellectual destination. 6.4 Those we attract and welcome are responsible for some of the defining ‘eureka’ moments of their generations: James Gregory and the associated Gregorian telescope; Sir James Black who invented beta-blockers; the inventions of our Physics researchers associated with of LED lights and Metaflex fabric, while Professor Kishan Dholakia is making ground-breaking advances in photonics and their application to emerging healthcare challenges. We have helped build Scotland’s international profile as producer of breakthroughs that shape the world by providing bright minds with the freedom to explore and find surprising connections as part of an open and respectful university built on over six centuries of excellence.

6.5 Initiatives such as the $100,000 St Andrews Prize for the Environment also put Scotland on the global stage in terms of helping to tackle issues of sustainability, supporting a wide range of projects from around the world on diverse topics including sustainable development, food security, urban re-generation, recycling, health, water and waste issues, renewable energy and community development.

6.6 We are proud of the range of conferences, symposia and conventions we host to provide platforms for new ideas and strengthen Scotland’s reputation for innovative thinking, paving the way for future collaborations and new discoveries. Every time we invite academic and societal leaders to St Andrews to join in debate and the free exchange of ideas, Scotland not only welcomes the world, but helps shape its future.

Note: The content of this Outcome Agreement was developed through consultation with and input from key constituencies or representatives across the relevant University functions. These also included student representatives, and the recognised Trade Unions through our local Joint Negotiating Committee. They welcomed the opportunity to be involved.

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Annex A: SFC Outcome Agreement Targets for 2018-19 to 2020-21

* denotes priority measure ** denotes retention figures where the underlying proportion is likely less than 50, meaning projections are subject to greater change

2015-16 2018-19 2019-20 2020-21 baseline Projection Projection Projection Scottish Government strategic priority: Access to education for people from the widest range of backgrounds, including implementation of the recommendations of the CoWA and addressing gender balance Measure 1: Articulation - The number and proportion of Scotland-domiciled learners articulating from college to degree level courses with advanced standing Scotland-domiciled HN entrants from college to UG 13 20 20 20 * programmes Proportion of Scotland-domiciled HN entrants 30.8% 20% 25% 25% * articulating with Advanced Standing**

Measure 2: Deprivation - The proportion of Scotland-domiciled undergraduate entrants from the 20% and 40% most deprived postcodes 2a: Proportion of SDUEs from 20% most deprived 5.2% 7.5% 8.5% 10% * postcodes Additional CoWA target: proportion of full-time first degree SDUEs entrants from the 20% most 5.2% 7.5% 8.5% 10% deprived data zones 2b: Proportion of SDUEs from 40% most deprived 16.1% 20% 21% 22% postcodes

Measure 3: SHEP Schools - The proportion of Scotland-domiciled undergraduate entrants from the SHEP schools (i.e. schools with consistently low rates of progression to higher education) 5.2% 4.8% 4.8% 4.8% Proportion of SDUE from SHEP Schools Measure 4: Protected Characteristics - The proportion of Scotland-domiciled undergraduate entrants by different protected characteristic groups and care leavers

Male Proportion 42% 40% 40% 40% Female Proportion 58% 60% 60% 60% Under 21 Proportion 91% 91% 91% 91% 21 and over Proportion 9% 9% 9% 9% Proportion – BME 5.6% 5.6% 5.6% 5.6% Proportion – Disability 13.2% 13.2% 13.2% 13.2% Proportion - Care Experience 0.8% 0.8% 0.8% 0.8% *

Measure 5: Retention by Protected Characteristics - The proportion of full-time first year Scotland- domiciled entrants from different characteristic groups returning to study in year two Proportion MD20 retained** 100% >95% >95% >95% *

Proportion MD20/40 retained 92.3% >95% >95% >95% Proportion of Males retained 94.8% >95% >95% >95% Proportion of Females retained 96.1% >95% >95% >95% Proportion of Under 21s retained 95.9% >95% >95% >95% Proportion of 21 and over retained** 89.3% >95% >95% >95% Proportion retained – BME** 96.6% >95% >95% >95% Proportion retained – Disability 95.2% >95% >95% >95% Proportion retained - Care Experience** 75% >95% >95% >95% *

Scottish Government strategic priority: High quality learning in a learning system which is seamlessly connected for the learner, including learning which prepares people well for the world of work, prioritising provision that meets known skills gaps in the economy Measure 6: Retention - The proportion of full-time first year Scotland-domiciled undergraduate entrants returning to study in year two 95.5% >95% >95% >95% Proportion retained Measure 7: Satisfaction - The difference (+/-) from the individual institution's benchmark figure for students satisfied with the overall quality of their course of study in the National Student Survey % Satisfaction 89% >=90% >=90% >=90% * Measure 8: STEM - The proportion of Scotland-domiciled undergraduate entrants to STEM courses

45% 45% 45% 45% Proportion of SDUE to STEM courses Measure 9a: Graduate Destinations - The proportion of Scotland-domiciled graduates entering positive destinations 93.6% >=90% >=90% >=90% Proportion of graduates in positive destinations Measure 9b: Graduate Destinations - The proportion of Scotland-domiciled full-time first degree respondents entering professional occupations Proportion of FT first degree respondents in professional 57.3% >=55% >=55% >=55% occupations

Scottish government priority: internationally competitive and impactful research Measure 10: The number of research postgraduate students RPG students 878 250 entrants 250 entrants 250 entrants Measure 11: Total income from the UK Research Councils >40% of >40% of >40% of research research research

RCUK income £18,671 income income income

Measure 12: Total research income from all sources c20% c20% c20% Institutional Institutional Institutional

Research income £45,054 Income Income Income Scottish Government priority: effective knowledge exchange and innovation including excellent collaboration between universities and industry Measure 13: IVs - The number of SFC innovation Vouchers (IVs), Follow-on IVs

Innovation Vouchers (IVs) 4 Follow-on IVs Measure 14: UIF - Individual HEI UIF progress measures and sector wide reporting

Scottish Government priority: ensuring provision of quality learning in Scottish higher education institutions, i.e. HE strategic futures, Quality Assurance and HE governance

Measure 15: Carbon - Gross carbon footprint Tonnes CO2e 30,598 21,355 19,658 17,974