ANNUAL STRATEGIC IMPACT ASSESSMENT 2018/19 JANUARY 2020 CONTENTS 1. INTRODUCTION 4 1.1 Integrated strategic planning, quality assurance and financial health framework 5 1.2 Executive summary - balanced scorecard 6 SUMMARY OFSUMMAR OUTPUTSY OF OUTPUTSSUMMARY OF OUTPUTS ENGAGEMENTENGAGEMENT AND PARTICIPA ANDENGAGEMENT TIONPARTICIPA TIONAND PARTICIPATIONIMPACT ONIMPACT DIVERSITY ON DIVERSITYIMPACT ON DIVERSITY1.3 What were the College’s overall strategic outputs and inputs? 8 AND INPUTS AND INPUTS AND INPUTS AND INCLUSIONAND INCLUSIONAND INCLUSION 2. FULL-TIME LEARNERS AGED 16-18 YEARS 12 2.1 Balanced scorecard 12 2.2 Summary of outputs and inputs 13 2.3 Engagement and participation rates 15 2.4 Impact on diversity and inclusion 17 2.5 Outcomes for learners 18 2.6 Stakeholder satisfaction 23 2.7 Distance travelled by learners 25 2.8 Learner destinations 26 2.9 Impact on regional skills and the regional economy 29 OUTCOMESOUTCOMES FOR LEARNERS FOROUTCOMES LEARNERS FOR LEARNERS STAKEHOLDERSTAKEHOLDER SATISFACTION SASTTISFAKEHOLDERACTION SATISFACTION DISTANCE TRADISTVELLEDANCE TRA VELLEDDISTANCE TRA2.10VELLED Review of strategic inputs (SIPs) 31 BY LEARNERSBY LEARNERS BY LEARNERS 3. FULL-TIME A LEVEL LEARNERS AGED 16-18 YEARS 36 3.1 Balanced scorecard 36 3.2 Summary of outputs and inputs 37 3.3 Engagement and participation rates 39 3.4 Impact on diversity and inclusion 41 3.5 Outcomes for learners 42 3.6 Stakeholder satisfaction 43 3.7 Distance travelled by learners 44 3.8 Learner destinations 45 LEARNER DESTINALEARNERTIONS DESTINALEARNERTIONS DESTINATIONS IMPACT ONIMPACT REGIONAL ON SKILLSREGIONALIMPACT SKILLS ON REGIONAL SKILLSREVIEW OFREVIEW STRATEGIC OF STRA INPUTSREVIEWTEGIC INPUTS OF STRA3.9TEGIC Impact INPUTS on regional skills and the regional economy 47 AND THE REGIONALAND THE ECONOMYREGIONALAND ECONOMYTHE REGIONAL ECONOMY 3.10 Review of strategic inputs (SIPs) 48 2 4. FULL-TIME AND PART-TIME ADULT SKILLS LEARNERS 52 7. DUDLEY COLLEGE OF TECHNOLOGY WORLDWIDE 106 4.1 Balanced scorecard 52 7.1 Balanced scorecard 106 4.2 Summary of outputs and inputs 53 7.2 Summary of outputs and inputs 107 4.3 Engagement and participation rates 55 7.3 Income 109 4.4 Impact on diversity and inclusion 57 7.4 In-country projects 111 4.5 Outcomes for learners 58 7.5 Delegates in learning 112 4.6 Stakeholder satisfaction 61 7.6 International visitors to Dudley on scoping missions 113 4.7 Learner destinations 63 7.7 Delegate satisfaction and achievement rate 4.8 Impact on regional skills and the regional economy 66 (UKIERI project) 114 4.9 Review of strategic inputs (SIPs) 68 8. FINANCIAL HEALTH SECTORS 116 5. APPRENTICESHIPS AND WORK-BASED LEARNERS 72 8.1 Operating Performance Education specific 5.1 Balanced scorecard 72 EBITDA as a % of income 118 5.2 Summary of outputs and inputs 73 8.2 Adjusted current ratio 119 5.3 Engagement and participation rates 75 8.3 Borrowing as a % of income 120 5.4 Impact on diversity and inclusion 77 8.4 ESFA overall financial health assessment grade 121 5.5 Outcomes for learners 78 8.5 Operating performance - Education specific EBITDA 123 5.6 Stakeholder satisfaction 81 8.6 Total Income 124 5.7 Impact on regional skills and the regional economy 84 8.7 Staff cost as a % of income 125 5.8 Review of strategic inputs (SIPs) 87 8.8 Cash days at year ending 31 July 126 6. HIGHER SKILLS LEARNERS 90 6.1 Balanced scorecard 90 6.2 Summary of outputs and inputs 91 6.3 Engagement and participation rates 94 6.4 Impact on diversity and inclusion 96 6.5 Outcomes for learners 97 6.6 Stakeholder satisfaction 98 6.7 Learner destinations 100 6.8 Impact on regional skills and the regional economy 101 6.9 Review of strategic inputs (SIPs) 103 3 1. INTRODUCTION The Annual Strategic Impact Assessment is a high level granular level. Foremost of these are individual subject area analytical document which reviews the College’s progress in impact assessments (SAIAs). delivering the Strategic Plan 2016/19. It explicitly assesses the impact the College has made on its learners and the wider In 2015/16 the College introduced a summative assessment economy. The Annual Strategic Impact Assessment subsumes of impact based on a balanced scorecard methodology, the former self-assessment report. which can be seen at the start of each Key Client Group section. Using a weighted scoring method applied to a The College seeks to fully integrate its strategic planning, number of strategic indicators, based on grade descriptors, quality assurance and financial health frameworks (see the College assesses its overall impact on each key client diagram overleaf). At the heart of this framework is the groups as either ‘above expectation’, ‘meets expectation’ College’s mission and vision applied to the key client groups or ‘below expectation’. The methodology assumes that we serve. All aspects of the framework are bespoke to each `meets expectation' is itself high performance aligned to our key client group. Through strategic output priorities (SOPs) strategic ambition. The balanced scorecard is tailored in the we seek to express clearly the target outcomes for each key areas assessed and the grade descriptors used to ensure the client group. framework is properly aligned to each of the College's key client groups. Accordingly the College assesses and prioritises those high level inputs - strategic input priorities (SIPs) - required over Further information on the College’s performance can be the life of the strategic plan to realise these outcomes. A found on the Dudley College of Technology dashboard on the detailed Performance Improvement Plan (PIP) provides an College’s website. annual college wide work stream. It specifies actions under each of the strategic input priorities for each key client group. The PIP is monitored by the Corporation and its various committees. Localised subject quality improvement plans (QIPs) and staff individual performance objectives, arising from the College’s performance management review system (PMR), link to and support the PIP. The Annual Strategic Impact Assessment is the summative assessment and review of the College’s integrated strategic planning, quality assurance and financial health framework. It places an emphasis on the outcomes of the College’s actions, in effect the achievement, or otherwise, of our strategic output priorities. The Annual Strategic Impact Assessment is therefore data driven and narrative sections on the College’s inputs are intentionally limited. It is informed by a wide range of quality assurance and financial health indicators at a more 4 1.1 INTEGRATED STRATEGIC PLANNING, QUALITY ASSURANCE AND FINANCIAL HEALTH FRAMEWORK Who are we here to support? Full-time learners aged 16-18 years (college based). Key Client Groups Full-time A level learners aged 16-18 years (college based). (KCGs) Full and part-time adult skills learners (college based). Apprenticeships and work based learners. Higher skills learners. Personal objectives, from Performance Management Reviews (PMRs). Engagement and participation rates. Why are we here? Impact on diversity and inclusion. College Performance Strategic Output Outcomes for learners. Stakeholder satisfaction. Subject impact assessment plans Improvement Plans Priorities (SOPs) (PIP) Distance travelled by learners. Strategic Learner destinations. Impact on regional skills and Plan Mission the regional economy. and Vision Specifically what do we What outcomes do need to do each year? we want for each of our key client groups? Mid-Term Course Reviews. Internal and External Verification/ Outstanding teaching and learning. Moderation Reports. A relevant and responsive curriculum. Local performance indicators i.e. Outstanding facilities and resources. attendance, learner progression. Effective arrangements for meeting Annual Strategic employers’ needs. External Quality Framework ‘Subject Area Impact Strategic Input Assessments i.e. Matrix, Assessments (SAIA). Impact Assessment Priorities (SIPs) Effective learner support services. Investors in People. (ASIA) Effective safeguarding and promotion Feedback, internal and of British values. external surveys and Effective Leadership & Management. How do we know if we learner voice activities. are making a difference? Teaching and learning observations. HE Board of Study. Review Financial At a strategic level Governance self-assessment. of strategic health How about our what inputs do we need to outputs indicators financial health? focus on? 5 1.2 EXECUTIVE SUMMARY - BALANCED SCORECARD Below expectations Meets expectations Above expectations Full-time learners aged 16-18 years Full-time A level learners aged 16-18 years Full-time and part-time adult skills learners Apprenticeship and work-based learners Higher skills learners Dudley College Worldwide 6 FULL-TIME LEARNERS AGED 16-18 YEARS APPRENTICESHIPS AND WORK-BASED LEARNERS The overall performance of this key client group is 'meets The overall performance of this key client group is 'meets expectations'. This group is exceeding expectations in terms expectations'. This group is exceeding expectations in of recruitment, diversity of our learners, their destinations terms of recruitment, learner/employer satisfaction and the and the financial impact on the College. Achievement rates, impact that our technical offer has on the regional economy. satisfaction, value added (distance travelled) and regional Whilst overall achievement rates remain above national impact are meeting college expectations, although there are rates, they have fallen this year and timely achievement