Future Directions Strategy Implementation Professor Liz Thomas Dr Helen May

Overview  Effective Widening Access strategy Setting objectives Policy alignment Collaboration Monitoring and evaluation  Inclusive Learning and Teaching strategy Engagement and belonging Success for all  Concluding remarks

Improving the alignment between WA and inclusive L&T strategies By recognising the relationship between:  Pre-entry preparation and post-entry retention and success.  Transition and post-entry experience.  Diverse student population (inc. international students) and L&T.  Inclusive L&T and the retention and success of all students. Commonality of considerations across strategies.

Considerations for an effective WA strategy Key elements of WA strategy Link with corporate priorities Shared vision Clear objectives aligned to context Policy alignment Defined target groups Headline activity Collaboration Monitoring and evaluation

Setting Objectives  Taking stock What kind of institution are you? How have you performed against access and retention indicators? What activities have been effective?  Looking ahead What kind of institution do you want to be? Where are the issues that you need to address? To what extent will your planned activity enable you to achieve your vision?

Strategy/policyNo. of HEIs% of HEIs Admissions11791% Equality and diversity 6853% L&T strategy6853% Corporate plan6752% Estates strategy129% Human resources 97% Policy Alignment Policy alignment with Widening Participation Strategic Assessments

Collaboration  Staff engagement:  Work with all staff to integrate WA  Between departments and services  Student engagement.  Community engagement.  Regional engagement.  Employer engagement.

Monitoring and Evaluation  Set priorities for evaluation.  Volume measures.  Targeting effectiveness.  Outcome indicators.  Baseline targets and milestones.  Data.  Attribution.  Cost effectiveness.

HEA/HEFCW workshop on 20 th May at UWIC will focus on developing WA and Reaching Wider strategies and impact assessment.

Considerations for an inclusive learning and teaching strategy Inclusive learning & teaching Alignment with corporate priorities and policies Embed equity into policies & procedures Practice focused on success for all Partnership and shared responsibility Engagement and belonging Collecting and using data

Success for all  Success is enabling all students to develop academically, professionally and personally to fulfil their potential.  Student success stems from a high quality learning and teaching process that: Promotes student-centred learning. Nurtures supportive and meaningful peer and staff/student relations. Is informed by knowledge of students. Is relevant to students’ personal interests, learning preferences and future goals. Fosters students’ knowledge, confidence and identity.

Engagement and belonging  “Student engagement lies at the heart of retention and success and therefore offers institutions the answer to their improvement. Essentially institutions need to attend to not just the number and range of interventions or services they provide, but the quality and extent of the students’ interactions with those as well as the institution more broadly. Successful higher education depends on a partnership between a student and the institution they attend.” What works? Student retention and success programme

Concluding remarks  Develop appropriate inclusive LT and WA strategies relevant to your institution.  Recognise the need to work across the student lifecycle.  Promote a shared responsibility for widening access, student engagement, retention and success.  In your strategy, embed ways of engaging staff in WA and inclusive LT.  Be proactive to engage all students and develop their sense of belonging.

HE Academy Resources  The following publications are downloadable from: rning/inclusion rning/inclusion  Thomas, L. and Jamieson-Ball, C. (eds.) (2011) Engaging students to improve student retention and success in Higher Education in Wales York: HEA  Colley, H.; Thomas, L. and May, H. (2009) A review of Welsh Institutional Widening Access Strategies 2006/7 to 2008/09 and Reaching Wider Funded Proposals 2008/10. York: HEA

HE Academy Resources  Berry, J. and Loke, G. (2011) Improving the degree attainment of Black and minority ethnic students. York: HEA  Self-review: May, H. and Thomas, L. (2010) Self- evaluation Framework: Embedding Equality and Diversity in the Curriculum. York: HEA  Commentary: Thomas, L. and May, H. (2010) Inclusive learning and teaching York: HEA.  Guidance: May, H. and Felsinger, A. (2010) Strategic Approaches to Disabled Student Engagement London: Equality Challenge Unit/HEA

HE Academy resources  Research report: May, H. and Bridger, K. (2010) Developing and Embedding Inclusive Policy and Practice. York: HEA  Research syntheses:  Rickinson, M. (2010) Disability equality in HE.  Hockings, C. (2010) Inclusive learning and teaching  Stevens, J. (2010) Social class and higher education  Jones, R. (2008) Student retention and success  Troxel, W. (2010) Student persistence and success in US Higher Education.

External resources  Thomas, L et al (2010) Review of Widening Participation Strategic Assessments 2009 Ormskirk: Action on Access  Staff development module: University of Wolverhampton, 30 credit multi media open access module for teaching staff in HE  Guide: Sandra Griffiths (2010) Teaching for Inclusion in Higher Education: A Guide to Practice. Queens’ University

Contact details: Professor Liz Thomas Dr Helen May