1. International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

2. Vertically Integrated Transitions: Empowering Students through Integrative Peer Learning Iain Mitchell, Emma Anderson & Julie Bendall

3. Aims An overview of how Vertically Integrated methodology is applied to widening participation programmes An exploration of the aims and outcomes of the Strathclyde Business School’s Social Responsibility Pathways

4. Vertically Integrated Projects What are they? Structure Application to Widening Access outreach activity

5. Widening Access Outreach Work Student roles Impact on Students Formal accreditation

6. Management Development Programme (MDP) Aims Structure Social Responsibility Pathway

7. Social Responsibility Pathways One-to-One Mentoring Accelerate Business & Enterprise Challenge Strathclyde Summer Experience FOCUS West Strathclyde Business School One Day Widening Access Event The Children’s University Widening Access Initiatives

8. Social Responsibility Pathways Business Courses Enterprise Programmes Primary School Input Leadership Programme School Initiatives

9. Social Responsibility Pathways MCR Pathways Clyde Gateway Reachout Barclays Lifeskills External Agencies

10. Benefits: Students ‘Real world’ experience Development of employability skills The opportunity to experience a range of roles and responsibilities – some course subject-specific A sense of satisfaction Increased awareness of disadvantage

11. Benefits: Transitions Joined up and sustained support Improved knowledge and awareness of studying Business at University level. Improved confidence that they can successfully undertake University study of Business subjects. Time on Campus Pupil –Student Interaction Development of communication, team-working and leadership skills. For Pupils

12. Benefits: Transitions Increased pupil awareness of the courses, facilities and student experience within the Strathclyde Business School. Greater pupil aspiration to attend the Strathclyde Business School. Increased collaboration with schools with previously low levels of application and entry into the SBS. Sustained contact with pupils Expansion of positive working relationships with a range of external agencies, schools and local authorities. For the Institution

13. Benefits: External Agencies Impact on target groups Extra resource Development of working partnerships

14. Issues ‘Real world’ experience requires ‘real word’ outcomes Clarity in aims and outputs Communication

15. Evaluation I have learned how to effectively engage with the pupils as well as encourage them to work to the best of their ability. In addition, I have built on my listening skills and become more patient and confident.” “Communication, working in large groups, emailing, planning.” “I believe I have adapted to a real life business organisation well and been able to work to a standard I believe is appropriate and well thought of. I have been able to time manage properly and understand that if my work is not done on time it holds other teams back. At the beginning I was slightly timid working in a new environment. However, I quickly found my feet and proved to myself that I can work outside my comfort zones and become more confident in environments I am not familiar with. Confidence has increased as has my communication skills. I have also learned to work on skills I have not been taught at university and get on with this without being scared and afraid of the outcome.” Skills Development

16. Evaluation I am more aware of the lack of pupils from low progression schools attending university. I am more aware as to why this is the case and I want better social mobility.” “Absolutely yes. When working with the pupils, on a few occasions they opened up to me and gave me an insight in to their home life which was at times heartbreaking. For young kids to experience some of what they had and then to be discouraged from opportunities for higher education is quite frankly shocking.” “It has opened my eyes up the East End of Glasgow and the extreme poverty that people suffer within it, however, it is nice to see the good work that is been done to eradicate this and i think its good to work with a major organisation such as Clyde Gateway to help the community.” Awareness of Disadvantage

17. Evaluation This Social responsibility pathway helped me and my peers see the disadvantageous position of some social classes and how this affects their attitude toward higher education. I believe that being part of this project we contributed positively towards increasing the pupils’ enthusiasm to join the university in the near future.” “Yes, it was really encouraging to see so many children from deprived areas of Glasgow interested and enthusiastic about higher education and being able to encourage them to go for it.” Satisfaction and Enjoyment