University of West London: The Career Link by Social Mobility Pledge

The

Career Link

Foreword It’s an unacceptable fact that in the UK today how well you do in life still seems principally defined by where you came from. If you come from a less privileged background, you are much less likely to have access to the opportunities that lead to the best jobs and the highest salaries. Each link along the way, from early years to employment, is weaker than for those with more privilege. If any of them break down completely, then the ability to have any sort of chance to make something of yourself is dramatically reduced. Life can be stuck on a track even before it’s really had a chance to get going which means you never achieve your potential.

Research shows that around 40 per cent of the gap between children with less advantage and their peers already exists by the age of five. Even the children with the highest potential from those backgrounds are likely to be overtaken at almost every stage in their life by peers from higherearning families. At a very early stage, the link between a good start in their early years and a strong performance at school is already weakened. If, like me, you come from a less advantaged family where no one else has been to university, it is also harder to progress to the next stage of your life, from school to higher education. There is no shared experience available to you, little information about which university to go to or which course would suit you best, no idea about the sort of jobs you could get once you have your degree. I was concerned that if I took a degree I would delay being able to start earning money by three years and, if I did, whether I could make that monetary shortfall up afterwards. Ultimately, my instinct was that it was worth it to be able to continue in education and that I’d have a much more fulfilling and better paid career afterwards. But, in addition, I was lucky that I had a supportive family who backed my ambitions to keep studying. Had my parents been more concerned about the delay in earning money as a result of going to university, it might have been a harder decision and I could have made other choices which would have delivered fewer opportunities. Arguably the most important link - the one between higher education and a job - is often the weakest. The gap between university and a career can be intimidating, especially if a student has taken on huge debt to get there. Lots of people are in that same situation today. They have a sense that continued education is a sensible step, knowing that there is a so-called ‘graduate premium’ of extra

Foreword by Rt Hon Justine Greening Founder of the Social Mobility Pledge and Former Secretary of State for Education

earnings over the student fees paid, but they are nevertheless worried about whether they can take the risk of debt without knowing what opportunities lie after university. They, and their families, need the reassurance that the degree they have chosen will deliver on a job at the end of it. That’s why a university’s role is so crucial at this stage in a person’s life. It can connect students up to potential employers, facilitating work experience and permanent jobs. I connected with my first employer, PwC, while I was still at university and that opportunity proved life-changing for me. Education is at the heart of social mobility and universities are well placed to level up the employment field by providing the step from higher education to employer as a seamless link, producing confident graduates who can aspire to the best jobs. That is true everywhere in the country but it is particularly true of London. Although there is a huge amount of opportunity in London, because of the disparity of privilege it is often not accessible to many of the population who live on its doorstep. That’s wrong for those communities who are all too often locked out of those opportunities. It is also wrong for London as it misses out on its homegrown talent. The University of West London is a levelling up university because not only does it reach into communities and families for whom going to university is not the norm, crucially it also works relentlessly to understand the role it has in levelling up the city and how it can break down the barriers that still undoubtedly exist. It refers to itself as the ‘Career University’ and has developed a model of working in close partnership with thousands of employers, harvesting every opportunity to forge those links, and to maintain them. In doing so it embeds in the institution a sense of all courses leading to skills and knowledge that employers

need. And for its students, it is providing a level of reassurance that study at the university can lead on to a strong career. The facilities available there enable students to familiarise themselves with real life working environments and develop relationships with employers throughout their course. But just having a degree is not enough - they also need to develop employability. Universities can transfer the personal skills that their students’ backgrounds have engendered - resilience and determination - into skills that are marketable in the workplace. This gives them a huge advantage once they have completed their degree and are making choices about their employment options. For students from diverse, often challenging backgrounds, it opens up a world that they would not have been able to otherwise access. Close partnerships with 6,000 employers mean that a university like the University of West London can respond to the needs of the labour market in their courses, ensuring that their graduates leave with career-ready, up to date skills for the economy of the future. It requires an ethos of ambition for its students as well as the right strategy and model of approach. It also requires a huge amount of hard work so that the University can act as a connector between higher education and a career, providing a vital link that strengthens opportunity, skills for employers and the local community, and the London economy as a whole. This is going to be more important than ever as the country recovers from the coronavirus pandemic, ensuring that there are enough skilled workers to meet the demands of the twenty first century and that cities like London will continue to prosper. Universities should play their part in strengthening this link and the best practice demonstrated by the University of West London in this report provides a template and approach that other universities can follow. 03

The Opportunity Gap 04

The UKâ&#x20AC;&#x2122;s Social Mobility Problem Social mobility is typically measured as the difference between a personâ&#x20AC;&#x2122;s occupation or income and that of their parents. When there is a weak link, there is a high level of inequality, while a strong one suggests a low level of social mobility1.

Social mobility levels in the UK have been stagnant for years. This means that those born into deprivation are statistically likely to remain in those circumstances throughout their lives2. A Broken Social Elevator? How to Promote Social Mobility reports that, given current levels of inequality and intergenerational earnings mobility, it could take at least five generations, or 150 years, for the child of a poor family to reach the average income, on average, across OECD countries. One in three children with a low earning father will also have low earnings while, for most of the other two-thirds, upward mobility is limited to the neighbouring earnings group. Unsurprisingly, this is not uniform across the globe as social mobility has different rates in different countries. It can take just two to three generations to reach that average income in the Nordic countries but nine or more in some emerging economies. Globalisation and the Fourth Industrial Revolution have successfully helped to reduce extreme poverty and eradicate famine. While celebrating that success, however, it cannot be denied that the flipside is that they have also deepened inequalities by transferring low-skilled jobs in high-productivity sectors in highincome economies to lower-income counterparts. The OECDâ&#x20AC;&#x2122;s report also highlighted that, whereas many people born to loweducated parents between 1955 and 1975 enjoyed income mobility, this has stagnated for those born after 1975.

Over the four-year period looked at by the report, about 60 per cent of people remained trapped in the lowest 20 per cent income bracket, while 70 per cent remained at the top. At the same time, one in seven middle-class households, and one in five people living closer to lower incomes, fell into the bottom 20 per cent. This is borne out by the Social Mobility Pledge’s own research which reveals that, in the UK, young people are finding it harder to progress in the workplace than their parents or grandparents did. Its study of 2,000 people revealed that most UK workers believe breaking through the ‘classceiling’ is harder for young people now than it was for earlier generations. A majority (60 per cent) of workers aged 35 to 64 believe economically disadvantaged people in the generation below them have a harder time advancing their careers than those one generation older. The poll also asked thousands of workers aged between 18 and 64 to score how easy it is to get on in life, regardless of background, in the UK, with one being ‘very hard’ and 10 being ‘very easy’. An average score of five was registered, although a quarter of those polled rated it ‘hard’ or ‘very hard’. Getting on as a disadvantaged young person, is either ‘difficult’ or ‘very difficult’, according to the majority (54 per cent) of respondents, rising to 62 per cent in London. Only 44 per cent of respondents said progressing in life, regardless of background, is easier in the UK than elsewhere in the world.

Universities are crucial in facilitating an individual’s route to better opportunity and, at the same time, in improving the communities in which they are located. It is important for us all that they adapt and consider new ways of working to make sure opportunities are directed at those who need them most. In a recent report by the Social Mobility Commission, research shows that graduates are three times more likely to participate in workplace training compared to those with no qualifications. Universities are key to facilitating those initial links with employers to ensure that their graduates are motivated and well-prepared for the workplace. The Social Mobility Pledge has been set up to highlight and address these issues in the UK and, in doing so, to level up opportunity and build a fairer society. It encourages organisations to be a force for good by putting social mobility at the heart of their purpose. By sharing their own best practice with other businesses and universities, they are not only demonstrating their own commitment but creating a powerful shift towards purpose-led organisations.

1. &quot;About us - Social Mobility Commission - GOV.UK.&quot; https://www.gov.uk/government/organisations/social-mobilitycommission/about. Accessed 28 Nov. 2019. 2. &quot;State of the Nation 2017: Social Mobility in Great Britain.&quot; https://assets.publishing.service.gov.uk/government/ uploads/system/uploads/attachment_data/file/662744/State_ of_the_Nation_2017_-_Social_Mobility_in_Great_Britain.pdf. Accessed Nov. 2019. 3. https://www.socialmobilitypledge.org/news/2019/2/2/classdiversity-at-work-worse-now-than-decades-agonbsp

05 07

Coronavirus The Office for Budget Responsibilityâ&#x20AC;&#x2122;s Covid Reference Scenario predicts that the UK economy will contract by 35 per cent, with unemployment potentially peaking at 10 million.

But, just like the issue of social immobility, the impact of the coronavirus pandemic is varied across the UK. While the 35 per cent national average figure is high in itself, it is the case that some areas â&#x20AC;&#x201C; predominantly in the North West and Midlands â&#x20AC;&#x201C; will see their economic growth reduce by almost 50 per cent. Only one of the twenty hardest hit areas is in London and the South East. In addition to the significant diversity of geographic impact estimated by the Centre for Progressive Policy, the Resolution Foundation points to previous data suggesting that there is likely to be a large impact on those leaving full time education and graduating into an economy in the midst of turmoil. In the 2008 recession, the unemployment rate across the whole population rose from 5.2 per cent in 2007 to 8.5 per cent in 2011; for those with GCSE equivalent qualifications the unemployment figures were 22 per cent in 2007 and 32 per cent in 2011.

Large numbers of young people are now in the jobs market having had their career pathways significantly disrupted. One in three young people under 25 are employed in the three sectors most affected by the pandemic - travel, hospitality and retail. It has the potential to leave a long-term legacy of unemployment and will certainly impact those from disadvantaged backgrounds and on low incomes the most. Coronavirus has shone a spotlight on the inequality that already exists and data suggests that it will have a varied and profound impact across locations, ages and education levels. It is clear that the businesses and universities which do best as we recover from the crisis will be those that have stepped up to the mark in recent months for their employees, customers and communities. We need them now to lead the way in delivering solutions and sharing best practice.

The impact on those in the education system in these more disadvantaged communities is obvious. Education closes the gaps between the life chances of different young people. Research by the Sutton Trust showed that underpredicting of grades of BAME and disadvantaged young people is significantly more likely to happen than for their better off counterparts. Unfortunately this year’s A Level results confusion has shown that they are precisely the group that has suffered the most. That has inevitably harmed their chances of getting into the university they were aiming for and those higher education institutions will find themselves on the front line in trying to prevent a further widening of the opportunity gap.

Opportunity Gap The impact of coronavirus across locations, ages and education levels also has an impact for social mobility in the UK. Our research shows that eight of 14 measures used to calculate social mobility will be impacted. We have used existing place based social mobility analysis together with the predicted impact of coronavirus to examine the size of a community’s ‘Opportunity Gap’. From our analysis we believe there are 16 areas in England at risk of a ‘double opportunity hit’. Already amongst the worst areas for social mobility, they are going to be particularly badly affected by coronavirus. Those in the top 20 per cent, with the largest opportunity gap are referred to as COVID Opportunity Coldspots. This opportunity deficit overwhelmingly impacts people from more disadvantaged communities and backgrounds and the gaps start opening up from the very start. Coronavirus widens that opportunity gap for young people at every stage of their formative years and it is becoming clear that we are at risk of a lost generation.

For those relying on part-time work that is now no longer available, university may even become unaffordable. Other students may have previously found it a struggle but nevertheless managed to balance study with wider family and financial responsibilities. For those already on a course, it may mean they simply cannot afford to see it through to the end and drop out. This would be a dramatic backward step on social mobility. The University of West London’s experience, detailed in this report, demonstrates that it is possible to improve outcomes for their students despite the many barriers that exist for them, both practical and perceived. It shows how it successfully addresses social mobility in some of the most deprived areas of London by providing its students, many of whom are the first in their family to go to university, with the opportunity to be career-ready graduates that are equipped with the right skills to succeed. This report contains insights into best practices which have worked well and which have had a positive outcome for students. It features case studies which illustrate the impact that its approach has had on individuals as well as analysis focusing on the community in which it is located. The Opportunity Action Plan also considers how the University of West London might advocate for career links to be developed by other universities so that they design courses and develop similar business networks to help students develop the skills that future employers will be looking for. It also suggests possible next steps and recommendations for further action. 07

Introduction

Best Practice Innovations The University of West London (UWL) is among Britain’s most impactful higher education providers in terms of driving social mobility. Its approach is characterised by close alignment with employer demands, vital student support mechanisms and facilities designed to ensure job readiness, a diverse intake and equally diverse teaching and professional services teams. While considered a ‘widening participation’ university, with a large proportion of students from postcodes in the bottom socioeconomic quartile, its staff and leadership prefer the term ‘career university’. This comes from a recognition that to be a true social mobility catalyst, the student journey must culminate in opportunity. Course options and curricula are based on current and future labour markets, while every student is guaranteed a period of work experience with the University providing investment, support and connections to over 6,000 employers.

UWL is ranked the 22nd most socially inclusive university in the country, with more than half of its students (58 per cent) classed as mature and 68 per cent from an ethnic minority background. Furthermore, 53 per cent of students are the first generation in their family to go to university – a clear indicator of social mobility in action. 52% are from IMD 1-2, the UK’s most deprived areas.

Some 125 nations are represented in its population of 15,000 students (in the UK and overseas). The vast majority (98 per cent) will go on to find employment or further study within six months of graduating, while 74 per cent will secure a graduate job with an average starting salary of £24,000. Many more will take the entrepreneurial path and start their own business. With the backing of its own startup hub, the University supported students and others from the local community to found around 45 new businesses. An important part of life at UWL is access to simulated work environments which, when coupled with real experiences and connections with employers, are a powerful force in boosting work readiness. The University is home to three hospital wards with working models programmed for the treatment and diagnosis of thousands of conditions. Other such facilities include a mock courtroom, radio studio, flight simulator, simulated ambulance, crime scene room, restaurant, theatre and a drama studio in Ealing. UWL is ranked as the top university in London and the fourth in the UK for student experience and teaching quality by the Times and Sunday Times Good University Guide 2020. It is ranked the best university in London by the National Student Survey for overall satisfaction, fourth in England overall, with respondents citing the institution’s sense of community, creation of opportunities and financial support as key to their experience.

The following sections provide further insight into UWLâ&#x20AC;&#x2122;s social mobility approach.

Enterprise, employability and international opportunities The University of West London aims to provide courses that are designed to help students develop the qualities and expertise that their future employers need. Every student gets the opportunity to undertake work experience or a work placement and to develop a clear career plan to achieve its aim of producing students with strong employability skills suitable for the 4th industrial age. With 6,000 employers in its network, the University focuses on an array of collaborative opportunities with businesses which benefit its students and support the wider push to close the opportunity gap. Its relationships with businesses are characterised by continuous communication, emphasised through industry specific placement & graduate fairs that the University hosts annually, links with local, national and international employers. Through these links, it is able to tailor the curriculum, ensuring that its courses are up to date, relevant and provide students with the right skills to get a job, contribute to the economy and become leaders of the future. In turn, employers are able to recruit graduates that fit their business needs and who often will have already been working with them for some time. There is a continuous symbiotic relationship between the two.

The University, in striving to narrow the progression gap for those in under-represented groups, has built relationships with graduate first recruiters and employer organisations. The University, in partnering with them, offers support and advice on developing inclusive recruitment practices. Work with the recruitersâ&#x20AC;&#x2122; cohesion has been particularly productive. The Head of Careers has spoken at employer events on the economic benefit of diverse workforces and showcased the talent available to employers from non-traditional sources. The University Careers team has also piloted the use of an interviewing training approach with students who are the first in their family to go to university. This project has been shown to be very effective in securing placements and graduate jobs and is being extended across the University. This research has been recognised by Advanced HE who published a case study on it and the winning of a national excellence award in research informed practice from AGCAS. Its partnerships with businesses have been forged over many years and are the product of continuous and persistent relationship building. British Airways and Easyjet use the flight simulator to train their pilots. The School of Computing & Engineering at the University has one of the first higher education partnerships in the UK with Amazon Web Services. The London College of Music has an ongoing partnership with Investec Opera Holland Park. These partnerships facilitate links with businesses which then translate into employment opportunities. UWLâ&#x20AC;&#x2122;s Enterprise Hub partners student entrepreneurs with the investment, structure and support to make their ideas real. It gives them the opportunity to set up their own start-up business and pursue a potential career in entrepreneurship. It nurtures their talents and supports them from the conception of an idea, through to commercialisation in their chosen market. The Hub has produced over 50 start-ups so far, has more than 450 members and connections to more than 500 businesses. The Claude Littner Business School won Business School of the Year 2019 in recognition of its work to reduce the ethnic minority student attainment gap to a historic low of 0.8%. It aims to break down the barriers to social mobility by raising student confidence and aspirations and creating a seamless transition from education to employment for students whose socio-economic backgrounds make them less likely to gain a footing on competitive career ladders. UWL has invested heavily in new teaching, leisure and study facilities, including a library focussed around groups as well as private study, transformed teaching spaces including a simulation centre for nurses, midwives and healthcare professionals, specialist radio stations, a flight simulator, a fully equipped studio theatre and a mock courtroom. These are all aimed at giving students the best possible experience of a working environment.

The University continually seeks to reflect the needs of business in the degrees it offers, introducing new courses such as social media marketing and cyber security. Its courses are led by industry experts. It has a strong tradition in the creative sector with some very famous alumni and, with its state of the art facilities, is able to produce graduates who can take advantage of the creative industries on their doorstep. One student won an Oscar for Best Live Action Short Film in 2017. Thirteen of the courses it offers achieved 100% overall satisfaction in the most recent National Student Survey. The University provides more than 800 apprentice places on courses shaped by the demands of the labour market, ranging from health to digital. Each course has an industrial advisory body which is chaired by a senior figure with valuable experience. It is taught by lecturers who are not only selected for their academic credentials but also for their relevant industry background and ongoing employer engagement in their field. It also partners with universities overseas to help give all students an international outlook and experience which could increase their future employability. These relationships also help to bring international students to UWL and there is a co-creation of the curriculum for them. They add diversity, new ideas, expertise and fresh enthusiasm to the student body, while many are themselves on a pathway towards social mobility.

Outreach UWL works with “eight to 80-years-olds”, in a wide-ranging outreach effort involving primary and secondary schools, colleges, the third sector and businesses. It collaborates with over 90 schools and colleges and maintains challenging access targets. It tracks participants and continually evaluates its findings to ensure that its outreach programme is as effective as possible. Primarily, UWL’s outreach team presents young people with the opportunities that could be available to them in the future – not only at university but also in the public and private sector, working in partnership with local organisations. There is a strong focus on numeracy and literacy, through various activities including the Saturday Writing and Talking Club. The University also gives current students the opportunity to design and deliver their own projects and workshops, while earning money at the same time, as Student Ambassadors. Perhaps unusually for an outreach programme, part of this work is focused on developing children’s softer skills as well as their cultural awareness, through activities such as visits to London Transport Museum, the Gunnersbury Park Museum and other local attractions. Some young people are on panels in museums for example.

Sixty per cent of UWL’s students are adults. Many are seeking career changes and are interested in courses such as social work, midwifery and nursing. UWL is also involved in the University of the Third Age (U3A) programme – a national network of learning groups in which older people are encouraged to share their knowledge, skills and interests. At UWL, the U3A initiative brings together around 150 learners aged 60 to 90+. They can attend exhibitions and evening lectures with academics, and participate in the summer Festival of Learning featuring a series of thought-provoking and informative lectures. UWL additionally runs a Study skills summer course specifically for mature students which is offered to all applicants within this category. This is conducted over a period of three days and helps demystify life in higher education which raises confidence amongst the applicants. The content predominantly focuses upon preparation for academic study but does also feature the additional support available across UWL. Of the students that attend this course the retention figure is currently at 95%. Collaboration is a continuous theme throughout UWL’s outreach work. Other partnerships and joint projects include those with the National Saturday Club Foundation, the Sorrell Foundation, which encourages young people’s creativity, and the widening participation initiatives Access HE and Neon. In 2018, UWL won the NEON Higher Education Institution of the Year Award in recognition of its efforts in widening access to higher education and enabling social mobility. Additionally, it was also nominated for Outreach Initiative of the Year at the Times Higher Education Awards 2019. 11

Continuity and completion UWL has applied sophisticated analytics and a comprehensive training programme to support its work in improving student retention. This comes amid the prevalence of several unfounded myths about widening participation, such as: • Low retention is just part of being a widening participation university • Students leave because they are not good enough • BAME students have a higher drop-out rate • Foundation students leave after the foundation year to go elsewhere • Some courses are more challenging than others • The ‘London Factor’ makes retention lower in the Capital. UWL has adopted a software platform called Civitas which enables the University to explore the root causes of retention issues and how to better serve students. The platform, implemented with strong safeguarding policies in place, is able to identify the most powerful predictors to completion and continuity. The 123 predictors include attendance, engagement and coursework submission. It highlights those dynamic and changeable factors which the University can address. Crucial to this response, then, are the personal tutors who deliver one-to-one interventions. Underpinned by the data, their training gives them an understanding of the difference their interventions can make and how best to talk to students at risk of dropping out. The most recent figures show 200,000 interventions and staff believe these have really made a difference. While staff feedback continues to improve it, the platform is remarkably accurate at predicting student outcomes – providing a clear picture of the work needed to enhance UWL’s social mobility impact. For example, analysis of past data using Civitas shows that of the students deemed to have a 90 per cent chance of completing their studies, 91 per cent actually did. Similarly, of those with only a 20 per cent predicted completion rate, 21.97 per cent did so. 12

By measuring the barriers to graduation and the impact of interventions which help to overcome them, UWL has been able to make informed decisions which shape how services are delivered. Findings are then acted upon via in-depth training to staff and through the continuation of outreach activities, including personal telephone contact, targeted campaigns, workshops, drop-ins and mentoring sessions. The latest research spanning 2018 to 2020 shows the tangible impact of these interventions: • There is a five per cent uplift in continuation following intervention made by the student experience team. • Attending a one-to-one personal tutor session results in a 3.1 per cent uplift in continuation. • Students from the ‘bottom quartile’ supported by lead personal tutors have a 7.58 per cent uplift in continuation. • Other interventions proven to boost continuation include academic workshops (5.7 per cent), bursaries (5.7 per cent) and library loans (5.2 per cent). The implementation of Civitas and the wider work to respond to its findings has had a notable impact on the continuation rate of our students – rising from 82.9 in 2014/15 to 84.9 in the most recents stats. To support interventions based upon Civitas and broader data, we have invested in a dedicated Engagement Team to provide mentoring and additional study support, particularly for English and Maths. The team keeps a track of students who are perhaps struggling to engage to ensure that they are supported to return to the University. This activity, underpinned by a Strategic Planning Dashboard which enables staff to track student engagement effectively, is beginning to translate into improved retention and projected completion rates.

Student welfare UWL believes that with every challenge comes strength. They work hard with their students to help them feel comfortable and confident. Supporting the personal, emotional, mental and financial well being of students is crucial in keeping course progression on track and ensuring that students complete their degrees as successfully as possible. They deal with issues such as immigration and welfare but also many more complex cases. Initially, Student Services help them feel that they have made the right choice by choosing UWL for their degree. They run four-day summer schools which they also fund, if necessary, ensuring that those with no experience of higher education in their families are given as much information as possible about what to expect from the University, student life and potential careers. The University’s own analysis shows that most who take part succeed and do well. Recent student welfare developments at UWL include improvements to its inclusive induction and enrolment scheme. Students with a disability, or simply lacking confidence, can book a private slot to help to smooth their introduction to university life. Students lacking English and maths confidence, meanwhile, can request additional support via a peer mentor or other measures from the student services department. UWL’s welfare team works closely with academics to inform them if a concerning situation is emerging, without breaching confidentiality rules or trust, allowing academics to adjust their behaviour and expectations. Regular feedback is also important in monitoring and managing student welfare. A personal tutor is allocated to each student before they even arrive at the University and they have the same tutor all the way through their course so there is continuity of care. Every course has a student representative who is regularly in touch with the student union and other teams including welfare. They organise ‘shared experience’ events where the staff and the students can ask questions and exchange ideas and opinions freely. Financial support also plays an important role in enabling social mobility at the University. In 2019, the Student Services team issued around 2,500 student bursaries, such as the Path to Success package of financial support for all students on a foundation course students who meet good studentship metrics. Student advisors are also available to provide information on applying for benefits such as Universal Credit. The Students’ Union at UWL has won both the Students’ Union of the Year award and the Participation Award, the first students’ union to win both awards at the same time. Additionally they achieved the highest satisfaction score in the National Student Survey across London

and England. The University’s leadership team sees them as ‘critical friends’ and a vital part of ensuring that students are at the centre of everything the University does. Crucially, it also gives every student a voice, with each course having a student representative in every year which manifests in a number of ways but most importantly with a fortnightly Student Issues Tracker which is submitted to the senior team. During the coronavirus pandemic they were an important part of decision making in how the University addressed the many challenges it raised.

Supporting staff Unconscious bias training is delivered to staff throughout the University, including academics, to ensure they can relate more effectively to UWL’s diverse student body. Within this, sessions have recently been developed on the issue of privilege and how it shapes the individual’s life prospects. Another recent shift has been breaking down barriers between academic and professional services staff at the University. This reflects everyone’s role in delivering the student experience, even if they do not have a student facing role. Teams without a student-facing function are encouraged to engage in student activities, such as inductions, at least once a year, giving them a better understanding of the people they serve. Support services staff are also offered secondments to other teams at the University and have the opportunity to apply for other roles on campus. This gives them a broader experience of the student’s needs and challenges. A ‘students-first’ approach is embedded into every role and department at the University. ‘Positive presenteeism’ is also encouraged. This means being visible and accessible to students and enables the vital interventions that keep social mobility flowing through the organisation.

While UWL recognises that its staff diversity and inclusion effort is ongoing, the University’s team represents a particularly wide range of socioeconomic and cultural backgrounds. Close to a third (28 per cent) of academic staff are of BAME origin, compared to a London universities average of 16.9 per cent. Its gender pay gap stands at 0.04 per cent.

Covid 19 Response

The pandemic has necessitated consideration of a new approach to teaching and learning. UWLFlex, as the name suggests, is the Universityâ&#x20AC;&#x2122;s new online flexible learning platform. Building on our reputation for excellence in teaching, learning and student support, this initiative will provide a seamless interface between online and face-to-face learning. Shaped by world leading research into online pedagogy, the approach places the student at the heart of the learning experience. Using a variety of tools, including the Universityâ&#x20AC;&#x2122;s virtual learning environment Blackboard, every student will have a personalised learning experience supported every step of the way on their learning journey. This will involve enhanced academic content and structured online delivery combined with meaningful access to staff. Wrapped around this main learning platform are additional academic and pastoral services, online library services, online journals and learning materials, student services, finance, and welfare. Lastly, all activities will entail engagement with a series of confidence raising activities, first class careers support, and student community with the Studentsâ&#x20AC;&#x2122; Union. The aim is to provide an agile learning approach that facilitates a blended learning with both online and face-to-face teaching mode. While the University is planning to provide much of students courses face to face, this approach means we are prepared to move more activity online as required by the Covid-19 situation. During lockdown, the University was determined to tailor support and resources for students, including free software downloads and laptops for students who were in urgent need of devices to continue their studies. The library gave students access to free electronic resources to support remote student learning and was able to supply unlimited access to owned eBooks to compensate for the lack of access to the hard copies. We also implemented Blackboard Ally to improve accessibility of our online resources to provide support to students with disabilities.

Fresh Minds for Business

Case Study 16

“Fresh Minds for Business” is a not-for profit student-based consultancy programme that is provided by students and supported by experienced consultants from the University of West London’s Claude Littner Business School. CLBS started “Fresh Minds for Business” to support businesses in west London that need help to stay competitive in a fast-changing environment. The programme is driven by a mission to support the business community and to give the University’s students the opportunity to develop their professional profile by applying their knowledge, skills and talent to help businesses deal with real world issues and challenges.

How we can help Our programme is driven by a mission to support our business community and to give our students the opportunity to develop their professional profile by working with businesses to meet real world challenges.

Consultancy programme We offer evidence-based advice delivered over a three-month project period. Your organisation will benefit from a dedicated team providing consulting that is tailored to your needs. Our consulting areas include business modeling, customer analysis, digital marketing, digital transformation, growth strategy, international brand development, market analysis, social media, sustainability and talent management.

Fresh ideas Whether you are looking for a fresh perspective on an existing issue or innovative ideas to exploit new opportunities, you will be able to engage the most suitable talent to conduct methodical research and analysis into what is important to you. Through Fresh Ideas we have helped clients identify highpotential niche market sectors, provided insights into international markets, consumer behaviour and much more. You will benefit from having a number of trained talented researchers studying the issue or question that is important to you.

Small business programme Where you just want to get something done in your business but lack the time or personnel to do it, we may be able to help.

Non-business sector Driven by a strong social ethic, we aim to ensure that organisations such as charities and community organisations have access to our services that will help them in delivering their social missions. We believe in adapting and applying the methods and technology we have developed, consulting with businesses to bring about effective solutions in the non-business sector.

Exemplar students Paul Pop is an alumnus of the University and now works for St Mungo’s (homeless charity) as an Outreach Coordinator. When a student at UWL he worked on a FreshMinds project - he was the team leader on a consultancy project for BriteLives, a charity working to address the issue of social isolation and loneliness among the elderly (Dementia Action Alliance). Harey Vigneswaran - graduated about a year ago – now works for Transport for London (TfL) on strategic management projects. When a student with CLBS he worked on a FreshMinds strategic management project for Pladis - the company that owns McVities and Godiva brands. Andreea Coroama - one of the FreshMinds current student leaders. She worked on a project for Norton Way Group (holding of Marubeni plc) a large car dealership with branches across four cities in the UK. The project was aimed at identifying trends in car retail consumer preferences to inform a study on the strategic future of car dealerships.

Testamonial: Mercedes-Benz Retail Group “The students worked on a piece of research which included both internal stakeholders, as well as external organisations and a competitive survey. They took time to fully understand the brief and the research was undertaken in a logical and systematic manner. They were able to solicit feedback from all parties. Throughout the process, the students kept in touch to ensure that they were on track and to ask for information and support where required. The final presentation and the recommendations made were highly professional and in a useful structure. I found the students were personable, professional and easy to work with.” Trevor Webb, Senior Director, Mercedes-Benz Retail Group

Testamonial: Brentford FC The English Football League Championship club, Brentford FC, which plays its matches one division below the Premier League, signed up five students from the University of West London for assistance in carrying out important market research. The club wanted to find out about levels of interest among local businesses in premium seating, ahead of moving into a brand-new 20,000 seat stadium developed for the 2019-2020 season.

“We were very impressed with both the students’ professionalism and aptitude and also their willingness and ability to learn quickly on the job. This helped ensure the project was completed successfully and on time.” Rhys Williams, speaking on behalf of the new stadium project team at Brentford FC.

Data Analysis University of West London Analysis Part A - Social Mobility In this section of the Opportunity Action Plan we analyse the challenges individual communities face in terms of social mobility and the impact of COVID-19. The combined and interlinking impact of those two elements enable us to quantify a community’s “Opportunity Gap”. For the purposes of this analysis we have focused on Ealing Central and Acton where the main campus for the University of West London is located but also the commuter areas of Brentford and Isleworth, Ealing Southall, Ealing North and Feltham and Heston. Social Mobility research conducted in 323 local authorities in England and Wales shows the top 20% of local authorities are labelled as ‘hotspots’, areas where social mobility is good, and the bottom

20% of local authorities are identified as ‘coldspots’, areas where social mobility is poor. It is important to note that just because an area is designated a hot or cold spot based on the current rankings, that is not the complete picture. An area which is a social mobility hotspot for most indices can also mask sharp decline in social mobility at different life stages such as early years. These complexities highlight that social mobility cannot be tackled with a ‘one size fits all approach’. Therefore, a thorough understanding of the challenges those individual communities face is vital and we assess social mobility below through those life stages.

Overall Ranking Office

Constituency

Ranking out of 533 constituencies

Main Campus

Ealing Central & Acton

Commuter Area

Brentford & Isleworth

Commuter Area

Ealing Southall

Commuter Area

Ealing North

Commuter Area

Feltham & Heston

136

Ealing Central and Acton

Early Years

235

Schools

Youth

Adulthood

282

Hendon

England

Percentage of Nursery providers rated outstanding or good by Ofsted

Percentage of children eligible for free school meals achieving a good level of development

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

Average Attainment 8 score for pupils eligible for FSM

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

591

443

Average house prices compared to median annual salary of employees who live in the local area

Percentage of people that live in the local area who are in managerial and professional occupations

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage

Percentage of families with children who own their home

Median weekly salary of all employees who live in the local area

Ealing Central and Acton Analysis Ealing Central and Acton is the location of the main campus of UWL. Seven of its indicators are in the top 100 rankings and three are in the bottom 100; across all life stages, Ealing Central and Acton ranks at 27/533 on the Social Mobility Index. It is a social mobility hotspot.

Early Years At the early years life stage, Ealing Central and Acton performs slightly above average at 235/533. Eighty-nine per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Ealing Central and Acton as 470/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Ealing Central and Acton is ranked 31/533; 61% of those children achieve a good level compared to the national average of 53%.

School Life Stage Ranking at 55/533 at the school stage, Ealing Central and Acton is well within the top 100 constituencies. Ninety-one per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 45% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 84%, making Ealing Central and Acton the 182 best constituency, and an average Attainment 8 score of 43 places Ealing Central and Acton at 81/533.

Youth Life Stage The youth stage sees Ealing Central and Acton score highest at 3/533. Ninety-three per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-six per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average

points score per entry of 33. Ealing Central and Acton ranks at 25 and 18 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Ealing Central and Acton ranks at 282/533. Although 27% of jobs pay less than the real living wage, average earnings are £591 weekly – the English average is £443. Housing is 16 times the annualised salary, the 13th least affordable area in England (where houses are eight times the annualised salary), and home ownership is consequently low at 50%, the 482 area for this measure. The percentage of jobs in the area that are managerial and professional stands at 44%, ranking Ealing Central and Acton at 38/533 for this measure.

Brentford and Isleworth

Early Years

Schools

Youth

Adulthood

168

Brent Central

England

Percentage of Nursery providers rated outstanding or good by Ofsted

Percentage of children eligible for free school meals achieving a good level of development

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

Average Attainment 8 score for pupils eligible for FSM

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

559

443

Average house prices compared to median annual salary of employees who live in the local area

Percentage of people that live in the local area who are in managerial and professional occupations

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage

Percentage of families with children who own their home

Median weekly salary of all employees who live in the local area

Brentford and Isleworth Analysis Brentford and Isleworth is a commuter location for UWL. Seven of its indicators are in the top 100 rankings and two are in the bottom 100; across all life stages, Brentford and Isleworth ranks at 14/533 on the Social Mobility Index. The highest ranked of all UWL’s locations, the area is a social mobility hotspot.

Early Years

School Life Stage

At the early years life stage, Brentford and Isleworth performs well at 73/533. Ninety-five per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, better than the national average of 93% and ranking Brentford and Isleworth as 157/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Brentford and Isleworth is ranked 89/533; 58% of those children achieve a good level compared to the national average of 53%.

Ranking at 80/533 at the school stage, Brentford and Isleworth is in the top 20% of constituencies. Ninety-one per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 47% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 71%, making Brentford and Isleworth the 300th best constituency, and an average Attainment 8 score of 42 places Brentford and Isleworth at 110/533.

Youth Life Stage The youth stage sees Brentford and Isleworth rank best at 12/533. Ninety-four per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-five per cent of FSMeligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 29. Brentford and Isleworth rank at 27 and 121 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Brentford and Isleworth ranks worst at 168/533. Only 17% of jobs pay less than the real living wage, and average earnings are £559 weekly – the English average is £443. Housing is 13 times the annualised salary, the 32nd least affordable area in England and home ownership is consequently lower at 52%, the 58th worst area for this measure. The percentage of jobs in the area that are managerial and professional stands at 41%, ranking Brentford and Isleworth at 58/533 for this measure.

Ealing, Southall Hertsmere England

Early Years

Schools

Youth

Adulthood

525

Percentage of Nursery providers rated outstanding or good by Ofsted

Percentage of children eligible for free school meals achieving a good level of development

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

Average Attainment 8 score for pupils eligible for FSM

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

462

443

Average house prices compared to median annual salary of employees who live in the local area

Percentage of people that live in the local area who are in managerial and professional occupations

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage

Percentage of families with children who own their home

Median weekly salary of all employees who live in the local area

Ealing, Southall Analysis Ealing Southall is a commuter location for UWL. Six of its indicators are in the top 100 rankings and two are in the bottom 100; across all life stages, Ealing, Southall ranks at 19/533 on the Social Mobility Index. The area is a social mobility hotspot.

Early Years

Adulthood Life Stage

At the early years life stage, Ealing, Southall performs very well at 14/533. Ninety-five per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, better than the national average of 93% and ranking Ealing, Southall as 151/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Ealing, Southall is ranked 22/533; 63% of those children achieve a good level compared to the national average of 53%.

At the adulthood life stage, Ealing, Southall ranks very poorly, at 525/533. A very high number of jobs (37%) pay less than the real living wage, and average earnings are £462 weekly – high for England but low for London. Housing is 15 times the annualised salary, the 17th most expensive area in England, and home ownership is at 59%, the 115th area for this measure. The percentage of jobs in the area that are managerial and professional stands at 26%, ranking Ealing, Southall at 368/533 for this measure.

School Life Stage Ranking at 47/533 at the school stage, Ealing, Southall is in the top 50 constituencies. Ninetyone per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 42% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 99%, making Ealing, Southall the 56th best constituency, and an average Attainment 8 score of 45 places Ealing, Southall at 52/533.

Youth Life Stage The youth stage sees Ealing, Southall rank highest at 6/533. Ninety-two per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Sixty per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 32. Ealing, Southall ranks at 1 and 28 for these measures respectively.

Ealing North

Early Years

Schools

Harrow East

England

Percentage of Nursery providers rated outstanding or good by Ofsted

Percentage of children eligible for free school meals achieving a good level of development

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

100

Average Attainment 8 score for pupils eligible for FSM

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

469

443

Average house prices compared to median annual salary of employees who live in the local area

Percentage of people that live in the local area who are in managerial and professional occupations

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage

Percentage of families with children who own their home

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

Youth

Adulthood

504

Median weekly salary of all employees who live in the local area

Ealing North Analysis Ealing North is a commuter location for UWL. Five of its indicators are in the top 100 rankings and two are in the bottom 100; across all life stages, Ealing North ranks at 43/533 on the Social Mobility Index. It is a social mobility hotspot.

School Life Stage Ranking at 28/533 at the school stage, Ealing North is just outside the top 5% of constituencies. Ninetythree per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 48% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, all FSM eligible pupils attend a good or outstanding school making Ealing North the best constituency, and an average Attainment 8 score of 43 places Ealing North at 83/533.

Youth Life Stage

Early Years At the early years life stage, Ealing North performs well at 91/533. Ninety-five per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, better than the national average of 93% and ranking Ealing North as 171/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a â&#x20AC;&#x2DC;good level of developmentâ&#x20AC;&#x2122;, Ealing North is ranked 106/533; 57% of those children achieve a good level compared to the national average of 53%..

The youth stage sees Ealing North fall slightly to rank at 34/533. Ninety per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-seven per cent of FSM-eligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 29. Ealing North ranks at 22 and 122 for these measures respectively

Adulthood Life Stage At the adulthood life stage, Ealing North ranks very poorly at 504/533. Thirty-one per cent of jobs pay less than the real living wage, average earnings are ÂŁ469 weekly. Housing is 13 times the annualised salary, the 41st least affordable area in England), and home ownership is at 54%, the 460 area for this measure. The percentage of jobs in the area that are managerial and professional stands at 27%, ranking Ealing North at 348/533 for this measure.

Feltham and Heston

Early Years

370

Schools

Youth

Adulthood

492

Brent North

England

Percentage of Nursery providers rated outstanding or good by Ofsted

Percentage of children eligible for free school meals achieving a good level of development

Percentage of children eligible for FSM attending a primary school rated outstanding or good by Ofsted

Percentage of children eligible for FSM achieving at least the expected level in reading, writing and maths at the end of Key Stage 2

Percentage of children eligible for FSM attending a secondary school rated outstanding or good by Ofsted

Average Attainment 8 score for pupils eligible for FSM

Percentage of young people eligible for FSM that are not in education, employment or training (positive destination) after completing KS4

Average points score per entry for young people eligible for FSM at age 15 taking A-level or equivalent qualification

Percentage of young people eligible for FSM at age 15 achieving two or more A-Levels or equivalent by the age of 19

453

443

Average house prices compared to median annual salary of employees who live in the local area

Percentage of people that live in the local area who are in managerial and professional occupations

Percentage of jobs that are paid less than the applicable Living Wage Foundation living wage

Percentage of families with children who own their home

Median weekly salary of all employees who live in the local area

Feltham and Heston Analysis Feltham and Heston is a commuter location for UWL. Four of its indicators are in the top 100 rankings and three are in the bottom 100; across all life stages, Feltham and Heston ranks at 136/533 on the Social Mobility Index. Although still a strong performer, it is the worst of UWL’s areas for social mobility.

Early Years At the early years life stage, Feltham and Heston performs poorly, at 370/533. Eighty-eight per cent of nurseries in the constituency are rated as good or outstanding by Ofsted, worse than the national average of 93% and ranking Feltham and Heston as 486/533 for this measure. In the other measure for this life stage, the percentage of children eligible for free school meals achieving a ‘good level of development’, Feltham and Heston is ranked 117/533; 57% of those children achieve a good level compared to the national average of 53%.

School Life Stage Ranking at 24/533 at the school stage, this is Feltham and Heston’s strongest life stage. Eightyseven per cent of pupils eligible for free school meals attend good or outstanding primary schools, with 49% of them achieving the expected level in reading, writing, and maths at the end of Key Stage 2, the national average being 39%. At secondary level, attendance of FSM eligible pupils at good or outstanding schools is 99%, making Feltham and Heston the 58th best constituency, and an average Attainment 8 score of 47 places Feltham and Heston at 32/533.

Youth Life Stage The youth stage sees Feltham and Heston fall to rank at 83/533. Eighty-seven per cent of young people who were eligible for free schools find themselves in a positive destination (defined as being in education, employment, or training) after completing Key Stage 4. Fifty-two per cent of FSMeligible young people will achieve two or more A Level or equivalent qualifications by age 19, those that do take A Levels will have an average points score per entry of 28. Feltham and Heston ranks at 40 and 168 for these measures respectively.

Adulthood Life Stage At the adulthood life stage, Feltham and Heston ranks most poorly at 492/533. Although 28% of jobs pay less than the real living wage, average earnings are £453 weekly – the English average is £443. Housing is 11 times the annualised salary, the 73rd most expensive area in England and home ownership is consequently lower at 51%, the 478th area for this measure. The percentage of jobs in the area that are managerial and professional stands at 25%, ranking Feltham and Heston at 387/533 for this measure.

Data Analysis - Part B - COVID-19 Impact The health impacts for the coronavirus pandemic show that it is more likely to kill people from black and minority ethnic backgrounds, but the economic impacts are disproportionately hitting BAME people as well: polling done by BMG for the Independent has also shown that people from black and minority ethnic households are almost twice as likely as white Britons to report that they have lost income or jobs. Lord Woolley, the Chair of the Race Disparity Unit, has pointed out that while “the virus itself doesn’t discriminate, the system does, and that has left BAME communities extremely vulnerable both on health and economic grounds” (4).

As well as considering the social mobility baseline for a community, our analysis also reflects the developing impact of Coronavirus on opportunity. The Office for Budget Responsibility’s Covid Reference Scenario predicts that the economy of the United Kingdom will contract by 35%, with unemployment potentially peaking at 10% (1). But just like the issue of social immobility, the impact of the coronavirus pandemic is varied across the UK. While the 35% national average figure is high in itself, it is the case that some areas – predominantly in the North West and Midlands – will see their economic growth reduce by almost 50%. Only one of the twenty hardest hit areas are in the South East or London (2). In addition to the significant diversity of geographic impact estimated by the Centre for Progressive Policy, the Resolution Foundation point to previous data suggesting that there is likely to be a large impact on those leaving full time education and graduating into an economy in the midst of turmoil. In the 2008 Recession, the unemployment rate across the whole population rose from 5.2% in 2007 to 8.5% in 2011; for those with GCSE equivalent qualifications the unemployment figures were 23% in 2007 and 32% in 2011 (3). An exacerbating factor for those leaving full time education without a degree is the varied impact of the virus on different sectors of the economy. While sectors such as financial sectors will emerge from the coronavirus pandemic relatively unscathed, with a contraction of just -5%, sectors like retail and hospitality, which have a higher proportion of workers who haven’t completed higher education, will contract by -50% and -85% respectively (1).

So the data suggests a varied and profound impact across locations, ages, education levels, and ethnicity. This has a worrying impact for social mobility in the United Kingdom, as we predict that 8 out of 14 measures used to calculate social mobility will be impacted. We have combined existing place based social mobility analysis with the predicted impact of coronavirus to estimate the size of a communities developing “Opportunity Gap” and ranked these throughout England. From our analysis we believe that there are 16 areas in England at risk of a ‘double opportunity hit’: already amongst the worst areas for social mobility, they are going to be particularly badly hit by coronavirus. These areas are Babergh, Bolsover, Broxtowe, Cannock Chase, Corby, Crawley, East Cambridgeshire, East Northamptonshire, Erewash, Melton, North Warwickshire, Norwich, Rutland, South Derbyshire, Tamworth and Wellingborough.

Local Authority

Opportunity Gap

Ranking

Corby

318

South Derbyshire

310

Wellingborough

308

Melton

306

North Warwickshire

296

Hounslow

119.5

221

Ealing

100.5

248

Hounslow’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

321

1.8

-85

2 Administrative and support services

762

4.3

-40

3 Agriculture, mining, electricity, gas, water and waste

137

0.8

-17

4 Construction

540

3.0

-70

5 Education

397

2.2

-90

6 Financial and insurance activities

529

3.0

-5

7 Human health and social work activities

480

2.7

+50

6371

35.7

-45

344

1.9

-55

1379

7.7

-40

270

1.5

-20

12 Real estate activities

1220

6.8

-20

13 Transportation and storage

2921

16.4

-35

14 Wholesale and retail (including repair of motor vehicles)

1684

9.4

-50

494

2.8

-60

8 Information and communication 9 Manufacturing 10 Professional, scientific, and technical activities 11 Public administration and defence

15 Other

Hounslow’s largest sectors Sector

Biggest impacted sectors

GVA (£m)

Sector

Predicted Decline (%)

Information and communication

6371

Education

-90

Transportation and storage

2921

Accommodation and food

-85

Wholesale and retail

1684

Construction

-70

Professional activities

1379

Other services

-60

Real estate

1220

Manufacturing

-55

Hounslow’s biggest sectors are information and communication, transportation and storage, wholesale and retail, professional activities, and real estate. None of these are also in the worst impacted sectors, while one, real estate, is in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Hounslow the health sector makes up only 2.7% of the economy. In Hounslow, economic growth is predicted to decline by 40.3% - this is worse than the 35% contraction across the UK as whole, and is likely due to the dominance of one sector, information and communication, which has been badly hit by COVID-19. Taking into consideration the economic reduction in Hounslow as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 119.5 points will arise, the 221st largest in England. 31

Ealing’s Economy Sector

GVA (£m)

GVA (%)

Decline (%)

1 Accommodation and food services

243

2.7

-85

2 Administrative and support services

742

8.1

-40

0.8

-17

4 Construction

826

9.1

-70

5 Education

500

5.5

-90

6 Financial and insurance activities

100

1.1

-5

7 Human health and social work activities

430

4.7

+50

8 Information and communication

336

3.7

-45

9 Manufacturing

761

8.3

-55

10 Professional, scientific, and technical activities

520

5.7

-40

11 Public administration and defence

304

3.3

-20

2225

24.4

-20

623

6.8

-35

1081

11.9

-50

356

3.9

-60

3 Agriculture, mining, electricity, gas, water and waste

12 Real estate activities 13 Transportation and storage 14 Wholesale and retail (including repair of motor vehicles) 15 Other

Ealing’s largest sectors Sector

Biggest impacted sectors GVA (£m)

Sector

Predicted Decline (%)

Real estate activities

2225

Education

-90

Wholesale and retail

1081

Accommodation and food

-85

Construction

826

Construction

-70

Manufacturing

761

Other services

-60

Admin and support services

742

Manufacturing

-55

Ealing’s biggest sectors are real estate activities, wholesale and retail, construction, manufacturing, and admin and support services. Two of these, manufacturing and construction, are also in the worst impacted sectors, while one, real estate, is in the least impacted sectors. A large health sector has been noted as being able to provide a buffer to COVID-induced shocks in the economy; in Ealing the health sector makes up 4.7% of the economy. In Ealing, economic growth is predicted to decline by 39.4% - this is worse than the 35% contraction across the UK as whole. Taking into consideration the economic reduction in Ealing as well as its position on the Social Mobility Index, we predict that an Opportunity Gap of 100.5 points will arise, the 248th largest in England. 32

Insights and assessment The career link is often the weakest in a series of links that lead from a person’s early years through to employment. The strength of those links that see a journey through primary and secondary school through to some form of further or higher education will all impact on a person’s ability to change their life for the better and find meaningful employment but it is the one from tertiary education to a career that often proves the most problematic. For most students who will leave university with significant debt and little knowledge of many of the jobs available, it is a risky proposition and one that, as a result, some might be unwilling to take. That means that much of the talent that exists in these communities is wasted - they simply never get access to the opportunities that exist right on their doorstep, particularly in London, leaving them as individuals, as well as their communities, poorer for it. Instead, those opportunities are hoarded by a much smaller, more privileged group of people and the system is perpetuated. The University of West London successfully demonstrates how to connect students up with opportunities, providing them with the skills and knowledge they need to take advantage of them. It refers to itself as the ‘Career University’ and has developed a comprehensive network of robust links with employers, many developed over a number of years. The businesses let the University know the skills and knowledge that they require from potential employees and, in response, it makes sure that its graduates are job-ready across the sectors, providing a pipeline of talent for the city. The University of West London provides a blueprint for university leadership which creates a meritocracy by single-mindedly pursuing opportunities for its students. It acknowledges that there is no silver bullet for success, just persistent hard work and a resilient institution which delivers a first class approach to networking and partnership. Every single opportunity is harvested to initiate and develop a relationship with a company, even if that is, in the first instance, just transactional advice 34

on holding a conference for example. The many awards it has won and the internal and external validation it has garnered confirms that it is a university doing the right thing. That results in regular and specific feedback from business on the type of skill and expertise it needs and the leadership at the University ensures that the curriculum reflects those. The facilities reflect its desire to provide a first class educational experience and develop skills into industry-ready skills. They are evidence of a clear strategy to develop an impressive range of provision that encompasses as many types of job scenarios as possible, using technology and its relationships with businesses to offer realistic experiences to get students ready for the workplace. That work continues outside conventional teaching too. Students are helped to find a parttime job during their studies, a placement or work experience as part of their degree or a full time graduate role. The University holds masterclasses to help tailor CVs and refine interview skills. At whatever stage support is needed to prepare students for work, it is provided. Most of these students will not be able to call on family or connections to help them with any of these elements so the University again plays an important connector role, linking students and employers. Many students will also have faced a range of challenges as early as the application process and will continue to do so throughout their degree course. London, contrary to some people’s perceptions, is a diverse city with wealthy

communities living alongside very deprived ones. The University of West London has put in place award-winning services to reach out to those that are furthest away from a level playing field but who may, nevertheless, have the talent to take advantage of the opportunities that are right on their doorstep. Delivering activities across such an area of London, the University provides communities with the information they need about what university life is like and what a degree can offer, but also the reassurance that they will be able to recoup the cost of their degree as a result of access to better paid jobs with the potential for career progression. It also pays particular attention to more mature students, recognising that not everyone is able to make a seamless transition from school to university and may require a second, or even third chance. It starts shaping them into career ready applicants, even before they enrol. The strength of its outreach lies in its collaboration and its network and mirrors that of the University as a whole. That comprehensive support continues for a student once they are at university. Particularly impressive is the huge range of analytics that the University uses to track the student experience. With sound, evidence based research, UWL is able to address any issues as they arise and has worked hard to understand these so that they have a better chance of retaining students who can then go on to complete their courses successfully. They are creative and nimble in their solutions and go to huge efforts to ensure that there is an inclusive and nuanced range of support available. Student support services work hard on the frontline, triaging often complex cases to address the most urgent effectively. Used to dealing with crises, they were able to meet the pandemic and the many challenges it raised head on. This thoroughness is also evident in the support the University offers its own staff. Recognising that it will be able to support its students better through the skills of its staff, it makes it clear that students are at the heart of everything it does and this point is explicit in its recruitment practices, including in its advertising. With one of the most diverse student populations, it is also taking active steps to ensure that its staff accurately reflect its student intake. Clearly this makes sense as an employer but it also provides inspiration for BAME students who see academic staff, including professors, that are like them. The framework it has introduced for the wellbeing of its staff is developing sound results and the number of long-serving staff at the University is testament to how satisfied and rewarded they feel as part of the UWL community. UWL is also deeply rooted in its wider community, and understands it fundamentally. The role it plays could be replicated by other businesses and universities in order to recognise that a business model, reflected in its corporate advertising and marketing, should not just be about the company

and its CSR profile. It should also purposefully reflect the priorities of the community in which it operates and make them its own. In this way, the institution, the business and the graduates will all contribute to making a difference, anchoring and retaining talent in the area they serve. Individuals will benefit from access to career opportunities and will have the right qualities and expertise to take advantage of them. Businesses will be able to develop and thrive as a result of the innovation, skills and creativity that wellprepared graduates will bring. In this way they can level up that community.

98% 6,000 45

of graduates are in employment or further study within 6 months of graduating. UWL has relationships with 6,000 businesses in its network. 45 new businesses have been created from its Enterprise Hub.

As with many organisations that were already â&#x20AC;&#x2DC;doing the right thingâ&#x20AC;&#x2122;, the coronavirus pandemic and the University of West Londonâ&#x20AC;&#x2122;s response to it epitomised its hard working approach and its resilience. Many of the universities which are levelling up their communities are already working at full throttle to make sure the university experience works for their students, personally and professionally, despite the many obstacles they face - so every day is a challenging one. The pandemic was certainly a huge and unforeseen challenge but it was able to take it in its stride, closing down on a Friday but open again for business the following Monday. The University of West London recognises that education is the key to social mobility and that, even in the face of a pandemic, it is key to providing a better future for those in the least advantaged communities. Most of those who will be hit hardest by the impact of coronavirus will be the young and the disadvantaged so it is even more crucial that these groups have access to the opportunities that university can provide. But, as the University of West London recognises, the university experience is about so much more than just getting a degree, it is about employability. It is about forging creative and innovative relationships with the businesses in its community and connecting them up with polished and talented graduates. It is about enabling those graduates to have equality of opportunity with other graduates from other universities who may not have faced the same barriers in their life journey. It has provided a blueprint that other universities can use to level up their communities, in the same way as the University of West London is levelling up London. 35

Recommendation

The Career Link The Social Mobility Pledge is working with over 500 businesses and universities to ensure that, no matter where they are born or what their start in life, everyone has access to opportunities. It is encouraging them to adopt a purposeled approach, with determined leadership and a strategic approach to achieve that for the long term. In particular, it is challenging universities to become levelled up universities which put social mobility at the heart of everything they do.

This report demonstrates that the University of West London’s approach to ensuring that it connects its graduates up with opportunities through its network of employers is hugely effective. Our recommendation for further action is called “The Career Link”, a model for a virtuous circle where a university develops constructive relationships with employers who keep them up to date on the skills and expertise they require from their employees. The university then tailors its courses to ensure that their graduates are equipped with the relevant skills and expertise to fill those roles, and to succeed at them. There is no reason why they cannot then go on to progress to the very top of those companies, at the same time serving as role models for future students who can be encouraged that there is room at the top for people like them who have not had access to the connections and privilege of others. The University of West London has taken a robust approach that builds on its wide ranging and well developed business network and connects that up with their graduates, inspiring them as soon as they decide that university is the right option for them. Working with the Social Mobility Pledge, it can advocate for this model of career links, which has been so successful in London, to be replicated in other universities, particularly in social mobility cold spots. The model should include as many of the elements as possible that the University of West London already incorporates in its approach. Primarily, this will mean looking for every opportunity to initiate a relationship with business and then considering how best to develop it for the benefit of that employer and for its students, including exploring how the universities’ facilities could be used by business. Working with the Social Mobility Pledge, the University of West London could develop a strategy that would provide a best practice checklist for other universities to use. In addition to building a network of businesses, there should be consideration given to how those relationships might inform a student’s experience and help them make smart choices. It should aim to replicate the University of West London’s comprehensive support from pre-entry to post graduation to ensure that graduates are as career ready as possible. Its academic offer is crucial - it needs to be relevant to businesses’ current requirements with up to date courses and relevant content. It should include help to find a part-time job during their studies if possible, a guaranteed placement as part of their degree and an eventual full time graduate role. High quality advice on writing CVs to tailor them to jobs, interview experience and lifelong careers counselling are some of the additional tools that will facilitate the change from student to an employee with potential. The CBI has regularly reported its concerns about a skills shortage in the UK with 66% of businesses fearing that there will be a lack of sufficiently skilled people to fill their vacancies. It also highlighted that by 2024 almost 50% of jobs will require higher level education. Two thirds of firms are already facing digital skills shortages. That needs to be addressed with a purposeful strategy that will equip communities with the skills they need and help retain the talent that exists there.

Our research shows that although many of the areas where the University of West London operates are social mobility hotspots, in fact most perform very badly at the adult life stage. Average earnings are low, with many jobs paying less than the Real Living Wage, housing is expensive so home ownership is low and there are far fewer managerial and professional roles available. Access to career opportunities are therefore vital for the area, particularly as the country recovers from coronavirus where the young and those from the least privileged communities are likely to be hardest hit. Those from BAME backgrounds are not only more likely to be affected by the virus but are also more likely to lose income or jobs so, given the diversity of the community and of the student population at the University of West London, the impact will be felt particularly here. The University has made significant progress in tackling the BAME attainment gap but should consider what more it might do to reduce it. Similarly, it has improved the proportion of BAME staff and that should continue to increase the numbers still further, including at a professorial level. The University of West London should continue to be the standard bearer for the benefits of widening participation and social mobility to tackle effectively the challenges that will result from coronavirus. It should consider how it might extend its outreach still further by targeting the areas of Ealing Southall and Feltham and Heston, all of which perform

particularly badly at the adult life stage. It could also look at how it might carry out further work with mature students to promote the positive impact of having a degree in terms of life chances. There are likely to be potential students who have lost their jobs as a result of coronavirus who may be looking at what other options are available to them. They will need to be particularly reassured that the price of a degree is one worth paying. Finally, there seems huge potential to extend the analytical work the University has so successfully utilised to improve student outcomes and it would also be useful to share this particular element with other universities to address retention and other issues. The countryâ&#x20AC;&#x2122;s recovery from the pandemic will require a sharp focus on place. Many communities which already face huge social and economic problems will be significantly impacted, with the young and the disadvantaged the worst affected. The role of universities in that recovery is crucial - breaking down the barriers that exist to deliver highly educated, highly skilled young people back into their communities who can take advantage of the ideas, innovation and skills that will help both the people and their communities thrive. The University of West London is already helping to deliver that in London and the Career Link campaign will enable it to continue to develop its work further, and help other universities to follow suit, levelling up their communities. 37

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