WP annual report 2017 by The University of Manchester

PRE-16 OUTREACH

POST-16 OUTREACH

FAIR ADMISSIONS

ANNUAL REPORT WIDENING PARTICIPATION 2017

OUTSTANDING LEARNING AND STUDENT EXPERIENCE

SUCCESSFUL GRADUATES

Our vision and Strategic Plan1 is based around our three core goals:

INTRODUCTION

CONTEXT

OUTSTANDING LEARNING AND STUDENT EXPERIENCE

MANCHESTER: NO BARRIERS, NO BOUNDARIES Higher education can be life changing and it brings significant benefits to society and the economy. A diverse student body fosters a vibrant and cohesive intellectual, social and cultural environment. A key ambition for teaching, learning and the student experience at The University of Manchester is for there to be no barriers to studying and no boundaries to learning, with widening participation firmly embedded into how we run our institution. This annual report for 2016/17 provides examples of our wide range of work and highlights some of our most significant programmes to widen participation across the student lifecycle. We are proud to lead the Russell Group in having the highest number

of students from areas of low participation in higher education and from lower socioeconomic backgrounds combined. We are committed to ensuring financial issues do not present a barrier for students to access the full student experience and have invested significant funding, together with the support of alumni and donors, into scholarships and bursaries for our students. Each year around a third of our new UK undergraduates receive financial support through the means-tested Manchester Bursary. 2016 marked 30 years since the tragic killing of Ahmed Iqbal Ullah, a Manchester school pupil. This led to the creation of the Ahmed Iqbal Ullah Race Relations Resource Centre which is part of the University and plays an important role in increasing cultural awareness across the city-region and engendering a positive attitude to diversity. Our report features the work of the Centre and the legacy of Ahmed.

It is clear that the higher education sector in England will continue to face significant changes over the next few years with the implementation of the Teaching Excellence Framework (TEF), the debate on tuition fees and the bringing together of HEFCE and the Office for Fair Access (OFFA) into the new Office for Students in 2018. This will undoubtedly have implications for universities’ Access Agreements with the appointment of the new Director for Access and Participation. We are ready to embrace the opportunities these changes present and remain committed to ensuring students with the potential and determination, irrespective of their background, have the opportunity to receive a superb learning and student experience at The University of Manchester and are equipped to progress onto fulfilling employment or further study.

In setting our most recent Access Agreement, we were required to outline the ways in which the University contributes to attainment raising in schools in the more disadvantaged areas of our community. The report highlights how we are doing this and the work we will continue to develop to support pupil outcomes.

Professor Clive Agnew Vice President Teaching, Learning & Students

The University of Manchester aims to be one of the world’s leading universities by 2020. In doing so we also want to be recognised for our impact on the world, for the revolutionary spirit that defined our history and will drive our future success, and for being part of Manchester.

WORLD-CLASS RESEARCH Our ambition is to be a world-leading university, where researchers produce work of the highest significance and impact. We will be distinguished by our interdisciplinary research, for training outstanding researchers and giving parity of esteem to discovery, application, knowledge transfer and impact.

Our first two goals ask ‘what are we good at?’ whilst our third goal, social responsibility, gets to the heart of the question ‘what are we good for?’ We make a huge contribution to society, through our research, our education and a wide range of remarkable activities undertaken by our staff, students and alumni. Our specific work to widen participation, ensure fair access and promote student success and social mobility for learners is placed within our core goals. The Strategic Plan also identifies highlevel indicators and targets used to measure performance – including one specifically relating to widening participation:

We will provide a superb and distinctive higher education and learning experience to outstanding students, irrespective of their backgrounds. We will produce graduates distinguished by their intellectual capabilities, employability, leadership qualities, and ability to contribute to society.

3 SOCIAL RESPONSIBILITY The University will make a difference to the social and environmental well-being of our communities and wider society through our teaching, research, engagement and operations.

To meet our widening participation targets for recruiting students from lowparticipation neighbourhoods and from lower socio-economic groups, and that the University is in the upper quartile of English Russell Group institutions. [Manchester 2020 strategic Plan]

http://documents.manchester.ac.uk/display.aspx?DocID=11953

ACTIVITY MAP

Pre-16

To expand higher education opportunities through delivery of a wide-ranging set of outreach programmes designed to raise the aspirations of students to progress to HE.

Post-16

To identify and attract outstanding students based on their educational potential and merit, irrespective of background.

Fair Admissions

To ensure that the process of student recruitment, selection and admission is transparent, fair and able to identify outstanding students from all educational backgrounds.

Outstanding Learning & Student Experience

To provide superb teaching, learning and support facilities for all students. To recognise retention issues related to specific groups, and have effective mechanisms in place to support these students.

Successful graduates

To produce socially mobile graduates distinguished around the world for their professional, employability, leadership qualities and broad liberal education.

Primary Programme Interactive website, awareness days and school based support schemes for Y5 and Y6 .

Manchester Gateways Programme A progressive programme of event days to introduce Y711 pupils to all aspects of higher education through campus based activities.

The Manchester Access Programme (MAP) Flagship programme for Y12/13 students who meet specific academic and background criteria to support progression into The University of Manchester.

Greater Manchester Higher A range of activities delivered in partnership with 17 HE providers from across Greater Manchester for Y7-Y11 students.

Adults returning to Education Wide range of activities to support adults returning to study.

Undergraduate Admissions Framework A framework which outlines the selection process for every degree programme. www.manchester.ac.uk/study/undergraduate/applications

My Learning Essentials A comprehensive programme of online resources, workshops and skills clinics designed to develop academic and employability skills. www.manchester.ac.uk/mylearning-essentials

Student finance Multi-million pound range of scholarships and bursaries to support students. www.manchester.ac.uk/ study/student-finance

Careers Service Comprehensive information and advice to guide students into a successful career or further study. The service also provides a wide range of specific programmes including: • Manchester Gold Mentoring • Manchester Graduate Programme (MGP) • Work Experience Bursaries • Global Graduates • Student Internships www.careers.manchester.ac.uk

Academic Enrichment Programme Stimulating events in a range of subject areas to enhance the curriculum.

Work with targeted groups Activities for young people from BAME groups, those with disabilities and those from a care experienced background.

Discover Days Subject specific information days for Y12 students to learn more about the degree programmes available at The University of Manchester.

Parents and Carers* Introduction to HE for parents/carers of learners involved in our programmes.

UMASS An opportunity for all level 3 learners to engage with the University and partake in a wide range of curriculum enriching activities and application support.

Student Recruitment, Selection and Admissions Policy Clear and transparent information on all aspects of the admissions process. www.man.ac.uk/4SW1sE

Disability Advisory & Support Service Advice and support for applicants and current students. www.manchester.ac.uk/dass

STEM Events* Programme of activities, lectures and workshops for students to explore Science, Technology, Engineering and Mathematics.

Extended Project Qualification Supporting students through research skills workshops and library inductions.

Access all Areas* Access all areas is a programme of activities for schools led by our Student Societies through the Students’ Union.

Summer School Residential Summer School for Y10 pupils.

Sixth form lecture series Academic staff visit schools and colleges to talk about their discipline areas.

School-University Partnership Initiative (SUPI) * Created with funding from RCUK, the University’s SchoolUniversity Partnership Initiative provides opportunities to increase awareness of contemporary research within schools and colleges.

Contextual data Additional background information used by admissions staff during the UCAS applications process. www.manchester.ac.uk/contextualdata

Manchester Leadership Programme (MLP) Offers a unique combination of academic units and volunteering. www.manchester.ac.uk/mlp

The Alumni Association Keeping former students connected to the University via a programme of events, reunions and networking opportunities. Alumni also support current students by: • Sharing their expertise and experience • Hosting students in their workplace • Showcasing careers and cultures • Funding scholarships and bursaries • Participating in the University’s School Governor Initiative www.manchester.ac.uk/connect/alumni

The Brilliant Club The University works alongside the charity to place PhD students in non-selective state schools, providing on and off campus activities to develop skills in learners to help them secure places in highly selective universities.

Guided Campus Visits Structured visit to the University including a presentation, student panel and tour.

HESA performance indicators Information about the University’s performance across a variety of areas including widening participation and student retention in comparison to other institutions. www.hesa.ac.uk

Peer Assisted Study Sessions (PASS) and Peer Mentoring Provides a supportive study environment utilising the experience and expertise of higher year, volunteer students. www.manchester.ac.uk/pass

Biology, Medicine and Health outreach projects Engaging learners with health care related disciplines through events such as the ‘Doctors and Nurses Day’, ‘Pharmacy in Schools’ and ‘What do Psychological Scientists do?’

Realising Opportunities (RO) A national programme to promote fair access and social mobility of students from underrepresented groups.

Access Agreement Our Access Agreement with the Office for Fair Access (OFFA) sets out how we will sustain or improve access and student success, which includes retention, attainment and employability. www.offa.org.uk/access-agreements

The Alan Gilbert Learning Commons State of the art study and learning centre in the heart of the Oxford Road campus providing a social meeting space with Wi-Fi access and flexible study spaces. www.library.manchester.ac.uk/locations-and-openinghours/learning-commons

Humanities outreach projects Raising awareness of the diverse range of disciplines in Humanities through interactive workshops and presentations both on and off campus in subject specific areas such as Law, Politics and Geography.

Star Lectures Lectures by prominent University academics in a range of subject areas.

Language outreach projects Working with all age groups from schools across the North West of England to promote languages through events, talks and taster sessions.

Working with young people leaving care Activities and initiatives to support care leavers and their key influencers.

Young Persons University of Manchester An interactive website for secondary school pupils that encourages self-study to discover more about university subjects.

Information, Advice and Guidance (IAG) Sessions delivered to prospective students across Manchester and nationally.

Foundation Year 0 programmes Alternative entry routes for students into Medicine, Dentistry, Pharmacy, Life Sciences, Sciences and Engineering. http://man.ac.uk/P0ZQcw

The Student Support and Advice Team The Student Support and Advice team, based in the Atrium of University Place, offers advice on student life issues, with signposting to more specialist services. They also have information and resources on their website covering topics such as money, health and wellbeing. www.manchester.ac.uk/study/experience/student-life/university/ student-support

We deliver a wide range of activities and programmes across the student lifecycle, to support learners from less advantaged backgrounds to access and participate successfully in higher education (HE) and prepare for

Stellify Guiding students to develop distinctive attributes of a University of Manchester graduate by encouraging involvement in local and global communities. www.stellify.manchester.ac.uk/about

further study or employment. Whilst this report looks at only a sample of these in some depth, the following map provides an overview of the breadth of our work, with links available to find out more.

*Programme spans both Pre-16 and Post-16 outreach To find out more about our pre-16 and post-16 programmes, please see: www.manchester.ac.uk/connect/teachers/students 6

OUR KEY PERFORMANCE INDICATORS

Our key performance indicators help us measure the outputs and outcomes of activities against key strategic objectives. These enable us, year-on year, to review our progress and assess the impact of our widening participation activities.

Impact Evidence We take our commitment to fair access seriously and monitor the outcomes of our activities in relation to their impact on progression of less advantaged groups into the University. We examine our performance in the main “access indicators” set out by the Higher Education Statistics Agency (HESA) as well as monitoring the outcomes of all of our outreach work.

Some key outputs during 2016/17:

163

500

900

1,109

3,624

primary school pupils took part in the Writing with Rylands Literacy Scheme.

WP undergraduate students took part in the Manchester Gold Mentoring programme.

students completed the Manchester Access Programme.

pupils attended Extended Project Qualification workshops.

pupils participated in activities for British Science Week.

students accessed a My Learning Essentials (MLE) open programme workshop.

28.6% of current system

students from low income households of less than £25,000 per annum, placing us 3rd in the English Russell Group. 2

% Low Participation N’hoods (LPN POLAR 3)

% Lower Socio-Economic Groups (NS-SEC 4-7)3

% State Schools and Colleges

% Disabled Students Allowance

7.8

22.6

82.2

7.5

English Russell Group (20 HEIs)

6.3

20.2

76.6

5.8

English Russell Group Ranking (20 HEIs) numbers

2nd

1st

English Russell Group Ranking (20 HEIs) proportions

5th

2nd

UoM Standard Benchmark

7.5

5.8

UoM Standard Benchmark Difference

0.3

-0.8

1.7

The University of Manchester

Latest data shows that The University of Manchester also had:

Source: Higher Education Statistics Agency (HESA) Performance Indicators 2015/16

In addition to the main access indicators set out by HESA, we also monitor our performance against other key social geo-demographic indicators such as the Index of Multiple Deprivation4 (IMD 2015) and ACORN5.

Social geo-demographic indicators for young new entrants on undergraduate full time programmes at The University of Manchester (2013-2016 ) 33% 31% IMD

29% 27%

Pre-16 Outreach

Post-16 Outreach

Student Success

Our work with pre-16 learners is concentrated across our local communities in Greater Manchester and the North West, where progression rates are among the lowest in the UK.

Our post-16 activities are focused on fair access to The University of Manchester and other selective universities.

The University of Manchester is committed to providing superb undergraduate teaching, learning and support facilities for all students.

Students who started their courses in September 2012 or later. Data on lower socio-economic groups (NS-SEC 4-7) are no longer published by HESA as part of the UKPIs and so benchmark data for this indicator is not available. 4 IMD is an overall measure of multiple deprivations experienced by people living in an area, and is calculated for every Lower Layer Super Output Area (LSOA), or neighbourhood, in England. 5 The ACORN dataset provides geo-demographic classification of residential neighbourhoods in the UK by combining demographics and lifestyle information.

25% 23%

ACORN

21% 19% 17% 15%

2013

2014

2015

2016

Impact on student experience and student success 1,136,509 visitors to

The Children’s University of Manchester website.

1,511 pupils attended

Black History Month events.

Summer School.

799 local students attended

3,126 active

96 students completed the

78 primary school pupils took part in a

Manchester Distance Access Scheme.

1,318 students from low income households attended careers events and workshops.

115 teachers and advisors attended

Manchester Leadership Programme.

58 pupils took part in the Year 10 Wise Up

Brilliant Club events at the University.

www.access.manchester.ac.uk

700 students participated in the

members of UMASS.

344 Student Ambassadors were involved in delivering our programmes and events.

1,605 pupils attended

Manchester Gateways activity days.

Refugee Arts Day event as part of Refugee Week.

348 University of

Manchester students are Tutor Trust Tutors.

the annual CPD conference.

869 PASS leaders led Peer

864 students attended 18 Discover Days.

28 WP students took part in the Global Graduates Programme.

Assisted Study Sessions with first year undergraduates.

324 Higher Education events and conventions attended.

Student Support The University is committed to providing a superb and distinctive higher education and learning experience to outstanding students, irrespective of their backgrounds. This is underpinned by two clear ambitions – no barriers to studying and no boundaries to learning - and is supported by a range of activities such as our well-established peer support schemes - PASS (Peer Assisted Study Sessions) and Peer Mentoring. All year one undergraduate students are allocated either a peer mentor or a PASS leader and the scheme is growing in size each year. During 2016/17, 2,125 students volunteered in peer support roles.

The University has one of largest cohorts of students from low household incomes. During 2016, approximately a third of our students received cash bursaries of up to £2,500 per year. We have undertaken a range of research to look at the impact that the Manchester Bursary has on the student experience, and this work is ongoing. Results from our latest online survey of bursary recipients shows that 95% of students felt that the Manchester Bursary had been important or very important for their ability to financially continue with their studies.

Positive Graduate Destinations We have seen an encouraging improvement in positive employment outcomes for WP students from the University over the last few years with the gap between WP students and their non-WP counterparts decreasing.

PROFILE

www.gmhigher.ac.uk

GREATER MANCHESTER HIGHER Overview Greater Manchester Higher is a collaborative network of higher education providers in Greater Manchester, who are working together to increase awareness and raise ambitions amongst secondary and post-16 learners. As of January 2017, Greater Manchester Higher (GMH) has been funded through HEFCE’s National Collaborative Outreach Programme (NCOP); a four-year programme, which seeks to support the government’s aims to double the proportion of disadvantaged learners in HE by 2020 by targeted interventions with Y9-13 learners who live in areas of low HE progression.

The new programme of funding has enabled Greater Manchester Higher to expand its resource to over 35 staff working across the region’s 5 universities and 12 further education colleges. In addition to working with the region’s education providers, we work closely with local authorities, local organising bodies (the Commission for the New Economy, Greater Manchester Combined Authority and the Local Enterprise Partnership) and other partners to ensure that we remain an integral part of the regional skills landscape. The NCOP programme has enabled Greater Manchester Higher to create 5 new regional hubs based in local FE colleges which work closely with target schools and their learners. The infrastructure allows us to offer bespoke activities and events which meet the schools’ needs, in addition to a core programme of collaborative and impartial advice and guidance activities. Wraparound support from a team of Graduate Advisors will ensure that learners get the most out of the events they engage with.

Future Priorities To expand our provision of summer schools, residentials, and mentoring projects and to develop new partnerships with the city’s football clubs.

Impact Evidence

PROFILE

2017/18 will be another exciting year, with some innovative new projects including a large-scale event with the NHS Careers Hub and roadshows with Key103. Sam Kalubowila, Head of GMH

Impact Evidence During 2016/17 over 1,200 pupils aged between 12 and 15 visited one of the partner universities, participating in events on campus. In addition, staff and student ambassadors delivered outreach activities in schools to 9,100 learners, their parents and carers.

97% of participants now have a better understanding of how university is different from school.

96% of participants now know more about the benefits of going to university.

86% of participants attending a campus visit say they are more likely to consider going to university.

The following partners make up the GMH network: • Ashton Sixth Form College • University of Bolton • Bolton College • Bury College • Holy Cross 6th Form College • Hopwood Hall College • The University of Manchester • The Manchester College

• Manchester Metropolitan University • Royal Northern College of Music • University of Salford • Salford City College • Stockport College • Tameside College • Trafford College • University Campus Oldham • Wigan and Leigh College

www.manchester.ac.uk/gateways

THE MANCHESTER GATEWAYS PROGRAMME Overview The Manchester Gateways Programme is the University’s flagship widening participation initiative for talented pre-16 learners. The programme targets learners in Y7-Y11, from families with little or no experience of higher education, to promote access to selective universities including The University of Manchester. Schools commit to bring year groups across the whole programme so that pupils will have the opportunity to visit the University each year as they progress through secondary school. The programme provides subject enrichment and higher education awareness activities as well as information, advice and guidance (IAG) on potential HE course choices and careers. Learners are given the opportunity to develop their subject-specific knowledge through participation in academic workshops on at least one of Manchester Gateways Programme’s three subject pathways:

As determined by our ‘Manchester Prioritisation Model’ our ‘in house’ targeting model in which state schools and colleges are ranked according to the percentage of pupils eligible for free school meals and the percentage of pupils reaching particular key stage thresholds.

Of the 45 schools that the Gateways programme has worked with during 2016/17, 95% were ‘high priority schools’6.

Gateways Parents’ Event We understand how important parental/ carer support is in contributing towards educational achievement and as part of the programme each year, we hold an event for Y7 and Y8 pupils and their parents or carers to come onto campus and learn more about the programme. It also provides an opportunity to meet current University students and staff and to learn more about the University in general.

“My son really enjoys that the programme’s activities are different to what he would do in the classroom. He says that they are interactive and more varied. For me this is important, because it teaches my son that university is exciting. I think this will motivate him in his current studies to ensure he can study medicine at university.” Parent of Y8 pupil at St. Anne’s Academy

• Science, Technology, Engineering and Maths (STEM) • Biological, Medical and Human Sciences • Humanities The academic content for the programme is developed and delivered by a cohort of Widening Participation Fellows who are University PhD researchers.

During 2016/17, postcode analysis shows that 32% of pupils participating in Manchester Gateways Programme activities were from areas with low progression to higher education compared to 7.8% for entrants to The University of Manchester in 2015/16.

1,605 pupils participated in the Manchester Gateways Programme, and our evaluation surveys showed that:

95% of participants now have a better understanding of how university is different from school.

94% of participants now know more about the benefits of going to university.

86% of participants who attended a campus visit say they are more likely to consider going to university.

Future Priorities • To explore in more detail the longitudinal effects of IAG provision at Gateways Days on pupils, the Gateways team will pilot a study using focus groups for Year 10 students from three schools asking for feedback on the impact of attending Gateways on their future plans for FE and HE.

• To continue to promote the Manchester Access Programme (MAP) to Gateways pupils and parents, and track the numbers of pupils moving onto MAP after completing Gateways. 11

PROFILE

THE MANCHESTER ACCESS PROGRAMME (MAP) Overview The Manchester Access Programme (MAP) is our flagship widening access programme for Y12/13 students in Greater Manchester. Since 2005, MAP has supported local students from under-represented backgrounds to break down barriers to higher education. The programme aims to ensure that students are prepared for a future at a research intensive university. This support is provided through a structured programme of events and activities to gain and develop transferable skills. These include: • Completing a 1,500 word Academic Assignment under one to one guidance of an Academic Tutor; • Attending a University Life Conference- a two day event based around enquiry based learning. Upon successful completion of MAP, students are eligible to receive a differential offer from Manchester of up to 2 A Level Grades (or equivalent). Students will also benefit from our supported admissions process called ‘Decision Manchester’, which provides advice and guidance from University staff and an early decision on their application before they apply to Manchester via UCAS.

www.manchester.ac.uk/manchesteraccessprogramme

Impact Evidence From 2005 to entry in 2017, 1,800 MAP students have been successful in gaining a place at The University of Manchester. In addition, many MAP students have also progressed to courses at other highlyselective, research-intensive universities including Oxford, Cambridge and UCL. • MAP students are over 3 times more likely to be from a low-income household, with analysis for 2016 showing that 82.7% of MAP undergraduate students were from households with incomes below £25,000, compared to 25.1% for the University overall. • Analysis of a sample of MAP students who entered onto an Undergraduate programme at the University in 2016, shows that 86% of students achieved grades of BBB or higher. • Continuation rates of undergraduate students who have completed MAP are higher than the University overall. For entrants between 2008 and 2014, the continuation rate of MAP students was 94.4% compared to 92.7% for the University’s total undergraduate student population. • The proportion of MAP graduates who were in a positive employment destination 6 months after graduation is higher than the University overall. In 2015/16, 91.7% of MAP graduates were in a positive employment destination, compared to 82.2% for the University’s total undergraduate population.

MANCHESTER DISTANCE ACCESS SCHEME (MDAS)

University Life Conference The University Life Conference is a key event in the MAP calendar. The conference aims to develop students’ communication, research, presentation and team working skills through the completion of an Enquiry Based Learning activity. Taking place over two days, students have the option of staying overnight in one of the University’s halls of residence. Common feedback from students is that it helps to give them a ‘taste’ of university life, and also to build confidence in their ability to succeed at university. The University Life Conference really helped to improve my communication skills and it was a great opportunity to meet a large variety of people in a short space of time! The interaction with the student ambassadors really opened my eyes to both the academic and social aspects of university. I particularly enjoyed meeting with the Student Union’s sports teams at the fair and I would definitely be up for getting involved with representing the University in a team if I become a student here. Anwar Osman, MAP student (Medicine strand), Bolton 6th Form College

www.manchester.ac.uk/mdas

Overview The Manchester Distance Access Scheme (MDAS) is the University’s national widening access programme. Delivered using digital technologies, it supports students preparing for independent learning and academic study.

I really enjoyed the research project element of the conference. Our project was looking at the role that the media plays in generating and feeding into stereotypes. The guidance we have had from the staff and ambassadors has meant that I am now much more familiar with what are considered appropriate academic resources and how to go about accessing these. I feel much more confident now that I would be able to succeed in my higher education studies. Rebecca Heaton, MAP student (General strand), Xaverian College

Future Priorities To develop the delivery of the academic element of the programme.

MDAS was successfully piloted in 2013 and 2014 with the School of Arts, Languages and Cultures and the Faculty of Science and Engineering. It was expanded in 2015-17 to include cross-faculty representation working with the Faculty of Humanities, the Faculty of Biology, Medicine & Health and the Faculty of Science & Engineering. MDAS works with Year 13 students from across the country who meet specific widening participation criteria and who are holding an offer of a place to study on a selection of courses at the University. MDAS has two elements:

Upon completion of the scheme students receive a one-grade reduction in the grades required for entry onto their chosen course.

Impact Evidence In 2017, 96 students successfully completed MDAS, with 67 progressing onto a course at The University of Manchester.

Future Priorities The University has committed to the expansion and development of MDAS with additional courses participating for the 2017/18 recruitment cycle. A full list of the courses participating can be found on our website: www.manchester.ac.uk/mdas

Online Study Skills Module:

adapted from The University’s Library’s award winning ‘My Learning Essentials’ module. This introduces key skills that will be required of students at university, such as how to conduct research, how to evaluate resources and how to reference correctly.

Academic Element:

delivered by Academic Schools to support transition and retention to degree programmes. Students complete academic tasks that are tailored to their chosen degree discipline to increase preparedness for first year undergraduate study. 13

Strategic Partnerships

PROFILE

ATTAINMENT RAISING Overview The University’s work with schools and colleges provides a range of ingredients in 5 key areas that contribute to improved attainment outcomes for learners in the most disadvantaged areas. We have developed a number of successful, sector-leading, long-term initiatives through which we can build capacity and make a difference to a large number of educational establishments in our local community.

Future Priorities We will be undertaking further work to understand which activities have the greatest impact on student attainment and the most appropriate measures for assessing this. One of the areas we will be exploring is how the University can build capacity within schools, particularly within governance and leadership. We are already working towards this through the continued expansion of our School Governor Initiative and aim to build on this through sharing our expertise in leadership.

Research We believe that universities have an important role to play in contributing to the evidence base of what activities and strategies have the most impact on increasing progression into higher education as well as raising attainment. Manchester Institute of Education (MIE): undertakes research which crosses a number of diverse areas including: educational policy and leadership; critical pedagogies and maths education; special educational and additional needs; equity, disadvantage and poverty. MIE involves practitioners, policy makers

and researchers in collaborative development and research projects that seek to have a direct impact in the field. The Disadvantage and Poverty Research Group: examines how educational policy and practice, in the context of wider challenges of poverty, can become more equitable for those educationally disadvantaged. Group members are actively engaged with policy-makers and practitioners in applied settings – within schools, local authorities, and regional bodies.

Teacher Education and Training Through the provision of high quality teacher education and training the University makes a significant contribution to improved standards of classroom practice and creating future school leaders. Initial Teacher Education and Training (ITET): has been graded outstanding by Ofsted. Students spend collectively 70,000 days a year based in local schools and through our PGCE provision and support of School Direct we can make a substantial impact on developing excellent

Through building strategic partnerships the University is able to maximise the impact it has on learners and educational establishments in order to deliver improved outcomes.

a wide range of undergraduate degree courses. Students on our Foundation Year Programmes are more likely to be from a low participation neighbourhood and from a lower socio-economic background.

School Governor Initiative: places staff and alumni in state schools as governors to support the leadership and strategic direction of schools and colleges. The University’s staff contribute skills and expertise in a range of areas including HR, finance, legal, data analysis and change management.

NW School Improvement Partnership Board: has key representation from the University via Professor Ruth Lupton, an academic in our Manchester Institute of Education, who works with partners in a ‘closing the disadvantage gap’ sub-group.

Foundation Year Programmes: in Medicine, Dentistry, Pharmacy and Life Sciences are taught in partnership with Xaverian College, a local sixth form college and have been specifically designed to provide students with the best possible grounding for continuing onto

Improved attainment

By harnessing the expertise of our academic community, the University is contributing to advancements in curriculum development on a regional and national basis.

The model of awareness + aspiration + attainment=progression has been developed by the Progression Trust and shows that the first two elements, which are the main focus of the University’s outreach work, are crucial alongside attainment raising.

to requests from teachers who suggested extra support from the University could help pupils in preparation for Year 6 SATS exams. Our School of Social Science delivers a programme of pre-university courses to post-16 students in a range of disciplines. The aim of these courses is to equip students with the skills and knowledge they need to successfully apply and transition into a social sciences degree programme11.

for school children to help them to appreciate the science and creativity inherent in the subject. The Further Mathematics Support Centre: provides tuition and revision for Further Mathematics students in Greater Manchester and the surrounding area. Academics in Geography: have worked with the Manchester Geographical Society to provide research based workshops for Geography teachers nationwide. The workshops focused on the curriculum areas of the new Geography A level9. Extended Project Qualification (EPQ)10: is supported by the University through research skills workshops, online resources and access to the University Library. Feedback from teachers shows how important this support has been to students in developing critical research skills.

Outreach activities

A number of our core WP programmes focus directly or indirectly on supporting and raising attainment. Our Primary Literacy Support Scheme leads a small cohort of pupils through a 6 week programme of story writing. The scheme was developed in response 14

Curriculum Support

Computing at School Regional Centre North West: is a grass roots organisation, based at the University, that works to promote the teaching of Computer Science in schools. The Centre provides training events for teachers throughout the school year, as well as exciting activities

classroom teachers and future school leaders. The University is also a delivery partner with Teach First. Science & Engineering Research and Innovation Hub (SEERIH): is one of the leading centres of excellence in primary science and engineering teaching nationally. With a programme of continued professional development for in-service teachers, academics and students, SEERIH positively influences the learning of young people in the subject areas of science and engineering.

The University has also developed a number of strategic partnerships with external organisations which focus on attainment raising activities such as The Tutor Trust7 and the Brilliant Club8.

http://thetutortrust.org/ http://www.thebrilliantclub.org 9 http://www.supi.manchester.ac.uk/forteachers/2016-a-level-geography-resources/ 10 http://www.manchester.ac.uk/connect/teachers/students/post-16/extended-project/ 11 http://www.socialsciences.manchester.ac.uk/connect/schools-and-colleges/courses/ 7 8

PROFILE

THE LEGACY OF AHMED EXHIBITION

CULTURAL INSTITUTIONS AND LIBRARY Overview A wide range of learning programmes spanning all ages are delivered by our Cultural Institutions and Library. They work actively with schools, colleges and prospective students through their educational programmes which are developed and led by specialist staff. Much of this work has a curriculum focus which links to degree courses and research at the University.

The Manchester Museum Offers a suite of educational programmes which are actively targeted at WP Priority Schools . Their ‘Inflatable Museum’ project is designed to provide an interactive, immersive, hands-on learning experience, bringing the museum experience directly to schools and connecting young people from some of Greater Manchester’s most disadvantaged areas to the Museum’s collection. www.museum.manchester.ac.uk/learning

Jodrell Bank Delivers a wide range of activities for school aged children, including special themed days at the Jodrell Bank Discovery Centre for schools with low rates of progression into HE. Their ‘Explore Your Universe’, workshop is delivered to WP Priority Schools and engages students with the research conducted at Jodrell Bank and at the Large Hadron Collider at CERN. Students test their problem solving skills with laser puzzles, see hidden wavelengths with an infrared camera demonstration, and learn about some of the benefits of science research to our society. Students also get an insight into what it’s like studying science at university. www.jodrellbank.net/learn/schools

The John Rylands Library Is committed to providing quality learning experiences to engage students of all ages with its collections. Programmes include the ‘Gothic Literature Workshop’ which aims to motivate and encourage young writers. In conjunction with the University’s WP team, the Library also hosts the ‘Writing with Rylands’ Year 5 Literacy project. www.library.manchester.ac.uk/rylands

The Ahmed Iqbal Ullah Race Relations Resource Centre The Whitworth Offers a wide selection of interactive workshops and programmes for all ages. Their ‘Masterclass’ programmes which are run collaboratively with the School of Mechanical, Aerospace & Civil Engineering and the School of Social Sciences, are led by a range of leading practitioners and are designed to raise the aspiration and attainment of Key Stage 3 - 5 learners. www.whitworth.manchester.ac.uk/learn

The University of Manchester Library Delivers introductory visits across some of our key WP programmes, in particular providing support for students undertaking the Extended Project Qualification. This year the Library’s contribution to Widening Participation, through its My Learning Essentials (MLE) resources, has been recognised with a Blackboard Catalyst Award for Community Engagement. www.library.manchester.ac.uk

The Race Relations Resource Centre was founded by Professor Louis Kushnick OBE in 1999 to document the stories of Manchester’s diverse ethnic communities in order to tackle racist attitudes. Over the last 18 years, the Centre has provided a wide range of resources to the University students and researchers as well as to the wider community. It delivers an extensive and exciting programme of outreach work in schools and colleges across all Key Stages and has encouraged more inclusive ways of teaching to help pupils succeed, as well as raising selfconfidence and pride in BAME communities. The Race Relations Resource Centre is named after 13 year old Ahmed Iqbal Ullah who was tragically murdered in Manchester in 1986. To mark the 30th anniversary of Ahmed’s death, the Centre held a three month long exhibition to commemorate his life and his legacy. It was headed by Project Manager, Jennifer Vickers and supported by the Centre’s staff and volunteers. www.racearchive.manchester.ac.uk

Future Priorities The cultural institutions also offer a collaborative scheme, the Cultural Explorers Programme, which provides access to four of the University’s cultural institutions for all 9 year olds from the primary

The exhibition was commissioned to commemorate the legacy of Ahmed and to record and share the cultural awareness made in Ahmed’s name both in Manchester and in Bangladesh. Work on the project began in September 2015 and the main exhibition was launched in Manchester Central Library in October 2016 on Ahmed’s birthday. Over 120 people attended the launch event, where we heard from Ahmed’s sister who made an emotional speech about Ahmed and his life. 35 individuals took part in oral history interviews which shared memories of Ahmed, the inquiry into his death and the long-term impact on their lives, communities and careers. The exhibition also explored the development of subsequent initiatives including the Race Relations Centre, the Manchester Bangladeshi Women’s Organisation group – ‘Ananna’, the public sector network the ‘Longsight-Sylhet Link group’ and the Ahmed Iqbal Memorial High School which was built by Ahmed’s mother Fatima Begum in the family’s home village of Sylhet in Bangladesh. The school stands as a testament to Fatima’s determination for something good to come out of Ahmed’s tragic death, and in September 2016, two colleagues had the opportunity to visit the school. The trip enabled them to gather first-hand knowledge of our sister institution and to film, photograph and interview the people involved with the school. All this information was brought

back to Manchester to enrich our archive and share our knowledge about the school’s achievements. Two students from The University of Manchester also supported with the project. They helped to conduct and process four oral histories, undertook reminiscence work with staff and members of Ananna and contributed to the blog. We also created a travelling exhibition that brought the messages of Ahmed’s life and legacy out to local communities and produced a commemorative book which has been widely distributed across the city.

In total, there were an estimated 71,500 visitors to the exhibition. A digital interactive exhibition has also been uploaded to the Archive+ exhibition area in the Central Library as a permanent legacy of the project. Jennifer Vickers, Project Manager

schools located in Ardwick, Hulme, Moss Side, Rusholme and Longsight. The long term aim is to encourage schools to embed visiting into their curriculum and develop long lasting partnerships with the cultural institutions. 17

PROFILE

www.manchester.ac.uk/connect/ teachers/students/secondary/wideningparticipation/targeted-groups

ACCESS ALL AREAS CONFERENCE www.manchesterstudentsunion.com/volunteering

STUDENTS’ UNION Overview Since 2012, the University has committed funding to the Access All Areas (AAA) programme including a permanent Access and WP Coordinator to support this student led initiative. AAA has followed in the footsteps of the Students’ Union volunteering and fundraising groups, such as RAG (Raise And Give) and Student Action, to build positive community links with the aim of tackling educational inequalities. Student Led Access All Areas Projects Key to the success of AAA is the strong emphasis on student leadership – student project leaders are supported by staff and the elected student committee to design and deliver 14 projects.

Off-Campus Students Project The ‘Off-Campus Students Project’ aims to improve the student experience and success of living at home students, mature students, student parents and student carers. This year there was a pilot project offering living at home students access to a ‘Commuter Cost Fund’ which supported travel costs for 100 students wishing to engage more with activities on campus.

Examples of student led projects in 2016/17:

Impact Evidence

Reading Mentors: Current students volunteered with three primary schools in Manchester, with the aim to increase confidence and develop the skills of young readers.

• In 2016/17, AAA worked with over 60 schools and colleges and students volunteered over 1,245 hours.

Travel Lab: STEM students delivered a series of engaging workshops at libraries across Manchester. The workshops were attended by around 30 children and their parents who explored topics such as ‘Bug and Brains’, ‘Coding’ and ‘Particle Physics’.

Manchester Medical Research Students’ Society (MMRSS) Conference: With support from AAA funding the MMRSS invited college students with an interest in medicine to attend an inspiring conference delivered by undergraduate students, scholars and researchers. The society delivered a tailored timetable for the college students, which included a workshop on ‘Applying to Medical School’ as well as sessions on how to interpret medical statistics and deliver presentations.

• 100% of schools and partner organisations agreed that they would recommend working with Access All Areas to others. • 100% of the 65 students who attended the ‘Living at Home Students Residential’ said they were more confident about being at university and 100% said they were more likely to join societies.

The 2016/17 Student Committee made it their priority to ‘raise awareness of student led WP outreach amongst other HEIs and Students’ Unions’ through delivering a national conference. The event brought together 100 staff and students from 16 universities, 21 different Students’ Unions, 7 charities and 2 colleges. The conference comprised of workshops and speeches led by Access All Areas, universities, Students’ Unions, charities and the NUS. It is incredibly motivating to be part of a student community that cares about access to education and that has such a positive impact on those they work with. In my family, my generation has been the first to attend university therefore widening access to higher education is a topic that I strongly believe in. I have been involved with the Access All Areas project since I started at university, and without it, I wouldn’t have been able to set up the Longsight Study Group, ‘LIGHTSS’. LIGHTSS aims to meet the need of resources for GCSE and A Level studies in my local area and will hopefully increase students’ chances of going to university. I feel incredibly proud to be involved with the study group support, especially when students say that they don’t think they would have achieved such great results without us. Memona Shahid, Access All Areas Student Chair 2016/17 In 2017, Memona won the student award for ‘Outstanding Contribution to Widening Participation’ in the University’s Making a Difference Awards.

Future Priorities To facilitate current students from widening participation backgrounds to access Students’ Union activities through an ‘Access to Recreation Fund’. Students will be able to claim up to £200 towards activities such as joining SU societies and groups, purchasing equipment or travelling to attend meetings and activities within the society.

Student Ambassadors One of our key priorities for 2016/17 was to expand our team of Care Leaver Student Ambassadors. Now a team of 26, the ambassadors have acted as excellent role models, particularly on the projects we have run with looked after young people.

LOOKED AFTER CHILDREN (LAC) Overview The University delivers a range of activities to support care leavers to increase aspirations to further study in a group which is significantly under-represented in higher education. Much of our work in this area is delivered collaboratively across four of the Greater Manchester HEIs – The University of Manchester, Manchester Metropolitan University, The University of Salford and The University of Bolton. The universities work together to deliver outreach activities for Looked After Children, care leavers and their supporters. Our work in this area also includes the joint delivery of the annual Greater Manchester Care Leavers’ Awards and the provision of information and guidance for key influencers including social workers and foster carers.

Key areas of the University’s work with Looked After Children includes: Success4Life: is a high intensity widening participation project for Year 8 and 9 learners in local authority care. The project aims to raise awareness of higher education amongst looked after children by introducing them to university life. The programme provides learners with the opportunity to improve their communication and confidence and University staff and Student Ambassadors work closely with the learners to build meaningful and supportive relationships. At the end of the project, the learners attend a graduation ceremony to celebrate their journey with their teachers, social workers and carers.

Campus Visits: These flexible and bespoke visits involve welcoming a young person who has expressed an interest in a particular degree course or career and showing them how university can be a part of their journey to realise their ambitions. On course support: The University also provides support for care leavers once they arrive. This support includes Undergraduate Access Scholarships12, and a named student support contact that can provide one to one advice and guidance on making the most of the opportunities available at the University. The University also provides care leavers with access to accommodation for a full calendar year in our Halls of Residence.

Future Priorities To use the National Network for the Education of Care Leavers (NNECL) best practice framework to improve outcomes for students at the University who are care leavers.

Our care leaver ambassadors also helped with the delivery of our ‘Supporting the Supporters’ event this year where foster parents, social workers and designated teachers were able to hear from them about their experiences of university life. The event also provided information on the support that universities can offer care leavers, as well as information on university applications and student finance.

“The University of Manchester’s events for care leavers have been very valuable and informative. I was particularly impressed by the tour and introduction to the University that they did for one of the young people that I support. It left her feeling enthused about university and was a very positive day, particularly because of the care leaver ambassadors that showed us around.” Fran Slater, Personal Advisor (Leaving Care), Barnardo’s

Impact Evidence

During 2016/17, our collaborative schemes for supporting looked after children engaged with:

100

foster carers

http://www.manchester.ac.uk/study/undergraduate/student-finance/2017/uk/funding/manchester-scholarships-bursaries/

300

young people

PROFILE

www.manchester.ac.uk/connect/teachers/school-governors

www.manchester.ac.uk/contextualdata

SCHOOL GOVERNOR INITIATIVE

CONTEXTUAL ADMISSIONS AT MANCHESTER

Overview

The University of Manchester School Governor Initiative (UMSGI) places staff and alumni in state schools as governors to support the leadership and strategic direction of schools and colleges. The University supports its staff to become governors in 3 ways: 1. Helping staff to find voluntary placements as governors in local schools and colleges though our partnerships with SGOSS – Governors for Schools and Inspiring Governance. 2. Providing easy access to an active in-house network group via face- to-face meetings, an annual conference, e-updates and provision of regular and timely information relevant to governors and schools. 3. Assuring staff the flexibility to take time away from work to fulfil governor duties where necessary.

Impact Evidence The initiative has been hailed by the DfE and Manchester City Council as a beacon of best practice and has received recognition through national and international awards including the Green Gown Awards (2013), Business in the Community Education Awards (2014), the Times Higher Contribution to the Community (2014) and the Queen’s Award for Voluntary Service (2016). At the end of the academic year 2016/17 the total number of staff and alumni governors stood at 608, this equates to: • 51,072 volunteering hours per year (7,296 days per year), impacting on 273,600 learners; • The economic impact from the contribution of staff governors exceeds £1.33 million per annum; Analysis of the schools where our governors are placed in Manchester shows that: • Over 70% have above average numbers of pupils in receipt of free school meals.

Future Priorities To continue to increase the number of staff and alumni placed as school governors to meet the needs of schools and colleges in local communities where there is a shortage of skilled governors.

I was appointed as a school governor in March 2016 in an interesting position as the Local Authority appointed governor for a school that had just moved into a Multi Academy Trust. As an experienced careers guidance professional with many years working in the field of widening participation I can contribute at a strategic level, with careers education and guidance, work related learning and higher education links. I’m also developing new found skills in areas such as data analysis and resource management. I chair the Standards, Students and Community sub-group of the governing body and this has also been a fantastic opportunity to learn and grow and to make decisions that are in the best interests of the school. This role is not just about the meetings and shaping policies though, we get the opportunity to spend time in the school and to see pupils thriving both in and out of the classroom. I have access to fantastic training and support from both the University and the Academy Trust, through which I’ve been fortunate enough to be allocated an amazing mentor who is a former head teacher of a secondary school. The advice and support of my fellow University governors who are part of the UMSGI network has also been invaluable. I was the first in my department to take on a school governor role but have now been joined by two other colleagues who have now also been placed with local schools. With the stories we share about our valuable experiences as school governors and how our contribution really makes a difference, who knows how many others will be joining us from our department over the coming years!

Ensuring fair access for students, irrespective of background, is a key priority for The University of Manchester. Contextual admissions provides decisionmakers with supplementary data about the social and educational background of applicants. Clear and transparent information about our contextual data processes is provided to applicants13 and we ensure all new admissions staff are fully trained in its principles and use. We use contextual data at different stages of the undergraduate selection process and it includes: • Neighbourhood by home postcode.

11,457

The number of UG applications contextually flagged for additional consideration in 2016/17

Where applicants meet the University’s high academic thresholds, but achieve these in the context of fewer advantages, they are identified for further consideration in the admissions process. This further consideration can include, among other things: • Additional examination of the personal statement, taking into account that candidates may not have had equal access to participate in extra-curricular activities or to gain specific work experience. • Making interviewers aware of an applicants background and asking them to consider whether the applicant may be from a home and / or educational background where there has been less opportunity to access practice interviews, coaching, guidance and other preparation. • Further consideration of an application after the confirmation of exam results.

• Whether an applicant has been in local authority care. • The performance of the applicant’s school at GCSE and A-level (or equivalent). stage 1

stage 2

stage 3

stage 6

stage 5

Achieved and predicted qualifications – Level 2 (GCSE or equivalent) and Level 3 (A-level or equivalent)

Additional requirements, as evidenced by the personal statement and school reference

Aptitude and additional measures, eg UKCAT, coursespecific test, skills test, portfolio

Interview

Confirmation

Impact Evidence We have developed a weekly report on admissions statistics for contextually flagged students, allowing us to track and monitor data throughout the admissions cycle. In the 2016/17 admissions cycle, 11,457 undergraduate applications were contextually flagged for additional consideration. Monitoring shows our contextual data processes have increased the proportions of WP students being considered for the most selective courses, including Medicine and Dentistry.

Future Priorities To support with a new piece of research, commissioned by the Fair Education Alliance, looking at the use of contextual data across the sector.

additional ‘contextual’ information about applicants may be taken into account

Caroline Everson Local Authority Governor Manchester Creative and Media Academy 20

http://www.manchester.ac.uk/study/undergraduate/applications/after-you-apply/contextual-data/

PROFILE

www.manchester.ac.uk/studentfinance

STUDENT BURSARIES AND SUPPORT Overview As a leading international centre of research and learning, The University of Manchester is committed to attracting and supporting the very best students. We believe in entry based on merit and we invest in one of the most generous financial support packages in the UK. We are also committed to ensuring that financial issues do not present an obstacle for learners to access the full student experience.

Impact Evidence We have undertaken a range of research to understand the impact of our financial support since 201314. In December 2016, the Office For Fair Access (OFFA) issued a report and toolkit providing guidance to institutions on the use of a statistical model to evaluate the effectiveness of their institution’s financial support packages, with a key focus on looking at specific outcome measures for bursary recipients such as improved access, retention and attainment rates. In spring 2017, we began to scope out plans for the statistical analysis of the results, which will form part of our annual monitoring return to OFFA for 2016/17. In June 2017, we repeated our annual online survey of first year students in receipt of the Manchester Bursary, to further understand the financial needs and circumstances of our students and the impact that student financial support has on their experiences of university life. Initial analysis of the data has highlighted how fundamentally important the financial support from the bursary is to many of our students:

“As a mature student I would not have returned to study without the help from the University. It would be very difficult for me with a house, car and commitments to manage on the government student loan and part-time work.”

The University has one of largest cohorts of students from low income households in the English Russell Group, and during 2016, approximately a third of our students received cash bursaries of “That extra bit of money provided up to £2,500 per year. One of the key by the University was the principles of our financial support difference between counting my package is that it is simple and easy pennies and being able to focus on to understand and information about course fees and financial support is getting the best out of uni.” published on our website.

98%

of respondents stated that the Manchester Bursary was one of their main sources of funding.

95%

said that the Manchester Bursary had been important or very important for their ability to financially continue with their studies.

64%

said that the Manchester Bursary meant they had less need to take on paid work whilst studying.

51%

of respondents said it had enabled them to purchase resources for their studies that they would not otherwise have been able to afford.

Students were also asked about the ways in which the funding and support available affected their decisions about studying: 30% said they would not have studied without the extra funding from the University and 22% said that it affected their decision about what institution to attend.

“I have been able to fully integrate myself with the student community with the help of the Manchester Bursary. The bursary has also enabled me to join extracurricular activities outside of university to improve and develop my employability skills.”

https://www.offa.org.uk/wp-content/uploads/2016/11/Closing-the-gap-understanding-the-impact-of-institutional-financial-support-on-student-success.pdf

For the next phase of our research, we will be working in with our Students’ Union to conduct structured interviews with bursary recipients in order to gain a deeper understanding of the thoughts and feelings of bursary holders and further explore the themes identified in the quantitative surveys. In light of changes to government student financial support, including the introduction of a loans system for student nurses/midwives/allied health professionals, we will also be conducting an analysis of ‘student financial need’ – the difference between the cost of attendance and expected expenditure.

After my family’s income situation changed, I started to worry about the living costs of university. Thankfully, the Manchester Bursary put my worries at ease. The bursary has made it possible for me to fully engage in the student community; I’ve been able to volunteer with the homeless and campaign for numerous marginalised groups. Being able to get involved with extracurricular activities has given me the experience and confidence to secure an internship with the University’s Widening Participation team.

Scholarships for Master’s Students The University is committed to maintaining a diverse postgraduate student profile in the context of the new postgraduate student loan and has implemented a bursary scheme. For 2017 entry, we have offered 100 awards of £3,000 to Master’s students from WP backgrounds.

The bursary has also meant that I can fully dedicate myself to my studies during term time. Without both the Manchester Bursary and the Work Experience Bursary, my studies and future employability chances would have been seriously hindered. The financial support for students at The University of Manchester is life changing. Letitia Budu 3rd year Social Anthropology Student

Future Priorities To undertake a series of one-to-one interviews with recipients of the Manchester Bursary in conjunction with the Students’ Union.

PROFILE

12 Impact Evidence

EMPLOYABILITY

Several data analyses of employability outcomes for WP graduates, as captured by the 2015/16 DLHE survey, have been produced in order to tailor future services accordingly. We also run focus groups annually with our WP students which have led to the development of marketing campaigns, such as a WP e-newsletter, which promotes our targeted initiatives and aims to improve student engagement.

www.careers.manchester.ac.uk/findjobs/equality/socialmobility/wp

Overview Our approach to support the employability of all University of Manchester students is centred around three key themes: embedding employability into the curriculum and academic engagement; promotion of work experience in the form of placements and internships; and enhancing student engagement. Evidence suggests that students from widening participation backgrounds are disadvantaged in the graduate labour market15 and internal analysis of our own graduates found a similar picture: there were significantly lower proportions of WP students entering graduate jobs. The University is committed to improving the positive graduate outcomes for its significant cohort of WP students and this is included as a specific target within our Access Agreement: To achieve a year-on-year increase in the percentage of WP students in positive employment destinations as recorded in the Destination of Leavers of Higher Education (DLHE), whilst also aspiring to narrow any gap between WP and non-WP students achieving successful employability outcomes.

A successful partnership approach between the University’s Careers Service, WP team and committed colleagues throughout Faculties and Schools, is helping to improve the employability of our WP students and ensuring that the gap between WP and non-WP students narrows year-on-year. Before going into the third year of my Philosophy, Politics and Economics degree, I am completing an eight week placement within the University as part of the Student Experience Internship Programme. I would not have been able to do this without the Work Experience Bursary. I used the bursary to pay for my rent, so that I could complete my internship with the Faculty of Science and Engineering’s Business Team. I’ve been able to develop my research and communication skills. I feel more prepared and connected to secure a job at the end of final year. Through my placement, I’ve realised that a career in research is definitely for me.

The latest five year average for employability outcomes for graduates from Low Income Households shows the gap between WP and non-WP cohorts continues to narrow.

% in a positive destination (5 year average) WP students and their Non-WP counterparts (Low Income Households) 78 76 74 72 70 68 66 64 62

Through my experiences completing this internship I have gained skills that are highly valued by employers, such as written and oral communication skills. I highly recommend taking part in a Summer Experience Internship, not only for the potential to set you apart from other graduates in terms of employability – but also for helping you realise your own future career aspirations.

In July 2016, I visited London and Paris as part of the Global Graduates programme. Coming from a small town in Greater Manchester, I didn’t see myself working in a global city but after meeting with professionals in London and Paris, I realised that it is well within my grasp. On the programme, I was able to learn and connect with a variety of professionals. I learnt about working cultures, the different routes I could take with my degree and that I shouldn’t let setbacks deter me from my final goal. We were also able to inform the professionals of the recent developments at the University. The connections made on this programme have been invaluable; I have stayed in contact with many of the professionals since returning home. They’ve offered guidance on my CV and how to profile myself online to future employers. I hope that the programme continues for other less advantaged students at Manchester because their success should not be determined by their economic background but their merit and skills.

Matthew Perry Student Experience Intern

Hamza Hasan (Hons) Law and Criminology LLB

2008/09 - 2012/13

2009/10 - 2013/14 WP %

Student Engagement: Pre-entry outreach: careers presentations and workshops with students aged 10-18. The main focus is on Y11-13 students to raise awareness of higher education and get them thinking about the range of career options open to them. Manchester Gold Mentoring: a six month mentoring programme where University of Manchester students are matched with alumni and employers for career advice and support. In 2016/17, 163 undergraduates on the scheme, or 38% of those being mentored, were from WP backgrounds, which was an increase from last year. Global Graduates Programme: this programme offers the opportunity for groups of students to travel internationally and meet with a range of employers and alumni to learn more about their industries, businesses and roles. Last year, 28 out of the 32 students that took part in this programme were from WP backgrounds. This programme was highlighted as an example of best practice by the Bridge Group in their report on Careers Services and Social mobility16.

Careers workshops and events: actively promoted to WP students, these activities aim to improve develop students’ employability skills. During 2016/17, 1,318 students from low income households attended these workshops. My Future Framework: this model has been developed specifically for The University of Manchester, based on the experiences of our own recent graduates. It offers new insights into the key behaviours, which are important for initial career success.

Work Experience: Student and Graduate Internships The University of Manchester runs several internship programmes and ensures high participation rates from WP students and graduates. Student Experience Internships (SEIs) are for pre-final year undergraduate students and offers work placements within the University and charities across Greater Manchester. The Manchester Graduate Internship Programme (MGIP) is for new graduates and identifies internships with a variety of organisations and businesses, including the University. During 2016/17, 48% of students placed in SEIs and 30% of graduates taking part in the MGIP were from a WP background.

Moore, J. et al. Literature review of research into widening participation to higher education. 2013.

https://thebridgegroup.org.uk/report-launched-on-careers-services-and-social-mobility/

2010/11 - 2014/15

2011/12 - 2015/16

Non-WP %

Work Experience Bursaries for WP students A big barrier facing WP students that are trying to secure work experience are the costs. To this end, 95 WP students were awarded bursaries in 2016/17 with a total of £50,000 allocated.

Future Priorities To continue to develop, embed and evaluate activities which will close the gap between the percentage of WP and non-WP students in positive graduate destinations. To work on the HEFCE funded project, led by The University of Leeds, which aims to support the progression of WP students into postgraduate study.

PRINCIPAL CONTACT FOR ENQUIRIES Stephanie Lee Head of Widening Participation and Outreach The University of Manchester Email: stephanie.lee@manchester.ac.uk Tel: + 44 (0)161 275 7544 Royal Charter Number RC000797 | DW3266.10.17