Enabling students to succeed
Professor Rob Freathy, Dean of Taught Faculty
Ensuring that all of our students achieve their very best is at the heart of our Education Strategy. While we have high rates of student retention, good honours (First and Upper Second class degrees), and excellent progression to employment in comparison with the sector, we have some observable gaps in outcomes between some groups of students and their wider peer group.
Ongoing work under the auspices of the Success for All Strategy has focused on improving our understanding of the factors affecting differential student outcomes; improving the transition and induction experience of students entering into, and progressing within, UK higher education; and building a model of transformative education which promotes inclusive education, racial and social justice, and sustainability.”
Enabling students to succeed
Professor Rob Freathy, Dean of Taught Faculty
Ensuring that all of our students achieve their very best is at the heart of our Education Strategy. While we have high rates of student retention, good honours (First and Upper Second class degrees), and excellent progression to employment in comparison with the sector, we have some observable gaps in outcomes between some groups of students and their wider peer group.
Ongoing work under the auspices of the Success for All Strategy has focused on improving our understanding of the factors affecting differential student outcomes; improving the transition and induction experience of students entering into, and progressing within, UK higher education; and building a model of transformative education which promotes inclusive education, racial and social justice, and sustainability.”
Effective induction and transition are absolutely vital
Associate Professor Alison Truelove, Chair of Transition and Induction Working Group
Making sure that students get the best possible introduction to their life at university, and are properly supported as they find their feet, has been more important than ever since the start of the Covid-19 pandemic. Lockdowns, interrupted schooling, and stressful personal circumstances have all impacted on our students’ preparedness for study and university life more generally and returning students have also needed to adapt to new ways of learning and interacting during this unprecedented time of change and disruption.
Our workstream has focused on identifying good practice within and outside the University to support integration, academic preparedness, wellbeing and belonging, to give students the best possible foundations to succeed. This work helped to inform operational practice as the University responded rapidly to the challenges of the pandemic, and we continue to develop innovative approaches to induction and transition that recognise the diversity of experiences, backgrounds and needs of students across all our programmes of study.”
New framework embeds good practice
Strategic project work and responsive operational delivery combined to make sure students had the best possible start to their studies with the aim of supporting academic achievement, retention and wellbeing.
Work started with a review of induction and transition support to identify potential improvements. This was particularly timely, given additional challenges faced by students due to school closures, extended home-learning and the move to a post-Covid university environment.
Rapid progress was made in putting improvements in place including establishing best practice principles for a structured transition process starting pre-arrival, moving through the initial induction period and extending throughout students’ first term and beyond.
The principles and related provision focused on a number of areas including: ensuring inclusivity and accessibility are paramount; identifying leadership at academic level; using the pre-arrival period to share information and help inform student expectations; actively working to reduce information overload; engaging students as active participants; working to foster a sense of community and belonging; and helping students to establish early and effective connections with their Academic Personal Tutors.
Extensive online support for new students
Our online support for new students was significantly extended during the pre-arrival period to provide reassurance and build confidence while helping to inform and address expectations about the University and study more broadly.
Using work carried out by the Business School as a template, this approach was extended across all disciplines, giving all incoming undergraduate and taught postgraduates access to a pre-arrival course.
Developed by the new College Transition and Induction Coordinators, the courses provided students with an opportunity to introduce themselves and connect with their peers.
Members of academic staff and student mentors were also encouraged to engage and contribute to discussions to help build the sense of community and enthusiasm.
Most included topics such as preparing for arrival at university; learning environment and approach to teaching, learning and assessment; support services and peer support schemes; university values and culture; and what to expect during the first few weeks.
Towards an inclusive and diverse learning community
Professor Vrinda Nayak, Associate Academic Dean for Students (Racial Equality and Inclusion)
“Significant work has been carried out in the last year to enable equitable success for students and promote inclusive education across the University.
This means making sure our teaching (respects) supports diversity, enabling all students to take part and fulfil their potential while removing any institutional barriers impeding success.
This has involved building our knowledge through consultation and data analysis; developing a Transformative Education Framework to drive forward inclusive curriculum by supporting good practice; and importantly celebrating – and learning from – innovation and successful practice. The Inclusive Education Working Group has a particular focus on addressing differences in student experience (outcomes) between various student groups, which we see reflected in retention rates and degree awarding gaps.
This requires a multi-faceted approach to address not only how we teach but what we teach to ensure we dismantle any barriers impeding success.”
Embedding inclusive teaching and practice
Embedding inclusive teaching and practice is at the heart of the University’s new Transformative Education framework.
The framework aims to shape the future development of education at the University. The framework is built around three key principles: inclusive education, racial and social justice and sustainability. The framework will seek to embed these principles within module content, teaching and learning practices and assessment and feedback.
New roles support racial equality and inclusion
New roles have been created across the University to provide support for students wishing to raise any concerns relating to racism or discrimination during the course of their studies both within the University and on placement within the community.
The leads, who have received training on the challenges faced by ethnic minority students and those from disadvantaged backgrounds, meet regularly as a group to share good practice. In addition to helping to create a safe and supportive environment, the leads play an important role in promoting awareness and commitment to inclusivity issues amongst students and staff within their academic disciplines.
Narrowing degree awarding gaps
Considerable efforts have been made to better understand and address differential degree outcomes experienced by some of our under-represented students, and particularly by Black, Asian and Ethnic minority students and those with disabilities.
And, while progress has been made, there is still much to do. This work has involved detailed investigation and analysis, consultation with staff and students, promotion of inclusive educational practices, and interventions at discipline level.
The University’s Degree Outcomes Group has led detailed analysis and mitigation work to monitor and address these issues. The University also took the step of appointing Dr Billy Wong as its first ever Principal External Examiner to provide external assurance and scrutiny.
Developments to the University’s Education toolkit, investment and highly active grass roots activity to promote and embed approaches to decolonise the curriculum engaged academic staff and students in extending inclusive practice.
Adaptations of our educational provision in response to Covid including the development of digital learning spaces and teaching methods, introduction of a no detriment policy, alternative assessments and investment in a range of online tools and mitigations, were also impactful.
We continue to see improvement against our targets to narrow the most persistent awarding gaps and this work continues in earnest.
Narrowing degree awarding gaps
Considerable efforts have been made to better understand and address differential degree outcomes experienced by some of our under-represented students, and particularly by Black, Asian and Ethnic minority students and those with disabilities.
And, while progress has been made, there is still much to do. This work has involved detailed investigation and analysis, consultation with staff and students, promotion of inclusive educational practices, and interventions at discipline level.
The University’s Degree Outcomes Group has led detailed analysis and mitigation work to monitor and address these issues. The University also took the step of appointing Dr Billy Wong as its first ever Principal External Examiner to provide external assurance and scrutiny.
Developments to the University’s Education toolkit, investment and highly active grass roots activity to promote and embed approaches to decolonise the curriculum engaged academic staff and students in extending inclusive practice.
Adaptations of our educational provision in response to Covid including the development of digital learning spaces and teaching methods, introduction of a no detriment policy, alternative assessments and investment in a range of online tools and mitigations, were also impactful.
We continue to see improvement against our targets to narrow the most persistent awarding gaps and this work continues in earnest.
Removing barriers to life-long learning
A major review was undertaken with the aim of improving access, retention and outcomes for mature students, who often have to manage study with competing caring and financial responsibilities.
The Mature Students Working Group led by Dr Sam Pollard, undertook primary and sector research to identify priority action areas including admissions and recruitment, bridging support, education strategies and finance.
Consultation with students was critical in highlighting barriers to success and identifying potential solutions which are in the process of being actioned. Significant improvements were also made during the year in information and outreach and transition support for mature learners, who were particularly hard hit by the pandemic.
Dr Sam Pollard, Chair of the Mature Students Working Group
“‘Small bits of help and support have made all the difference to enable me to study successfully.’
With this student comment in mind, the mature student working group has been working closely with students to take a critical look at the University’s recruitment, admissions, education and support practices; with the aim of making our University a welcoming place for mature students where they can thrive.
Based on our recommendations, the University has agreed a new investment package to support mature learners including the introduction of our first mature student scholarships this year.
We are also introducing a new bridging programme which aims to support mature learners develop key academic skills, expectations of university life and engage with the support available at the University of Exeter.
As part of this project, we are developing a closer partnership with Exeter College. We have also seen a new appointment to offer bespoke support to mature students throughout the admissions process and the extension of financial support.
Looking forward, we will continue to look at the barriers mature students face – such as timetabling and financial constraints – while continuing to deliver strategic projects to attract more mature students to the University and better support them whilst here.”
Sector leading help for students in care
Our wrap around support for students who have been in care was highlighted as sector leading practice by the Office for Students and the award of a new quality mark from the National Network for the Education of Care Leavers (NNECL).
Support which includes a personal point of contact, financial, admissions, accommodation, pastoral and practical help was also extended to include drop-ins and other events to help address feelings of isolation, exacerbated by the pandemic. Care leavers, who receive full tuition fee waivers, will also soon be able to access additional welfare support.
Supporting student carers
The University experienced an increase in students identifying themselves as having caring responsibilities for another family member or partner during 2020/21.
Student carers can often feel isolated and hidden from the wider student population. We offer specific support such as designated points of contacts for wellbeing and employability and bursaries used for expenditure such as respite activity, travel or counselling.
During the pandemic, the University and the Students’ Guild have worked collaboratively to provide informal virtual drop in spaces where students can meet with other student carers and seek support.
Natalie Bracher, Chair of Under-represented Students Working Group
“Our students have been faced with huge challenges during the pandemic and for those with caring responsibilities or without family support, it has been particularly tough. Providing a friendly face and regular forum for catching up and reaching out for support, has been really important. Whether it’s providing a dinner invitation at Christmas or remembering someone’s birthday, the small kindnesses can be just as important as providing a financial safety net and practical support.”
Stand Alone Pledge
Since the start of the pandemic, the University has experienced an increase in students reporting difficult family circumstances leading to estrangement and lack of parental or other support.
A signatory of the Stand Alone Pledge, we support estranged students from point of arrival through to graduation with a range of financial and practical support.
Making the transition to high education, dealing with financial challenges, finding accommodation during the summer break and paying for graduation, are all particular points of stress which our support seek to address. Students without family support were particularly affected by lock down and loss of work.
Recipient, Estranged Student Bursary
The challenges of being an estranged student have been mental and financial hardships. Personally, not having those key parental figures for advice or aid intensifies the stress of university life and particularly impacted my financial assessments because I lacked that contact to provide details of estrangement to student finance.
Speaking to the Guild gave me immediate support such as access to bursaries and advice and action that eventually resolved those financial problems. They have also been very caring and supportive for my wellbeing with regular check-ups and quick responses.
It can be very stressful with the workload with these ongoing issues so speaking with the wellbeing program also gives support such as Independent Learning Plans which allowed me to have extensions on essays along with other benefits.”
Mentoring participant
“To have someone just say, ‘yep, I’ve been there’, and then just work through how they solved problems was so good when starting as there’s so much to know and get up to speed with.”
Rachel Farmer, Welfare Consultant
“Since May 2021 part of my consultant’s post has been dedicated to students who are care leavers, care experienced, have caring responsibilities or are estranged from their families. My background is in social work and I have worked for Local Authorities for 15 years supporting young people on the edge of, or within, the care system.
In my current role I can offer support to these students prior and during their studies, or immediately post-graduation. I can meet with students at offer holder days, with Personal Advisors and carers to support times of transition both in and out of university. I am also available to help navigate systems and process which can be challenging for students while at university. Support – whether emotional, pastoral or practical – is offered holistically to meet the needs of the individual, respecting that everyone’s journey to university is different.
This can be face to face, over Teams or by phone or email, to be as flexible and accessible as possible. I am always pleased to receive feedback to how Welfare support can be developed for students and am excited to enhance our WP Welfare provision moving forward.”